Day 0, P2 - 1

1
DAY 0 P1 Welcome Workshop Preview P2 Facilitator
Training I Team Building and Facilitation P3 Fro
m Main Workshop - S7 Conformance Assurance
Process/Questions P4 State Status
Check P5 Facilitator Training II Templates,
Visualization Tools, Group Techniques
Day 0, P2 Facilitator Training I - Handout 1
2
Handout Outline

• I. Group Dynamics
• Patterns of interaction 3
• Watch for unspoken messages 4-7
• Making decisions reaching closure 8-13
• II. Resolving conflicts on teams
• Guidelines 14
• Destructive/Constructive conflict 15
• Assumptions about conflict 16
• Levels of conflict 17
• Modes of handling conflict 18-22
• Handling problem situations 23-35
• III. Facilitator Intervention 36-38
• IV. Breakout Session
• Physical setting 39-41
• Tools media choices tips 42-45

Material in this section prepared by Ruthellen
Hellyer, Innovative Management Consulting, and
Ted Grossardt from the UK Transportation Center.
Some material reprinted with permission from
Faultless Facilitating, Lois Hart, HRD Press,
1991.
3
Group Dynamics - Patterns of Interactions
There are four common patterns of communication
in groups, although many more may exist. The
first three patterns record only person-to-person
interactions. In the fourth pattern, the process
observer also records group-directed remarks.

• 1. RECITATIVE - Like a classroom interaction
• Communication originates from or is directed
  toward one person
• Has different reasons for centering - high
  status, aggression, expert, controlling leader
• May be legitimate if temporary unhealthy if
  continuous
• 2. SUBGROUPING - Private conversations
• Takes members out of discussions
• Splits attention of group
• May occur because of too little interest in the
  topic
• May occur because of great interest in the
  topic
• 3. DIALOGUE - Public subgrouping
• Usually a process of a dispute
• Is like watching a tennis match
• Other group members may become apathetic
• Healthy if short term
• 4. MULTILATERAL - free-flowing communication
• Centering of attention is random and
  free-flowing
• Group-centered comments predominate
• Openness invites all members to participate

Source material from Ruthellen Hellyer,
Innovative Management Consulting.
I - Group Dynamics
4
Group Dynamics - Watch for Unspoken Messages
The purpose in paying close attention to your
group or team members is to observe what they are
saying and not saying. About 50 of all
communications is conveyed non-verbally. As a
facilitator, you need to watch for the unspoken
messages that accompany what is said. As a
process observer, you can also observe both
messages. Using your observation skills can help
you to assess the effectiveness of the group
process and how well information is being
received. Based on these observations, you can
adjust your questions, introduce a new activity
or procedure, call a break or deal with whatever
is interfering with the success of the
group. Observations collected over time can help
you decide to continue the process being used or
to modify it to respond better to their needs.
Caution Body language can be easily
misinterpreted. It is often necessary to talk
with the person directly to confirm your
interpretation.
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
I - Group Dynamics
5
Group Dynamics - Watch for Unspoken Messages
(Continued)
Sometimes you can accurately guess what people
are feeling based on what you are observing. For
instance
If they are Smiling Nodding affirmatively Lean
ing forward Maintaining eye contact If they
are Yawning Staring off into space Shuffling
feet Leaning back in chair Looking at clock If
they are Frowning Scratching head Pursing
lips Staring off into space Avoiding eye contact
Then they may be feeling Enthusiasm and
interest Agreement with whats happening
Then they may be feeling Boredom Fatigue Dis
interest Then they may be
feeling Confusion Disagreement Suppression of
feelings
Although a single behavior can serve as an
indicator of a feeling, accurate inferences will
be based on all of the data you collect from
observing your group members.
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
I - Group Dynamics
6
Group Dynamics - Watch for Unspoken Messages
(Continued)
What Should You Do Next?
Whether you decide to take action or not will
depend on the situation as you observe it. You
need to assess how many group members are
experiencing the observed feelings, the depth and
possible duration of them, and their impact on
the groups process and goals.

