Schuman S. - The IAF Handbook of Group Facilitation (2005)(en)

Code of Ethics, 553–554; and levels of disagreements, 361–367; merge technique for, 376–378; in Start-Up meetings, 324, 325; strengths and weaknesses technique for, 374–376; weighted score technique for, 379

Consensus rule, interaction method, 146 Consensus-seeking rules, for groups with ego-

centric restraints, 359

Consultation: expert vs. process, 593–594; focusing on people, 594, 606–607; focusing on problems, 593, 606; peer (intervisie), 488, 492

Content interventions, 484 Continuing education. See Professional

development

Continuous improvement, as goal of performance measurement, 449, 452, 455

Control: giving up, 292–293; locus of, and change, 600–602

Converge technique, consensus decision making, 379

Converge/diverge principle, designing conversations in large group meetings, 338–340

Convergent thinking, 122 Conversation About Conflict, 223 Conversation Café, 219–220, 221 Conversations. See Dialogue

Core competencies. See Competencies Core values. See Values

Creating an edge, 232–234, 237, 238

Creative Evaluation (Patton), 427 Creative Training Techniques Handbook

(Pike), 71

Critical approaches, facilitator education, 528, 529, 536–538

Critical Incident Technique, 532

Critiques: by group members, 507; by other facilitators, 508–509

Cultural iceberg model, 266 Cultural suitcases exercise, 267

Culture: defined, 255–256; focusing on dimensions of, with multicultural groups, 267–277; group, 49–50; mapping, 264–270; organizational, attitude surveys on, 96. See also Multicultural groups

D

Dannemiller Tyson Associates, 336, 340 Debate, dialogue vs., 207, 210–211

Debriefs: formal, 507; with improvisation, 289; in meaning-centered counseling approach, 182; of virtual meetings, 309, 311

Decision making, participatory, diamond model of, 124, 131–132. See also Consensus decision making; Functional theory of communication in decision-making groups; Group decision making

Decisions, Decisions (Welch), 367–368 Deliberation, dialogue vs., 208 Delineation technique, consensus decision

making, 369–374

Denison Organizational Culture Survey, 201–202 Dependency, 23, 37, 46

Design approaches, 479–481; prestructured vs. self-organizing, 479–480; scripted vs. emergent, 480–481; serial threads vs. parallel threads, 481

Developmental facilitation, 24 Diagnosis–intervention cycle, Skilled Facilitator

approach, 28

Dialogue, 205–223; Collective Inquiry Model of, 209, 211; Conversation Café model of, 219–220, 221; conversation starters for, 220, 222; debate vs., 207, 210–211; defined, 206, 207; deliberation vs., 208; example of designing, 212–213; framing and asking questions in, 216–218; guidelines for designing and leading, 213–219; history of movement for, 208; planning for, in large group meetings, 338–341; as possible change agent, 208–209; potential opportunities for, 205–206; resources on, 222–223; simple rules for, 233; workshops vs., 488

Differentiation-integration (D/I) theory, 241–254; and designing meetings, 242, 245–246; facilitation based on, 242, 243–245; and managing meetings, 242, 247–252; and managing ourselves, 242, 252–254; theoretical basis of, 243

Difficult behaviors, of group members, 40–46, 175–176

Dimensions of Facilitator Education Model, 528–541; critical dimension of, 528, 529, 536–538; intentional dimension of, 528, 529, 531–535; limitations of, 538–541; person-centered dimension of, 528, 529, 535–536; technical dimension of, 528, 529, 530–531, 533

Disagreements: example of, 361–362; fostered by specialization, 2; identifying level of, 367; level 1 (information), 361, 362–363; level 2 (experience or values), 361, 363–365; level 3 (outside factors), 361, 365–366

DISC Profile, 37, 39 Divergent thinking, 122

Diversity: checklist on, when designing workshops, 257–259; designing dialogue on, 212–213; effect of, on group brainstorming, 107; importance of trust when working with, 90–91. See also Multicultural groups

Documentation: of best practices, 506; of large group meetings, 344; of process, 67–68; required for professional certification, 465; of virtual meetings, 309, 311; in visual facilitation, 394–395, 418

