7
Facilitation
Success

Learning Objectives

By the end of this chapter, you should be able to:

• List the criteria for selecting a facilitator.

• Outline the process to develop internal facilitators.

• Describe facilitation as a leadership process.

• List facilitation skills for leaders.

Effective facilitators use their interpersonal skills, the knowledge of the facilitation process, and the facilitation tools described in this course to make a difference in their organizations. Successful facilitators recognize that it can be beneficial to have other people with facilitation skills in the organization. Selecting facilitators requires finding people who have a foundation of interpersonal skills that can be developed into facilitation skills. Once selected, new facilitators need a definite developmental plan so they can become effective facilitators within the organization. In today’s competitive work environment, the best leaders are also effective facilitators who have learned to use their facilitation skills when working with their people.

SELECTING A FACILITATOR

An effective facilitator should be able to work in both individual and group situations. The facilitator should either possess, or have the potential to develop, the behaviors and skills described in this course, and he or she should also be able to apply them appropriately regardless of the situation. Effective facilitators use these behaviors to establish rapport, earn respect, and develop a sense of trust.

Selecting Internal Facilitators

When selecting a facilitator, the first consideration is whether to use an internal or external facilitator. Since the facilitator is expected to remain objective, the internal facilitator will frequently face the challenge to remain neutral and not take an active role in the discussion. However, if this obstacle can be overcome, there are numerous benefits to having internal facilitators. First, they already know the business so they don’t have to experience the initial learning curve that is necessary with an external facilitator. Second, they most likely know the people with whom they will be working. Third, they understand the organization and its culture. They know how things work, what can be done, and what can’t be done.

If the facilitator is selected from within the group, ideally all group members should learn the behaviors and skills needed to assume the facilitator role when necessary. This provides greater flexibility for the group, increases the involvement of all members, and provides leadership experience to the designated facilitator. It also forces the person serving as the facilitator to step back from the situation for a period of time and become a neutral observer. This can lead to a different perspective of the situation when the facilitator returns as a group member.

Selecting External Facilitators

Many people, however, prefer to select facilitators who are external to the organization. Their assumption is that the facilitator will be more likely to remain neutral since he or she does not have a vested interest in the organization. However, this does not always work in practice.

For example, if an outside facilitator is hired by the CEO to come in and work with an organization, the CEO’s position may influence the way the facilitator works with the group, especially if the CEO is actively involved in the process. In fact, the CEO may even tell the outside facilitator up front what outcome is expected and thus reduce the neutrality factor. If the assignment is accepted, the facilitator needs to be candid with the group about the role he or she will be assuming.

The decision to select an internal or an external facilitator will vary depending on the situation and the needs of the organization. Anyone who has the desire along with the appropriate knowledge and skills can function in the role of facilitator. Those who have the desire but need to develop their skills can do so by putting together a plan like the one described in this chapter.

DEVELOPING NEW FACILITATORS

Once candidates for the role of facilitator are selected they must be trained and developed. The following steps can serve as a development plan outline for new facilitators:

1. Observe a facilitation session.

2. Work with an experienced facilitator.

3. Use videotape feedback.

4. Lead a facilitation session.

Observe a Facilitation Session

Observing an actual session will give the candidate a good idea of what is involved in facilitating. Prior to observing, the candidate should be given an orientation to the purpose of facilitation and what to watch for during the session. Exhibit 7-1 provides a checklist that can be used as a guide during the observation process. The checklist includes a summary of the main points of this course.

Whenever someone is observing a facilitation session, it is imperative that the facilitator explain to the team who the person is and what they will be doing. People who observe, without explanation, can become a barrier in developing a trusting relationship between the facilitator and the participants. For example, if the CEO or some member of top management were to “drop in” on a facilitation session, his or her presence would likely prevent team members from speaking candidly.

Take time to introduce any observers and explain what they will be doing during the session. Likewise, those who will be observing must be given clear directions about their role during the session. Are they to observe only? Will they assist by acting as a recorder? Will they be co-facilitating? Be sure they understand that they are not participants and should avoid responding to your questions.

Work with an Experienced Facilitator

One of the best ways to learn about facilitation is to work with an experienced facilitator. Select someone who would be willing to act as a mentor to the candidate. This may not be the very best facilitator because sometimes those who are best at doing something are not necessarily the best at developing others. At the same time, it is important for the facilitator to be able to role model effective facilitation skills. Select as a mentor someone who has the skills and who is willing and able to develop others.

Here’s how a mentor might be approached:

The mentor must be willing to take time to orient the candidate to the development process, explain what is happening, and answer questions. This means that after the candidate observes a facilitation session, the mentor must take time to summarize the session for the candidate. Effective mentors take the time necessary to explain why they did what they did in certain situations.

Co-facilitation can also be used as part of the development process. After observing a few sessions, the candidate should be given the opportunity to try out facilitation skills in a safe environment. Co-facilitation allows the experienced facilitator to assist when necessary if problems arise. One way to initiate the co-facilitator would be to have him or her act as the recorder first before assuming facilitation responsibilities. The mentor should go over the session with the candidate after these co-facilitation assignments.

The best mentors are willing to open themselves to questions from the candidate. They understand that learning takes time and that the candidate will likely make mistakes along the way. Mentors also take time to review course materials and explain anything that may be unclear to the candidate. Effective mentors make themselves available whenever the candidate needs assistance. The best mentors also possess the interpersonal skills described in this course and realize that what they are doing is facilitating the development of a facilitator.