• And ...
• Several group members display the behavior,
• One group member displays the behavior

If you have observed Boredom Fatigue Disinteres
t

• Then ...
• Take a break,
• Speed up the process,
• Review the groups goals, or
• Introduce a new method or procedure
• Talk with him/her privately

Source material from Ruthellen Hellyer,
Innovative Management Consulting.
I - Group Dynamics
7
Group Dynamics - Watch for Unspoken Messages
(Continued)
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
I - Group Dynamics
8
Making Decisions and Reaching Closure

• First Question Is it time to decide?
• Second Question How do we decide?
• Tool Assessing strength of agreement

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I - Group Dynamics
9
Is It Time to Decide?

• Set a time limit with the goal of unanimous
  agreement
• At end of time limit, clarify agreement and poll
  group
• If unanimous agreement, done
• If not, ask if preference is to go to another
  method
• If not, return to discussion and log issues

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I - Group Dynamics
10
How Do We Decide?

• Unanimity
• Best chance of long-term success
• Demands collaborative, NOT competitive, solutions
• Takes time

• Majority
• Debate improves ideas
• People may horsetrade votes
• Secret ballots improve quality of outcome

If you are having trouble, consider breaking the
decision into components
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I - Group Dynamics
11
How Do We Decide?

• Leader decides after debate
• Leader makes informed decision
• Leader accepts responsibility
• Team may not understand logic of final decision
• Team may bootlick instead of offering useful
  ideas

• Flip a coin?
• If not important, as good as any
• Saves time

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I - Group Dynamics
12
Tool Assessing Strength of Agreement

• Create a preference line numbered 1-5 across the
  chart
• 1 indicates low or no agreement, 5 complete
  agreement
• Ask everyone to consider their level of agreement
  with proposal
• On cue, everyone raises their hand and holds up
  1-5 fingers

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I - Group Dynamics
13
Tool Assessing Strength of Agreement

• Thumbs Up, Down, Sideways

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I - Group Dynamics
14
II. Guidelines for Resolving Conflicts on Teams

• Respect individuals and value differing
  opinions
• Actively listen to each persons point of view
• Avoid polarizing too soon
• Clarify goals and look for commonalities
• Focus on ideas, not personalities
• Clarify specific points of agreement and
  differences
• Determine the conflict levels that may exist
  (Information, Strategies, Goals, or Values)
• Brainstorm several options for resolving
  conflict
• Explore the advantages and disadvantages of
  each option
• Try to collaborate on a Win/Win solution to the
  conflict