Drawing actions, visual facilitation, 394, 411–414

Driver operating style, 15

DVF model, designing conversations in large group meetings, 340

Dynamic Facilitation, 479, 480, 485, 490

E

Edge of chaos, 229

Education. See Facilitator education; Professional development

Egocentric constraints on communication, 357–359

Egoless presence, facilitators in meetings, 349–350

Eight Ps approach to preparation, 58–71; people in, 58, 62–63; personal preparation in, 58, 69–71; perspective in, 58–60; place in, 58, 64–67; practice in, 58, 68–69; process in, 58, 67–68; product in, 58, 63–64; purpose in, 58, 60–62

Electronic Discussion on Group Facilitation, 389

Electronic media, facilitation training using, 497–498

Emergent design, managing, in large group meetings, 341–342

Emotional bank account, 98 Emotional intelligence, 37

Emotional organigram technique, visual facilitation, 409–411, 418

Emotional skills, and Skilled Facilitator approach, 33–34

Emotions, readiness associated with, 69–70

The Emotions of Normal People (Marston), 37 Empathetic listening, 13–14, 588 Empowerment: with affirmative facilitation,

596–598; and trust, 97

Ethics: facilitators as role models of, 92; issues regarding, clarified by IAF Code of Ethics, 549–555. See also International Association of Facilitators (IAF), Statement of Values and Code of Ethics for Group Facilitators

Ethics and Values Think Tank (EVTT): development of IAF Code of Ethics by, 547–549; ethics issues discussed by, 549–555

Evaluation: of client satisfaction, 19–20; daily written, in large group meetings, 342; and organizational learning, 421; program, 422–424. See also Participatory evaluation

Existential/humanistic psychology, and meaning-centered counseling (MCC), 174, 176, 177

Expectations, client, 60–61

Experiences: disagreements based on different, 361, 363–365; facilitation, learning from, 504–506

Experiential learning, as trust-building technique, 100–101

Expert consultation, 593–594 Expressive operating style, 16

F

Facilitation. See Group facilitation

The Facilitation Skills Training Kit (Bendaly), 530 Facilitator Accreditation Services Ltd. (FAS), 462 Facilitator Competency Model, 527, 531 Facilitator education, 525–541; areas for re-

search in, 538–541; critical approaches to, 528, 529, 536–538; defined, 528; demand for, in organization development (OD), 526–528; intentional approaches to, 528, 529, 531–535; person-centered approaches to, 528, 529, 535–536; technical approaches to, 528, 529, 530–531, 533. See also Professional development

Facilitators: actions of, in multiple-stakeholder collaboration, 131–132; common errors made by, 179–180; competencies and characteristics of, using meaning-centered counseling (MCC) approach, 183–185; criteria for, in Skilled Facilitator approach, 22; critiques by other, 508–509; egoless presence of, in large group meetings, 349–350; increased demand for, 459–460; intervention by, 23; observing other, 502–503; personal preparation by, in Eight Ps approach, 69–71; situations benefiting from, 171–174, 477; trust between clients and, 12, 91–92; trust between groups and, 92–94

Facilitators, roles of: in group brainstorming, 111; in improvisation, 291–292; of large group meetings, 345–346; in meaningcentered counseling (MCC) approach, 187; as process guides, 549–550; in Skilled Facilitator approach, 24; in Start-Up method, 317, 320–321

Facilitator’s Toolkit (Havergal and Edmonstone), 530

Fairy tale technique, visual facilitation, 402–404 Faultless Facilitation Method, 530

Feedback: accepting, 71; in affirmative facilitation, 605–606; from group members, 506–508; in meaning-centered counseling approach, 182; owning, in transparent facilitation, 586–588; from peers, 508–510

Feng shui, 74–75

The Fifth Discipline (Senge), 70 Fight-or-flight response, 37, 46–47 Films, learning from, 503–504

Five-finger consensus technique, consensus decision making, 378–379

Flawless Consulting (Block), 63

Flexibility, and trust between facilitator and group, 93

Focus questions, 61–62

Focus rule, interaction method, 144–145 Follow-up: feedback obtained from, 508; for

large group meetings, 344–345 Formative evaluations, 422

Forming stage, group development, 37, 47, 315 Four Seasons (personality inventory instru-

ment), 40, 51–53

Framing assignments, large group meetings, 347–348

Functional theory of communication in decision-making groups, 351–360; on affiliative constraints, 356–357; central proposition of, 352; on cognitive constraints, 354–356; on egocentric constraints, 357–359; and knowledge and skills to enhance facilitation, 359–360; overview of, 352–353. See also Group communication; Group decision making