Videotape Feedback

One of the best development tools is videotape feedback. This tool can be used in two ways. First, an experienced facilitator (perhaps the mentor) can be videotaped during an actual session. The mentor and the candidate can then review the tape together and discuss what occurred during the session. They can also view sections again for further clarification.

A second and more powerful use is to videotape the candidate conducting a facilitation session. Allowing candidates to view themselves in action will have more impact than hours of discussion and feedback from the mentor. The camera is objective and captures what really happens. Using video eliminates a lot of debate about what took place during the session and whether or not the facilitator handled a given situation appropriately.

Mentors should use the Facilitation Observation Checklist (Exhibit 7—1) as a discussion guide when reviewing the tape. The checklist will help keep both the mentor and the candidate focused on the skills that need to be developed as they review the video. The checklist can also be used as a guide for developing an action plan for the prospective facilitator. Those skills that need to be further developed can be identified and a timetable established for another review.

The facilitator should be sure to inform participants ahead of time if a session will be videotaped. Taping can be more intimidating than having an observer in the session. Participants might be suspicious of how the tape will be used or who will be watching it. Be sure they understand how it will be used. When setting up the equipment, it is best to place it in the back of the room and as far away from the participants as practical—but close enough to capture the sound and the body language of the facilitator. Videotaping can be used effectively with proper explanation to the group and proper set up.

Lead a Facilitation Session

Eventually the candidate will have to go solo for the first time. If the development described above has been completed, the first time should be successful. There may be some turbulence, but no crashes. New facilitators need to be willing to be their own worst critics. Following their first session, the mentor should meet with them and review the observation checklist again. The new facilitators should describe what happened during the session and how the situations were handled. This summarizing should occur as soon as possible after the facilitation session.

The number of summary sessions will depend on the confidence of both the mentor and the new facilitator. Regardless of how often they meet, the new facilitator should be encouraged to continue to use the checklist as a personal follow-up tool. The new facilitator may also want to periodically videotape his or her facilitation sessions to make sure no bad habits are being developed.

FACILITATION AS A LEADERSHIP PROCESS

Many of the same skills that make facilitators successful in working with teams have direct application to leaders in an organization. In today’s competitive environment, leaders have to be able to work with their people. The role of the leader has evolved from the authoritarian leader who drives people to achieve results to the leader who helps people achieve results. This helping dimension of leadership is directly related to the concept of a facilitator as one who makes things easy and uses facilitation to help individuals or groups.

Much of the leadership literature in the 1990s is based on the idea of leaders assuming roles such as servant, helper, and coach. The leader who uses the facilitation approach assumes all of these roles and has a flexible leadership style that can be applied to very different situations. The differences between an authoritarian-style leader and a leader who acts as a facilitator are illustrated in Exhibit 7-2.

Instead of telling people what to do, the leader as facilitator helps people solve their own problems and develop appropriate actions. Instead of using one-way communication, the leader as facilitator uses two-way communication whenever possible. The successful leaders of today consult with others in the organization when faced with a problem. They don’t try to do it all themselves. Many even call their counterparts in other organizations and ask for their perspectives and suggestions. Effective leadership requires an approach that is flexible and designed to meet the needs of individual members of the organization—the same approach facilitators use when working with teams.

Facilitation Skills for Leaders

The key interpersonal skills described in this course can serve as a foundation for effective leaders:

• Build Commitment. Leaders who want to succeed know that they need the support and commitment of those around them. They use the same skills as facilitators to build commitment within their organizations.

• Ask Questions. Leaders need this skill to involve people in solving their own problems. Questions can be used to draw people into the process and get them to express their own ideas.

• Actively Listen. One of the most critical leadership skills is the ability to listen and really understand what another person is saying. The better the listener, the more effective the leader.

• Provide Positive Feedback. The best leaders find creative ways to recognize the accomplishments of their people. They go out of their way to let people know they are valued and that their work is appreciated.

• Provide Corrective Feedback. Leaders who are successful do not shy away from providing corrective feedback. However, they know that the key is to focus on the individual’s behavior and not on the person.

• Manage Conflicts. Conflict is not necessarily bad unless it is allowed to dominate the environment and undermine team efforts. Leaders who are successful learn to identify conflict and manage it in a positive manner.

Facilitation and Leadership in the Future

In most organizations today, facilitation and leadership are viewed as two separate skill sets. The challenge in the future is to integrate facilitation skills into the training and development of new leaders. When leaders become more adept at facilitating their human resources, their chances of success will be increased. Future successful leaders will be those who can and do use the expertise of their people to accomplish more than each can accomplish alone. The facilitation leadership style holds great promise for the future.

Effective facilitators can contribute to the success of their organizations in a number of different ways. The key in selecting a facilitator is to get someone who can work in both individual and group situations. Effective facilitators must be able to establish rapport, earn respect, and develop a sense of trust.

An important consideration is deciding whether to use a facilitator who is internal or external to the organization. The plan for developing new internal facilitators includes having the candidate follow these steps: observe a facilitation session, work with an experienced facilitator, use videotape feedback, and lead a facilitation session.

Most of the facilitation skills covered in this course can also be considered leadership skills. Leaders today have to be able to work with their people in much the same way as facilitators work with team members. Leaders need to develop the skills of building commitment, asking questions, using active listening, giving both positive and corrective feedback, and managing conflicts. Successful leaders in the future most likely will be those who are also successful facilitators.