Source material from Ruthellen Hellyer,
Innovative Management Consulting.
II - Resolving Conflicts
15
Destructive/Constructive Conflict on Teams
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
II - Resolving Conflicts
16
Assumptions About Conflict
1. Conflicts are a normal and healthy part of
life. Since they occur, what is most important
is how we understand, resolve, and learn from
them. 2. Some conflicts can be avoided entirely
or kept from escalating. The more we
understand our own style and attitudes about
conflict and their causes, the fewer the
occasions when conflicts may occur. 3. Some
conflicts are minor and should be resolved after
the critical ones. 4. There does not have to
be a loser in a conflict. There are techniques
that can be used to work through a conflict
successfully so everyone is a winner. 5. We
can and must learn from our conflicts. If
conflicts are going to happen, whether or not
they are beyond our control, then we might as
well learn from each one and apply that
knowledge in the future.
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
II - Resolving Conflicts
17
Levels of Conflict
There are four levels at which conflict can
occur. They are listed in order of difficulty of
resolution from least difficult to most
difficult. One of the many aspects that can make
conflict difficult to resolve is that each person
in the conflict may be at a different level.
Also, the conflict may start at one level and
shift to a different level as it develops.
3. Goals
Conflicts at this level occur when there is a
difference in basic goals. Disagreements often
center on What should be done? What should the
focus be? What is the common direction? Is
there a shared purpose? Negotiation and
conflict resolution skills can help resolve this
level of difference.
1. Information
4. Values
This level of conflict involves differences of
information or facts or perhaps a lack of
information. Sometimes the parties have the same
facts, but their perception of the meaning of the
facts may differ. This level of conflict can
usually be resolved by sharing information and/or
producing reliable data.
This is typically the most difficult level of
conflict to resolve. While the other three
levels usually deal with tangibles, value
differences deal with ideology. People identify
strongly with their values and are very resistant
to changing them. These conflicts often arise
over differences of ethics, how power is used,
and assumptions of justice. The conflict
resolution issue becomes Is it possible to work
out a satisfactory outcome without either party
having to change his or her values? To do this
requires a sensitive understanding and respect
for each persons values, plus hard work to reach
a win-win solution.
2. Strategies
This level presumes there is an agreed upon
common goal. The disagreement is about which
strategies or procedures to use to reach the
goal. A good problem-solving process usually
helps resolve these differences.
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
II - Resolving Conflicts
18
Modes of Handling Conflict
Two-Dimensional Model of Conflict-Handling
Behavior
People are not necessarily locked into one style
of conflict management and potentially can
utilize all the styles. However, individual
differences and experiences tend to make each
person more comfortable with one or two styles.
These styles, therefore, are the ones that the
person is most likely to employ.
Adapted from Conflict and Conflict Management
by Kenneth Thomas in The Handbook of Industrial
and Organizational Psychology, edited by Marvin
D. Dunnette. New York John Wiley Sons, 1983.
Adapted and used with permission of Marvin D.
Dunnette. Reprinted with permission from
Theories and Models in Applied Behavioral
Science San Diego, CA Pfeiffer and Company,
1991.
II - Resolving Conflicts
19
Modes of Handling Conflict
Collaborating The collaborative style is
characterized by a desire to satisfy both
parties concerns in a dispute. People with a
collaborative orientation tend to demonstrate
highly assertive and highly cooperative behavior.
Collaborative people value mutual benefit,
integration, and Win-Win solutions. The opposite
of collaborating is avoiding.
Competing The competitive style is characterized
by a desire to satisfy ones own concerns at the
expense of others. Competitively oriented people
often act in an aggressive and uncooperative
manner. Win-Lose power struggles and attempts to
dominate are common. The opposite of the
competing mode is the accommodating mode.
Accommodating People who favor the accommodating
style are more concerned with pleasing others
than with meeting their own needs. They tend to
be nonassertive and cooperative. People who
practice this style of conflict management
sacrifice their needs and desires in order to
keep the peace and to make others happy.
Avoiding Those who practice the avoiding style
tend to behave as though they were indifferent
both to their own concerns and to the concerns of
others. The avoiding orientation often is
expressed through nonassertive and uncooperative
behavior. Avoiders prefer apathy, isolation, and
withdrawal to facing conflicts. They tend rely
on fate to solve problems instead of trying to
make things happen. When faced with a potential
conflict, an avoider might seek to distract
attention from the issue or might attempt to
ignore the issue entirely. Depending on the
circumstances, this behavior can be perceived
either as evasive or as effective diplomatic
maneuvering.
Adapted from Conflict and Conflict Management
by Kenneth Thomas in The Handbook of Industrial
and Organizational Psychology, edited by Marvin
D. Dunnette. New York John Wiley Sons, 1983.
Adapted and used with permission of Marvin D.
Dunnette. Reprinted with permission from
Theories and Models in Applied Behavioral
Science San Diego, CA Pfeiffer and Company,
1991.
II - Resolving Conflicts
20
Modes of Handling Conflict
Appropriate When
User Characteristics
Mode
Competing
Takes firm stands Can be intimidating to
subordinates, who are likely to fear dissent
There is an emergency or crisis A decision is
unpopular One is certain that he or she is
correct about a crucial matter One is defending
against opportunists, who might exploit a less
combative style
Collaborating
Views disagreements as opportuni- ties to make
things better Sometimes tries inappropriately
hard to reach consensus on unimportant issues
The desires of both sides are too important for a
simple trade-off Attempting to gain insight into
somebody elses ideas or opinions Bringing a
variety of views to bear on an issue Seeking
consensus to obtain joint ownership of the
action Overcoming previous hostilities in a
relationship
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
II - Resolving Conflicts
21
Modes of Handling Conflict
Source material from Ruthellen Hellyer, Innovative
Management Consulting.
II - Resolving Conflicts
22
Modes of Handling Conflict
Appropriate When
User Characteristics
Mode
You are aware that the other sides position has
more merit or justice than your own You wish to
make amends or reparations The controversy
matters more to the other party than to you You
want to build up a debt to collect later The
other side holds all the winning cards You value
peace more than the potential gains in the
controversy
Gives in to others when warranted or perhaps when
not Reasonable Willing to admit errors Wise
enough to surrender when appropriate Knows the
correct exceptions to policies
Accommodating
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
II - Resolving Conflicts
23
Handling Problem Situations
Problem situations are defined as those
situations in which learning or team progress
inhibited due the behavior of one or more of the
members. All facilitators occasionally run into
problem situations. Team progress is most likely
to occur when all members of the team are
actively involved and participating in the
process. Frequently, however, problem situations
have to do with the level of participation of
individuals or the focus of their contributions.
If individuals are too vocal, it may hinder the
full participation of others and you may run out
of time before the meeting content and activities
are completed. If individuals are too silent,
their valuable input is lost from the group.
Some team members seem to go off on tangents when
they get the floor, while others spend their time
challenging every point. Try not to assume that
these behaviors are a reflection of hostility
some may simply be very enthusiastic and excited
about the material, and others may just be
nervous about expressing themselves in front of
the group.
Three considerations in handling problem
situations
1. Eliminate or minimize the problem behavior.
You need to resolve the problem to the extent
necessary for learning to resume unhindered. 2.
Maintain the self-esteem of the team member.
Try to resolve the problem behavior in a way
that does not reduce the self-esteem of the
person. 3. Avoid further disruption to team
discussions. Solve the problem in a way that
preserves a climate that is relaxed,
comfortable, and conducive to team progress.
Remain as emotionally neutral as possible