The Functions of the Executive (Barnard), 1–2 Future Search, 84, 230, 242, 482, 483, 487, 557

G

Game technique, visual facilitation, 404–406 Gender, and group brainstorming, 107

Goal Oriented Project Planning (GOPP), 474, 487, 492

Governance and Local Democracy (GOLD) program (Philippines), 430, 444–445

Graphic facilitation, 155–169, 557; advantages of, 155, 159–160, 169; case example of, 156–159; and Grove Facilitation Model, 162–164; history of, 160–161; processes benefiting from, 161; products of, 486; skills required of facilitator using, 155–156; steps in, 164–169. See also Visual facilitation

Graphic Gameplan, 167–168 Graphic Guides, Inc., 160 Graphic recording, 156, 231

Groan Zone: defined, 123; in diamond model of participatory decision making, 124; group discussion in, 124–125; inevitability of, in multiple-stakeholder collaboration, 132–133; listening in, 126; multiple visits to, 128, 129. See also Storming stage

Ground rules: for dialogue, 215; in meaningcentered counseling (MCC) approach, 181; in Skilled Facilitator approach, 26–27; for Start-Up meetings, 318, 324, 326; for virtual meetings, 306–307

Group autonomy, IAF Code of Ethics on, 554, 560

Group brainstorming, 103–114; best practices for, 113–114; factors that hinder, 104–105; factors that improve, 105–112; and nominal group technique (NGT) for idea generation, 109, 146–148; rules for, 111, 233; theory vs. practice of, 112–113

Group communication, 135–151; functions of message behaviors in, 137–138; in interaction method for meetings, 143–146; in nominal group technique (NGT) for generating ideas, 146–148; procedural levels of analysis of, 139–142; in synectics for creative problem solving, 148–151. See also Communication; Functional theory of communication in decision-making groups

Group culture, 49–50

Group decision making: communication’s importance to, 136, 138, 151; dynamics of, 120, 122–124; and group brainstorming, 112. See also Functional theory of communication in decision-making groups; Group communication; Group decision processes

Group decision processes: assessing effectiveness of, 449–455; continuous improvement of, 449, 452, 455; importance of, 449–450; increased efficiency of, with facilitators, 459–460; measurement of, 450–453; organizational conditions affecting, 453–455

Group development: Bion’s principles of, 37, 46–47; Tuckman’s stages of, 37–38, 46, 47–48, 315

Group dynamics: asking questions about, 63; managing, in meaning-centered counseling approach, 182; origin of term, 243

Group effectiveness model, in Skilled Facilitator approach, 24

Group facilitation: basic vs. developmental, 24; complexity and diversity of applications of, 556–557; defined, 21–23, 351; Grove Facilitation Model of, 162–164; increasing demand for, 526–527; methods vs. process focus in, 35–36; as superlative task, 1–3. See also Affirmative facilitation; Cofacilitation; Graphic facilitation; Spectra of facilitation; Transparent facilitation; Visual facilitation

Group Facilitation Methods (Institute of Cultural Affairs), 61

Group members: addition of new, 48–49; as

skills of, 106, 359–360; noticing effects of transparency on, 581–582; training to increase collaborative skills of, 198–199. See also People

Groups: celebrating milestones in, 182, 569; as clients, 552–553; composition of, and brainstorming, 105–107; large vs. small, 490–492; master mind, 509; psychological theories relevant to process issues in, 36–38; subgroups in, 243, 248–252, 259; trust between facilitator and, 92–94; trust within and between, 94–95; types of, 489–494. See also Large group meetings; Multicultural groups

Groupthink, 104, 178, 492

Grove Consultants International, 160, 486 Grove Facilitation Model: applied to graphic

facilitation, 164–169; flows in, 162–164

H

Habitat for Humanity, leadership education program, 98

Hewlett Packard, Work Innovation Network (WIN) meetings, 234

How to Make Meetings Work (Doyle and Straus), 160

Human Development Project Planning, 483 Humor, 265, 604

I

I Six Sigma, 484

Ideas: facilitation methods based on, 487; nominal group technique (NGT) for generating, 109, 146–148

