Requirements elicitation, writing, analysis, and modeling by IIBA Endorsed Education Provider.
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| Book Index: The Facilitator Excellence Handbook (Pfeiffer Essential Resources for Training and HR Professiona) | |||||||||
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| A Active listening, 53–54 Affinity Diagram: facilitating difficult situations using, 181; facilitating group dynamics using, 185; organizing material using, 130–133 Agendas: conflict and hidden, 325–326; flip charts used to display, 85; group dynamics and personal, 105–106 Argyris, C., 352 Art of facilitating: excellence versus perfection, 376–377; facilitation as both science and art, 3–6, 383–385; the natural flow of facilitation, 377–378; questions as heart of, 378–379 The Art of Facilitation (Hunter, Bailey, and Taylor), 365 Assignment directions, 85 Attentiveness, 66–67 Authenticity, 364–365 Avoiding burnout: importance of, 266–267; tips on dealing with others, 372–374; tips on dealing with work and, 369–371; tips on dealing with yourself, 371–372. See also Burnout B Bailey, A., 106, 365 Bianchi, S., 245 Block, P., 354, 355 Body language, 69 Brainstorming: conflict resolution goals, 206–207; defining, 122; facilitating, 123–125; facilitating group dynamics using, 185; fish diagram, 135; guidelines for, 124fig; “popcorn” approach to, 125; “roundrobin” approach to, 125 Breakout area checklist, 302 Breakout space, 299–300 Bridging, 50 Burn, B. E., 85 Burnout, 367–369. See also Avoiding burnout Business knowledge competency, 266 Butler, J., 245 INDEX 391 C Card ranking, 160–161fig Change management competency, 280 Chart paper, 91 Charting tips, 90–91 Client contracts: completing the, 357; formulating, 355–356 Client/facilitator relationship: 1: engaging in initial contact and entry, 355; 2: formulating a contract/ establishing helping relationship, 355–356; 3: identifying problems through diagnostic analysis, 356; 4: setting goals and planning for action, 356; 5: taking action and cycling feedback, 356–357; 6: completing the contract, 357; six steps listed for, 354–355 Clients: competency in building relationships with, 281–283; facilitation design collaboration with, 220–221; facilitator interventions and, 352–353; sample confirmation letter to, 222fig; steps in working with, 354–357; types of, 353–354 Closed-ended questions: advantages of using, 39; described, 34; examples of, 35; functions of, 35–38; when to use/when to avoid, 36fig Closing activities: facilitator responsibilities for meeting, 294–295; general guidelines for, 249–251; last meeting, 256–257; ongoing meetings, 256. See also Opening activities Coaching competency, 276 Cohen, S., 209, 338 Collaboration: with client on facilitation design, 220–222fig; conflict management using, 196–197; facilitator competency in, 274–275; of virtual team members in process, 345–346 Comments: cautions against rewording, 79; getting permission to record, 78; giving positive reinforcement to, 44–45; redirecting, 42–43; referencing back to, 43–44. See also Communication; Recording discussions COPYRIGHTED MATERIAL Communication: cited as top organization concern, 14; conflict resolution and atmosphere of open, 200; email, 343; enhancing virtual team, 340, 343, 346–347; nonverbal techniques used in, 51–74; silence as part of, 67–68; verbal techniques used in, 33–50. See also Comments; Feedback; Listening Competencies. See Levels of facilitator competency Computer meetings, 312–314 Conceptual/diagnostic skills competency, 279–280 Conflict: causes of, 192; definition of, 191; educating groups about, 200; group acceptance of ownership of, 201; how people manage, 194–197; negative effects of, 192–193; positive aspects of, 193–194 Conflict management: accommodate method of, 195; collaboration used for, 196–197; competency in, 278–279; compromise approach to, 195; defeat approach to, 194–195; withdrawal approach to, 194. See also Management Conflict resolution: cited as top organization