• Begin by identifying possible strategies
• Evaluate the strategies against the above
  considerations
• Select a strategy to use, and perhaps a back-up
  strategy
• Later, evaluate its effectiveness and think
  through what else you might have done.

Source material from Ruthellen Hellyer,
Innovative Management Consulting.
II - Resolving Conflicts
24
Dealing with Special Problems

• One Person Dominates
• Goofing Off
• Low Participation
• Two People Lock Horns
• One or Two Shy People
• Side Jokes / Whispering
• Stopping / Starting on Time
• Quibbling over Trivialities
• Strident / Repetitive Person
• Group Defers to Person-In-Charge
• I Found a New Problem!

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II - Resolving Conflicts
25
One Person Dominates

• Dont focus on person and try to control them
• Do call on others to join in
• Do write down the dominating persons point and
  post it
• Do break into smaller groups

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II - Resolving Conflicts
26
Goofing Off

• Dont get into power struggle with the group
• Do look for a break to relieve work load
• two minute walk-around
• music break
• Do assess whether the topic is the problem

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II - Resolving Conflicts
27
Low Participation

• Dont assume this means passive consent
• Might mean anxiety
• Get out of large-group discussion into
  go-arounds, small groups, idea lists, or
  brainstorms

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II - Resolving Conflicts
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Two People Lock Horns

• Dont try to resolve differences if they dont
  intend to agree
• They may be using each other to clarify their
  ideas
• Ask for other perspectives on problem
• Ask for other issues!
• Focus on passive majority

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II - Resolving Conflicts
29
One or Two Shy People

• Dont pick on them
• Ask for opinions from those who havent
  contributed in a while
• Break into small groups for security

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II - Resolving Conflicts
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Side Jokes / Whispering

• Ignore and hope for the best
• Include in the discussion
• Re-examine the discussion. Stale topic? Break
  time? Anxiety?
• Establish ground rules up front remind the group
  of them, as necessary

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II - Resolving Conflicts
31
Stopping / Starting on Time

• DO IT!