The Image (Boulding), 431

Image theory: affirmative approaches based on, 592, 594–596, 598–600; on behavior change, 430–432

Images (in visual facilitation): effect of, 397; evolution of, 396; live process, 394, 406–414, 418; method of working with, 392–395; and patterns, 398; preparing, 393–394, 399–406, 418; stories told by, 396; summary, 394–395, 418

Imaginal Training, 486 Impartiality, vs. neutrality, 550

Improvisation, 281–294; benefits of, 281–282, 288, 293–294; change brought about by,

291; debriefing games of, 286–290; defined, 281; facilitator as energy director with, 291–292; “One Word at a Time” game of, 283–284, 287, 292; paradoxes of, 292–293; resources on, 294; structure of, 282–284, 292; tips on, 294; “yes . . . and” principle in, 284–286

Inferences, low-level, in Skilled Facilitator approach, 28–29

Information: disagreements based on lack of shared, 361, 362–363; drawing out, in graphic facilitation, 166–167; gathering, on client’s organization and operating situation, 58–60

Information exchange. See Group brainstorming

Information Mapping, 160

Institute of Cultural Affairs (ICA): Facilitator Competency Model, 527, 531; and founding of IAF, 461; Problem Solving Units, 479. See also Technology of Participation (ToP) Group Facilitation Methods

Intelligence: emotional, 37; multiple, 37, 50–51 Intentional approaches, facilitator education,

528, 529, 531–535 Interaction Associates, 160

Interaction Method, 143–146, 556 International Association of Facilitators (IAF):

competency model of, 527, 531; core competencies as defined by, 213, 461, 463–464, 468–471, 546–547; core values of, 546; establishment of, 461; listserv, 501–502; mission of, 460, 546; professional certification by, 461–462, 464–468; and visual facilitation, 389, 391, 416

International Association of Facilitators (IAF), Statement of Values and Code of Ethics for Group Facilitators: applied to specific scenarios, 545, 557–558; development of, 547–549; emerging issues for, 555–557; ethics issues clarified by, 549–555; on facilitator ownership, 489; text of, 558–561; and visual facilitators, 391, 505

International Forum of Visual Practitioners, 161 International Institute of Environment and

Development (IIED), 427 Intersubjectivity: defined, 115; in multiple-

stakeholder collaboration, 115–116, 123, 131, 132

Interventions: and dependence on facilitators, 23; and diagnosis–intervention cycle in Skilled Facilitator approach, 28; with implicit vs. explicit rules, 484–485; process vs. content, 484

Interviews: in Big Picture approach, 10–11; eliciting stories in, 98; required for professional certification, 465, 466; visual facilitation technique based on, 406–409

Intervisie (peer consultation teams), 488, 492 Introductions: to create participatory climate, 180; for multicultural groups, 259–261; in

Start-Up meetings, 320–321; in virtual meetings, 305–306

J

Joint Applications Development (JAD), 479, 483, 487, 490

Journals, professional, 500–501

K

Keirsey Temperament Sorter (personality inventory instrument), 39

Kellogg Foundation, 427 Key result area (KRA), 197 Kinesthetic thinking style, 15

Knowledge: assumptions underlying, of facilitators, 565–567; to enhance facilitation, 359–360

L

Language: exercise on, for multicultural groups, 264–265; tips on, in large group meetings, 347–348; visual, 385, 388, 389, 419

Large group meetings, 335–350; egoless presence when facilitating, 349–350; follow-up for, 344–345; logistics preparations for, 343; managing emergent design in, 341–342; managing energy in, 346–347; meeting space for, 84; planning for conversations in, 338–341; planning team process for, 336–337; purpose statement for, 337–338; roles of facilitators of, 345–346; tips on language use in, 347–348; visual facilitation techniques for, 399–414; vs. small group meetings, 490–492

Leadership: actions by, to build collaborative environments, 195, 196–198; path-goal theory of, 357; process, 215

Leadership Strategies Institute, 379 Learning: experiential, as trust-building tech-

nique, 100–101; leveraging, in graphic facilitation, 169; mutual learning model, 30; names, 261, 604; organizational, evaluation’s role in, 421

Lego Serious Play, 486

Let’s Talk America, 223

Listening: authentic, to build trust, 92; building mutual understanding through, 126–128, 133; empathetic, 13–14, 588; lack of, in group discussions in Groan Zone, 124–125; in multiple-stakeholder collaboration, 124–125, 126–128, 133