concern, 14; using consensus for, 202–203, 207–208; as consensus requirement, 112; facilitating team, 321–327fig; facilitator’s role in group, 197–199; feedback on, 208; handout on, 207–208; how to facilitate, 199–203; process for, 205–206, 209; resources on topic of, 209–210; teaching others to use positive, 203–205 Consensus: conflict resolution through, 202–203, 207–208; defining, 111; flow of, 112–115; problems with, 112; understanding, 111–112 Consensus flow: clarifying as part of, 114; deciding as part of, 115; discarding as part of, 115; evaluating as part of, 114–115; generating as part of, 113–114; process of, 112–113 The Consulting Process in Action (Lippitt and Lippitt), 354 Consulting skills, 352 Contracts: completing the, 357; formulating, 355– 356 Core purpose: finding your, 382–383; great facilitators having, 381–382 Credibility competency, 264 Cross-cultural differences: eye contact and, 65; virtual team facilitation and, 340, 341. See also Diverse team members Cross-Functional Teams: Working with Allies, Enemies, and Other Strangers (Parker), 209 D Data. See Material Decision matrix: advantages of/when to use, 172–173; defining, 172; disadvantages to using, 175, 177; how to use, 173–175; samples of, 174fig, 176fig Deployment flow chart, 140, 143fig Design Notes, 221, 226fig–230fig Designing facilitation: collaborating with client on, 220–222fig; completing design, 225; as creative process, 233–234; Design Notes used for, 221, 226fig–230fig; on-the-spot, 231–232; sample outline of facilitation, 223–224 Designing facilitation steps: 1: defining purpose of meeting, 214–215; 2: decide who will attend the meeting, 215–216; 3: write results-oriented meeting objectives, 216–218; 4: set the timing of the meeting, 218; 5: decide where the meeting will be held, 218; 6: decide whether pre-work is necessary, 218; 7: determine what processes will be used, 219; 8: choose opening and closing activities, 219; 9: assign responsibilities for arranging the meeting, 219–220; listed, 213–214 Designing meetings competency, 275–276 Detailed flow chart, 140, 142fig Difficult situations: arising in environment, 187–188; arising from group dynamics, 183–187; arising from leadership/management, 188–189; arising from resources, 189–190; arising in meetings, 180–183, 303–307; red flags for virtual team, 341 Distracting habits, 71 Divergent views: encouraging, 47–48; shifting perspective of, 48 Diverse team members, 320–321. See also Cross-cultural differences Dress, 72–74 E E-mail communication, 343 Easels, 88, 92 Ego issues, 362–364 Electronic meetings, 312–314. See also Virtual teams Emotional group dynamic level, 107 Empathy, 186 Empowerment: being centered, authenticity, and, 365; facilitating group dynamics through, 186 Encouraging divergent views, 47–48 392 INDEX Energy group dynamic level, 108 Enthusiasm, 71–72 Environment: defining, 187; facilitating difficult situations in, 187–188; facilitating and managing meeting, 295–303; group dynamics affected by, 104. See also Workplace Evaluation: competency in, 281; of team performance, 328–335 Experience: competency in, 269–270; designing facilitation using past, 234 Eye contact, 64–66 F Facial expressions, 67 Facilitate, 2 Facilitation: applied to situations, roles, and outcomes, 17, 18t; benefits of, 13–15; defining, 2; designing a, 213–234; goals of effective, 15–17; leadership and role of, 17, 19; levels of, 4–5; organizational vision for using, 20–21; as science and art, 3–6, 375–379, 383–385 Facilitator Competency Matrix: on building client relationships, 281–283; on business knowledge, 266; on change management, 280; on coaching, 276; on collaboration skills, 274–275; on conceptual and diagnostic skills, 279–280; on credibility, 264; defining levels of facilitator competency, 263; on designing meetings, 275–276; development of, 261–262; facilitator development using, 262; on feedback and evaluation, 381; on group skills and experience, 269–270; on human relations, 265; on judgment, 264; on