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II - Resolving Conflicts
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Quibbling over Trivialities

• Dont lecture them about wasting time
• Do stop them and ask whats really going on
• Post as a parking lot issue

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Strident / Repetitive Person

• Establish in ground rules that everyone will have
  a chance to participate equal air time
• Do summarize their point of view to be sure
  theyre heard post it
• Encourage group members to state the opinions of
  group members different than their own

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II - Resolving Conflicts
34
Group Defers to Person-In-Charge

• Identify the Problem
• Ask group what they would say differently
• Have person-in-charge speak last
• Excuse person-in-charge for a period
• Have comments submitted anonymously
• Have a go-around
• Establish a ground rule about equal voice for all

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II - Resolving Conflicts
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I Found a New Problem!

• Your team just found a breakthrough

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II - Resolving Conflicts
36
Facilitator Intervention
What is an intervention? According to the
dictionary, the definition of intervention is to
enter a course of events in order to change it.
Before making an intervention in a team meeting
(or suggesting that the team leader do so), it is
important that the facilitator be aware of
several important issues. - What am I
observing? - What is my own response to what I
observe? - What seem to be the needs of the
group? - What is the intention of the
intervention? - What do I say and how do I do
it? - How do I evaluate the effectiveness of the
intervention?
Facilitation can be expressed in the simple
phrase See what you see, say what you
see. Astute observation skills and precise
intervention skills are needed to be able to
effectively See what you see and say what you
see.
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
III - Facilitator Intervention
37
Levels of Observation - See What You See
Group behavior is complex and occurs on many
different levels at the same time. The first
skill a facilitator needs is to develop the
ability to observe a wide range of behaviors.
This requires a good basic understanding of how
teams work and develop. The following levels
provide a mental framework to help understand
what to observe on a team.
To be an effective facilitator, it is important
to expand your focus to include both levels of
observation. This can be done by attending to
each level, collecting concrete observations at
each level, and practicing interventions based on
these observations. Often it can be helpful to
actually focus on one level at a time.
Source material from Ruthellen Hellyer,
Innovative Management Consulting.
III - Facilitator Intervention
38
Levels of Observation - Saying What You See
Your role as a facilitator is to help the team
focus on some aspect of its behavior. The
facilitator acts like a mirror reflecting the
teams behavior for them to see. This can
increase the teams awareness of their individual
and group behavior. Remember, it is up to the
group or the individual to choose to make
changes, the facilitator is not responsible for
making the group or individual change.
Five Step Intervention Process

• 1. Focus your awareness. What do you observe?
• 2. Focus on one level of behavior at a time. Is
  the issue with the individual or the group.
• 3. Clarify your intentions. What impact do you
  want your intervention to have?
• 4. Make the intervention as briefly and clearly
  as you can.
• What will I say?
• When will I say it?
• How will I say it?
• To whom will I say it?
• 5. Evaluate the effectiveness of the
  intervention.
• Did your intervention reflect your intent?
• Were your perceptions clear?
• How did the group respond to your intervention?
• If you were to do this again, what changes
  would you make?

Source material from Ruthellen Hellyer,
Innovative Management Consulting.
III - Facilitator Intervention
39
The Breakout Session - Physical Setting
Group Size Small groups of 3-8 people are
ideal. Layout/Characteristics Is the space of
the room appropriate for the size of the breakout
session? Is the room neat and clean? Is the
room cheerful in color and does it have outside
windows? Chairs/Furniture If chairs are
movable, ask the group to move them to face each
other. If seats are fixed, 2 to 3 people turn to
the 2 to 3 people behind them. (see Seating
Arrangement pages) Are the chairs comfortable
for longer sessions? Is there a water pitcher and
glasses conveniently located? If applicable, is
there a coat and hat rack for personal
belongings? How many extra temporary seats are
available?

