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Facilitative Skills for Adaptive Leaders Agenda Introduction Characteristics of Effective Facilitation Components of Effective Facilitation –Active Listening.

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Presentation on theme: "Facilitative Skills for Adaptive Leaders Agenda Introduction Characteristics of Effective Facilitation Components of Effective Facilitation –Active Listening."— Presentation transcript:

1 Facilitative Skills for Adaptive Leaders Agenda Introduction Characteristics of Effective Facilitation Components of Effective Facilitation –Active Listening –Listening Blocks –Asking Good Questions Managing Tension

2 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY OBJECTIVES After completing this training segment, participants will be able to:  describe the leader’s responsibility for utilizing facilitative skills within responsibilities of adaptive leadership  determine the importance of utilizing facilitative skills.  identify strategies for facilitating communication.  determine strategies for managing tension and regulating distress

3 Characteristics of Effective Facilitation in Adaptive Leadership

4 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Qualities of Effective Facilitation environment allows participants to get to know and feel comfortable with each other. all participants are encouraged to actively contribute their opinions and ideas - no domination of a few voices participants are supported in developing their own solutions rather than having solutions fed to them discussions are kept on track to achieve the meeting’s purpose. the leader steps back when participants begin to “own” the process and start facilitating their own discussions and solutions

5 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Basics for Effective Facilitation A common focus on the content (purpose). A common focus on the process (how we will go about this). Someone responsible for maintaining an open and balanced flow of ideas and suggestions among all attendees. Someone responsible for keeping attendees’ contributions from being prematurely evaluated or attacked. source: American Heart Association ‘Get with the Guidelines - tips for facilitating effective discussion’

6 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Sockalingam, S. (2012) adapted from Facilitative Leadership Styles Facilitative Skills in Adaptive Leadership AssumesKnowsSeeksRelies On

7 Components of Facilitative Skills in Adaptive Leadership

8 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Tips for effectively facilitating discussions Understand your audience Understand group process Encouraging participation Managing participation Helping groups to prioritize Understanding and moving towards consensus Resolving differences Handling distracting behaviors source: American Heart Association ‘Get with the Guidelines - tips for facilitating effective discussion’

9 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY An idealized approach to dialogue and decision-making source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making Decision Point New Topic 

10 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY How communication often works source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making New Topic

11 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY The Temptation to stay in the comfort zone source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making New Topic

12 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leading through Distress source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making Decision Point New Topic  

13 Active Listening

14 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Active Listening Steps Face the person Indicate an open posture Lean towards the sender Maintain eye Relax while attending Minimize internal and external distractions Keep an open mind Engage yourself Sockalingam, S. (2010) Effective Communication: Adapted from

15 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Becoming an Active Listener Pay Attention Show that you are listening Provide Feedback Defer Judgment Respond Appropriately Sockalingam, S. (2010) Effective Communication adapted from

16 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY hy m alking?

17 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY How We Listen IN AN 8 HOUR WORKDAY: YOU SPEND ABOUT 4 HOURS LISTENING YOU HEAR ABOUT 2 HOURS WORTH YOU ACTUALLY LISTEN TO 1 HOURS WORTH YOU UNDERSTAND 30 MINUTES OF THAT HOUR YOU BELIEVE ONLY 15 MINUTES WORTH; AND YOU REMEMBER JUST UNDER 8 MINUTES WORTH

18 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Listening Blocks Comparing Mind Reading Rehearsing Filtering Judging Daydreaming Advising Sparring Being Right Derailing Placating Denying Rationalizing Nitpicking Identifying Sockalingam, S. (2010) Effective Communication. Adapted from: and Communicating for Results by People Developing. Com, ChangeMatrix, LLC, NV

19 Asking Good Questions

20 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY I have a dilemma… Source: The Collaboration Lab (2011)

21 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY The Power of Questions What we ask, how we ask it, the spirit with which we ask, all invite certain responses and discourage others. The very act of asking questions influences people. Acts of asking and answering alter experiences and generate experiences. Questions have the power to shape meanings and restrict or expand possibilities for action. Source: The Collaboration Lab (2011)

22 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Intentional Inquiry Is intentional and purposeful Is born of genuine curiosity. Causes both the inquirer and the responder to “ponder.” Broadens the range and opportunity for response. Creates openings rather than closings. Source: The Collaboration Lab (2011)

23 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Crafting Intentional Questions What work do I want this question to do? What kinds of responses might this question invite? Restrain? Is this question likely to stimulate fresh thinking? Do I have an answer in mind? Are my own assumptions imbedded in this question? Source: The Collaboration Lab (2011)

24 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Types of questions Broadening Clarifying Explaining Exploring Challenging Brainstorming Consequential Source: The Collaboration Lab (2011)

25 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Another dilemma One person presents a dilemma to the group One person records the Questions Remaining people at the table ask questions Person with dilemma does not answer questions After a round of questions, person with dilemma goes through the list of questions and describes the effect of each question. Source: adapted from The Collaboration Lab (2011)

26 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Reflection: Are you a Facilitative Leader in Adaptive Work? Complete the questionnaire of 10 signs Identify the frequency of each item 1 = never 2 = sometimes 3 = half the time 4 = more often than not 5 = always Total the score


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