learning orientation, 266; on listening, 270; on managing conflict, 278–279; on meeting management, 273–274; organization facilitator training using, 262; on participation management and methods, 271–273; on presentation skills, 268; on risk taking, 265; on role understanding and application, 268–269; on self-management, 266–267; on understanding group dynamics, 276–278; on workload management, 267 Facilitator intervention, 352–353 Facilitator roles: as continuously evolving, 25–26; description of, 6, 17, 18t, 29–30, 384–385; humanizing the workplace, 27–29, 28e; manager of group process, 23–24; responsibilities of, 16–17, 24–25 Facilitators: appropriate dress for, 72–74; characteristics of great, 381–383; defining, 2; identifying group dynamic levels, 106–110; leaders as, 17, 19; levels of competency of, 261–283; modeling positive conflict resolution behaviors, 200; role/responsibilities during meetings, 287–289; self-management of, 266–267, 352, 361–374; skills required of, 251–252 Facility checklist, 301–303 Feedback: competency in giving, 281; conflict resolution, 206; designing facilitation using, 234; soliciting meeting, 307–312, 309fig; virtual team, 344–345; working with clients and cycling, 356–357. See also Communication Fishbone diagram: advantages of using, 133–134; beginning, 135fig; how to use, 135–136; illustration of, 134fig; overview of, 133; sample categories for, 136fig; variations of, 136–137 Flawless Consulting (Block), 354 Flip Chart Power: Secrets of the Masters (Burn), 85 Flip charts: additional uses for, 85–87; art of charting, 90–91; cautions against rewording comments for, 79; dealing with problems, 94fig; easels used with, 88, 92; equipment and supplies for using, 91–93, 95; knowing how to write ideas on, 77; organization and handling of, 84, 87–89; “ownership” of, 83–84; using recorder vs. self for recording on, 81–82fig; summarizing tips on using, 95; value of using, 80–81. See also Recording discussions Flow charts: advantages of/when to use, 139–140; defining, 139; how to use, 144, 146; types of, 140–141fig, 142fig–143fig, 145fig; variations of, 147 Focus on message, 56 Focusing on speaker, 57–62 Force-field analysis: advantages of/when to use, 163–164; defining, 163; how to use, 164–165, 168; sample diagram of, 166fig–167fig G Getting to Resolution: Turning Conflict into Collaboration (Levine), 209 Gibson, C., 209, 338 Goals: brainstorming conflict resolution, 206–207; of effective facilitation, 15–17; establishing developmental, 17; facilitating meetings using, 185, 290–291; using flip charts to stay focused on, 86; generating consensus flow and stating, 113; identifying win-win INDEX 393 Goals, continued solutions based on agreed-on, 201; virtual team strategies for meeting, 344; writing results-oriented meeting, 216–218 Ground rules, 254, 319 Group dynamics: competency in understanding, 276–278; described, 100–101; difficult situations arising from, 183–187; interpersonal, 101; personal agendas affecting, 105–106; physical comfort/ environment affecting, 104; political, 102–103; project, 103–104; seven levels of, 106–109 Group process tools, 86 Group skills competency, 269–270 “Group think” avoidance, 203 Group work: adding variety to, 244; dividing into subgroups for, 238–243, 240fig; icebreakers activities to enhance, 244–246; individual work to enhance, 243; optimum group size for, 236; round-robin technique used for, 237; working with large groups, 236–237. See also Individual work Groups: accepting ownership for its conflict by, 201; conflict/conflict resolution education of, 200; defining, 3; encouraging divergent views within, 47–48; facilitating consensus in, 111–115; facilitator as managing process of, 23–24; facilitator verbal techniques used in, 33–50; flip-chart “ownership” by, 83–84; getting stuck on an issue, 183; including quieter members of, 45–47; reading, 97–110; shifting perspective of, 48. See also Subgroups; Teams H Habits: distracting, 71; Listening Habits Questionnaire on, 59–62 