• Telephone Is there a telephone in the room?
  Generally, telephones in a classroom are a
  distraction to the class and should not be
  included. If one is present, its use should be
  limited to calls of an emergency nature.
• Lighting Is there sufficient lighting? Can the
  room be darkened easily for the use of projection
  equipment? Are windows draped properly to darken
  the room sufficiently?
• Noise Is the room free of excessive noise and
  interruptions?
• Outlets Are electrical outlets available for
  your equipment?
• Temperature Will the temperature be appropriate
  and can you control it yourself? From 680 to 720
  is comfortable for most people. Allow for good
  ventilation and also adjust air vents to reduce
  or eliminate uncomfortable drafts.

Source material from Ruthellen Hellyer, Innovative
Management Consulting.
IV - The Breakout Session
40
Types of Seating Arrangements

• U-Shaped
• Effective for
• Medium Size Groups
• Allows for good eye contact
• Provides for a writing surface
• Allows for use of video equipment

• Herringbone
• Effective for
• Small to Medium Size Groups
• Allows for good eye contact
• Provides for a writing surface
• Allows for use of video equipment

• Traditional
• Effective for
• Medium to Large Size Groups
• Allows for good eye contact
• Provides for a writing surface
• Allows for use of video equipment
• Best for use of lecture or strong technical
  information
• Limits inter-action between team members

Source material from Ruthellen Hellyer, Innovative
Management Consulting.
IV - The Breakout Session
41
Types of Seating Arrangements (Continued)

• Circle Without Table
• Effective for
• Small to Medium Size Groups
• Informal atmosphere
• Best for discussion oriented session
• Does not provide a writing surface

• Round Table
• Effective for
• Small to Medium Size Groups
• Informal atmosphere
• Limits use of video equipment

• Semicircle
• Effective for
• Small to Medium Size Groups
• Provides for good flow of activity with team
  members
• Does not provide a writing surface
• Allows use of video equipment

Source material from Ruthellen Hellyer,
Innovative Management Consulting.
IV - The Breakout Session
42
Equipment, Files, Reference Material, and Office
Supplies Required for CVISN Scope Workshops
IV - The Breakout Session
43
A variety of tools are available to support your
breakoutdisplays and presentations at the
workshop
IV - The Breakout Session
44
From Ruthellen Hellyer
IV - The Breakout Session
45
Tips for using different media

• Flipcharts
• Pre-plan charts
• Use tape tabs
• Use water-based markers - dark colors
• Alternate colors from line to line -three main
  colors per page
• Correct mistakes with tape or liquid Whiteout
• Keep letters 1-2 inches high
• Leave extra pages between information pages
• Use headers and titles
• Mix capital and small letters
• Use 7 lines or less per page
• Keep white space
• Write on top 2/3rds of page
• Use graphics to add interest
• Underline and shadow for emphasis
• Best with small to medium-sized groups

• Overheads
• Check equipment ahead of time
• Make sure someone knows how to use the software
• Check room set up to be sure all can see
• Talk to audience, not the overhead
• Keep overhead simple and uncluttered
• If writing, use similar tips to those used in
  flipcharts
• Leave margins and print clearly
• Best for medium to large-sized groups
• Real White Boards
• Use dry markers have eraser available
• Use dark colors - black, blue, green and brown
• Alternate colors from line to line
• Keep letters one to two inches high and print
  clearly
• Keep drawings simple
• Use arrows, circles and underlines to reinforce
  ideas
• Avoid having your back to the participants
• Utilize bullets to denote one idea at a time

From Ruthellen Hellyer
IV - The Breakout Session
46
Intentionally blank