Hidden agendas, 325–326 Historical timeline, 137–139 How to Meet, Think, and Work to Consensus (Tagliere), 210 Human relations competency, 265 Hunter, D., 106, 365 I Icebreaker activities, 244–246 Individual work, 243 Inflection, 63 Initial clients, 353 Intermediate clients, 354 Interpersonal dynamics, 101 Interpersonal skills, 352 Intervention, 352–353 Intuitive group dynamic level, 107 Ishikawa Diagram, 133 Ishikawa, K., 133 J Judgment competency, 264 L Leaders as facilitators, 17, 19 Leadership: difficult situations arising from, 188– 189; role of facilitation in, 17, 19. See also Management Leadership continuum, 20fig Learning group dynamic level, 109 Learning orientation competency, 270 Leonard, D., 209 Levels of facilitator competency: building client relationships, 281–283; business knowledge, 266; change management, 280; coaching, 276; collaboration skills, 274–275; conceptual/diagnostic skills, 279–280; credibility, 264; defining, 263; designing meetings, 275–276; feedback and evaluation, 281; group skills and experience, 269–270; human relations, 265; judgment, 264; learning orientation, 266; listening competency, 270; managing conflict, 278–279; meeting management, 273–274; participation management/methods, 271–273; presentation skills, 268; risk taking, 265; role understanding/application, 268–269; selfmanagement, 266–267; understanding group dynamics, 276–278; workload management, 267 Levine, S., 209 Lippitt, G., 354 Lippitt, R., 354 Listening: active, 53–54; attentiveness as part of, 66–67; competency in, 270; learning two levels of, 54–55; remaining fully attentive while, 55. See also Communication Listening Habits Questionnaire, 59–60 Listening Habits Questionnaire (response sheet), 61–62 Location checklist, 302 394 INDEX M McLaughlin, M., 245 Management: competency in change, 280; competency in meeting, 273–274; competency in participation, 271–273; competency in workload, 267; difficult situations arising from, 188–189. See also Conflict management; Leadership; Self-management Marking pens, 93 Material: organizing, 122–149fig; ranking and evaluating, 151–177 Matrix diagram, 147–149fig Meeting disruptions/difficulties: early arrivals/departures, 180, 304–307; group gets stuck during meeting, 183; interruptions, 307; lack of balanced participation, 181–182; little interest in objectives, 180–181; meetings that do not start on time, 303–304; not enough of the right participants, 180; poor meeting behaviors, 181; uncooperative individuals blocking progress, 182–183 Meeting environment management: adequate breakout space, 299–300; appropriate amount of space, 296; appropriate location, 297; appropriate setup, 297–299; appropriate type of space, 296–297; comfortable temperature, 300–301; facility checklist, 301–303; importance of, 295–296 Meeting facilitation: importance of, 285–286; testing effectiveness of, 16; tips on keeping meetings productive, 286–287 Meeting facilitator responsibilities: during beginning of meeting, 291–293; during electronic meetings, 312–314; at end of meeting, 294–295; managing disruptions and difficulties, 180–183, 303–312; managing the meeting environment, 295–303; during middle of meeting, 293–294; providing focus, 289; providing structure, 289–291 Meeting facilitators: described, 263; Facilitator Competency Matrix on, 264–283; facilitator’s role during meetings and, 287–289; level of facilitation by, 4; role/responsibilities of, 287–289 Meeting room checklist, 301–302 Meetings: competency in designing, 275–276; competency in managing, 273–274; designing facilitation, 213–220; designing on-the-spot facilitation during, 231–232; electronic, 312–314; facilitated with goals, 185; facilitating, 285–314; facilitating difficult situations in, 180–183; ground rules for, 254; opening and closing activities of, 249–257; soliciting feedback on, 307–312, 309fig Message focus, 56 Multi-voting: conflict resolution using, 199; organizing material using, 152–154 N Nervous habits, 71 The New Encyclopedia of Icebreakers (McLaughlin and Peyser), 245 Nominal group technique: conflict resolution using, 199; facilitating difficult situations using, 181; facilitating group dynamics using, 185; organizing material using, 157–163 Nonverbal techniques: active listening, 53–54; attentiveness, 66–67; body language, 69; described, 51–52; distracting habits, 71; dress, 72–74; enthusiasm, 71–72; eye contact, 64–66; facial expressions, 67; focus on person talking, 57–62; focusing on message, 56; Listening Habits Questionnaire, 59–62; listening on two levels, 54–55; position/movement in the room, 69–70; remaining fully attentive, 55; silence, 67–68; types listed, 53; understanding without judging, 55; voice qualities, 63–64. See also Verbal techniques Note taking. See Recording discussions O Objectives. See Goals On-the-spot designing facilitation, 231–232 Open-ended questions: advantages of using, 38–39; described, 34–35; functions of, 35 Opening activities: facilitator responsibilities for meeting, 291–293; first meeting, 251–254; general guidelines for, 249–251; subsequent meetings, 255. See also Closing activities Organization facilitator level: described, 4–5, 263; Facilitator Competency Matrix on, 264–283 Organization-wide projects: facilitator consulting role in, 349–350; facilitator intervention during, 352–353; facilitator skills required for, 350–352; steps in working with clients during, 354–357 Organizations: using team facilitator from inside vs. outside, 317–318; vision of facilitation by, 20–21 Organizing material: Affinity Diagram approach to, 130–133; brainstorming approach to, 122–125, INDEX 395 Organizing material, continued 124fig; fishbone diagram approach to, 133–137, 134fig, 135fig; flow chart approach to, 139–147, 141fig, 142fig, 143fig, 145fig; matrix diagram approach to, 147–149fig; structure round approach to, 125–127; T-chart approach to, 127–130, 128fig, 131fig; timeline approach to, 137–139 P Pace of speech, 64 Paraphrasing, 40–42 Participant welcome, 85 Participation management/methods competency, 271–273 Permanent markers, 93 Personal agendas, 105–106 Peyser, S., 245 Physical group dynamic level, 107 Point distribution, 161–162fig Political dynamics, 102–103 “Popcorn” approach, 125 Position/movement, 69–70 Positive reinforcement, 44–45 Power issues, 362–364 Presentation skills competency, 268 Primary clients, 353 Prioritizing/ranking, 154–157 Probing, 39–40 Project dynamics, 103–104 Q Quadrant diagram: overview of, 169; sample, 170fig, 171fig; steps in using, 170–172 The Quality Toolbox (Tague), 210 Questions: asking, 34–39; closed-ended, 34, 35–38, 36fig; as heart of facilitation, 378–379; open-ended, 34–35, 38; reading groups by asking, 99; redirecting comments and, 42–43 Quiet group members, 45–47 R Ranking material: decision matrix approach to, 172–177, 174fig, 176fig; force-field analysis for, 163–168; multivoting for, 152–154; nominal group technique for, 157–163; quadrant diagram approach to, 169–172, 170fig, 171fig; ranking and prioritizing, 154–157 Ranking and prioritizing: conflict resolution using, 199; organization material using, 154–157 Reading groups: how to, 97–100; questions to help with, 99; using signals for, 97–98, 99–100 Recorders: role of, 83; using someone else vs. self as, 81–82fig Recording discussions: advantages of, 75–77; art of charting, 90–91; using someone else for, 81–82fig; summarizing tips on, 95; what/when to proceed with, 77–80. See also Comments; Flip charts Recording techniques, room position/movements, 70 Redirecting comments/questions, 42–43 Rees, F., 109, 216, 318 Referencing back, 43–44 Resources: difficult situations from, 189–190; on topic of resolving conflict, 209–210 Response Sheet for Listening Habits Questionnaire, 61–62 Richey, D., 245 Risk taking competency, 265 Ritual group dynamic level, 108 Role understanding/application competency, 268–269 Room position/movement, 69–70 Room setup checklist, 302–303 Round robin: brainstorming by using, 125; organizing group work using, 237. See also Structured round S Schwarz, R. M., 353, 354 Self-centered, 364–365 Self-management: avoiding burnout as part of, 366–374; being centered and authentic as part of, 364–365; ego, power, and facilitator, 362–364; facilitator competency in, 266–267; facilitator skills in, 352; importance of developing, 361; improving performance as part of, 366. See also Management Shifting perspective, 48 Silence, 67–68 The Skilled Facilitator (Schwarz), 353 Social group dynamic level, 108–109 Spiritual group dynamic level, 108 Structured round: facilitating difficult situations using, 181; facilitating group dynamics using, 185; organizing material using, 125–127. See also Round robin Subgroups: advantages and disadvantages of, 238–241; assigning newcomers to, 305; conflict resolution 396 INDEX process and, 206; creative and fun ways to divide up into, 242–243; facilitating tasks of, 70; guidelines for dividing into, 240fig; limiting number of, 241–242; limiting number of people per, 242–243. See also Groups Summarizing, 48–49 Swap, W., 209 Synergistic group dynamic level, 108 T T-chart, 127–130, 128fig, 131fig Tagliere, D. A., 210 Tague, N. R., 210 The Tao of Leadership (Heider), 388 Taylor, B., 106, 365 Team Evaluation Form, 332–334 Team facilitators: dealing with diversity, 320–321; described, 263; evaluating team performance, 328– 335; Facilitator Competency Matrix on, 264–283; helping to celebrate team milestones, 319; internal versus external, 317–318; level of facilitation by, 4; resolving team conflict, 321–327fig; role clarification for, 315–316; team road map provided by, 318–319; virtual team facilitation by, 338–347 Team Member Behaviors and Skills for Reaching Consensus, 207–208 Team mission statement, 217 Team performance evaluation: facilitating team selfevaluation, 328–331; importance of regular, 328; Team Evaluation Form for, 332–334; tips for conducting team self-evaluation, 335 Team road map, 318–319 Teams: celebrating milestones of, 319; defining, 3; developing facilitation skills in, 316; diversity of members, 320–321; establishing boundaries of, 316; establishing developmental goals of, 17; facilitator as member of, 317–318; ground rules for, 319; resolving conflict within, 321–327fig; virtual, 26, 337–348. See also Groups Teamwork concerns, 14 Teamwork from Start to Finish (Rees), 109, 329 Technical skills, 351 Teleconferencing, 312–314 Temperature control, 300–301 Thinking group dynamic level, 107 Timelines, 137–139 Tone of voice, 63 Top-down flow chart, 140, 141fig U U-shape layout, 297–298fig, 302 Ultimate clients, 354 Uncooperative individuals, 182–183 Understanding without judging, 55 V V-shape layout, 298, 302 Verbal techniques: asking questions, 34–39; bridging, 50; described, 33–34; encouraging divergent views, 47–48; including quieter members, 45–47; paraphrasing, 40–42; probing, 39–40; referencing back, 43–44; shifting perspective, 48; summarizing, 48–49. See also Nonverbal techniques Videoonferencing, 312–314 Virtual teams: asking for feedback from, 344–345; described, 338; enhancing communication of, 340, 343, 346–347; facilitating across distance, 342–345; facilitation in, 338–340; improving distance facilitation skills, 346–347; increasing use of, 337–338; involving team members in creating successful process, 345–346; red flags for problems, 341; strategies for facilitators, 340–342; strategies for meeting goals, 344; technology leading to, 26. See also Electronic meetings Virtual Teams That Work: Creating Conditions for Virtual Team Effectiveness (Gibson and Cohen), 209, 338 Voice, 63–64 Voiceprint, 63 W Warmups for Meeting Leaders (Bianchi, Butler, and Richey), 245 Welcoming participants, 85 When Sparks Fly: Igniting Creativity In Groups (Leonard and Swap), 209 Work-flow diagram, 143–144, 145fig Workload management competency, 267 Workplace: appropriate dress for, 72–74; dehumanizing and humanizing continuum, 28e; humanizing the, 27–29. See also Environment INDEX 397 |
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