Live process images, visual facilitation, 394, 406–414, 418

Locus of control, and change, 600–602 Logotherapy, and meaning-centered counsel-

ing (MCC), 174, 177

M

Managers, facilitator education for, 532

Man’s Search for Meaning (Frankl), 601

Map making technique, visual facilitation, 402 Mapping, cultural, 264–267

Mapping, bridging, and integrating (MBI) model, 261–264

Master mind groups, 509 Meaning-centered counseling (MCC) ap-

proach: characteristics of effective facilitators using, 185–187; competencies needed by facilitators using, 183–185; creating positive participatory climate in, 179–182; overview of, 174, 177–179; situations appropriate for, 188–189; theoretical basis of, 174–177

Measurement, of trust, 95–96. See also Evaluation; Performance measurement

Meeting space, 73–88; adapting, 87–88; arrangement of furnishings in, 75–76, 79–84; blocking vs. inviting participation, 75–76, 80, 81; checking out, 64, 66–67, 86–87; creating inviting environment in, 85–86; determining requirements for, 65; in Eight Ps approach to preparation, 58, 64–67; electronic meeting support arrangements in, 84–85; and feng shui, 74–75; importance of carefully considering, 73–74, 88; responsibility for, 568; size

and shape of, 77–79; specifications for, 82–84; for Start-Up meetings, 318–320; for very large groups, 84

Meetings: complexity science applied to, 230–239; differentiation-integration (D/I) theory applied to, 242, 247–254; diversity checklist for designing, 257–259; participative, 75–76; time issues with, 67, 219, 568. See also Large group meetings; Start-Up meetings; Virtual meetings

Mentoring, 509

Merge technique, consensus decision making, 376–378

Methods: defined, 36; experimenting with, 504–505. See also Spectra of facilitation; specific methods and techniques

Microsoft Corporation, virtual collaboration technology, 297

Mirroring process, 277–278

Mission: of International Association of Facilitators (IAF), 460, 546; of organizations with collaborative cultures, 195–197, 201; statement of, in Start-Up meetings, 329–331

Models for Excellence (American Society for Training and Development), 460

Monitoring progress: in graphic facilitation, 168–169; when building collaborative environments, 200–202

Motivation, level of, and group brainstorming, 107–108

Multicultural groups, 255–280; and cultural differences, 256; cultural mapping exercises for, 264–267; diversity checklist for designing workshops for, 257–259; focusing on cultural dimensions with, 267–277; and mapping, bridging, and integrating (MBI) model, 261–264; mirroring process for, 277–278; tips on facilitating, 279–280; warm-ups and energizers for, 259–261

Multiple intelligences, 37, 50–51 Multiple-stakeholder collaboration, 115–133;

building mutual understanding for, 117, 126–128, 132, 133; case study of, 116–132; diamond model of participatory decision making in, 123, 124, 131–132; facilitator actions in, 131–132; frames of reference of participants in, 120, 121; intersubjectivity problem in, 115–116, 123, 131, 132;

potential danger in, 492–493; pseudosolution in, 118–120

Music, 261, 486, 568 Mutual learning model, 30

Mutual understanding: building, through listening, 126–128, 133; as necessary for multiple-stakeholder collaboration, 117, 132

Myers-Briggs Type Indicator, 37, 39

N

Names: and affirmative facilitation style, 604; and graphic facilitation, 165; in multicultural groups, 261

National Coalition for Dialogue and Deliberation, 222

National Organization of Competency Assurance, 462

Needs, client: clarifying, 60–61; and trust between facilitator and client, 92; understanding, in Big Picture approach, 17–18

Neutrality: competencies in maintaining, 184; with group members having offensive values and attitudes, 175–176; transparent facilitation and, 574–577; vs. impartiality, 550

Newsletters, professional, 501

NLP Learning Systems Corporation, 15 No-attack rule, interaction method, 146 Nominal group technique (NGT), 109, 146–148 Nonviolent communication (NVC): compo-

nents of, 574, 583; as tool for transparent facilitation, 573–574, 577

Nonviolent Communication (Rosenberg), 14 Norming stage, group development, 38, 48

O

On-line facilitation, and IAF Code of Ethics, 555–556. See also Virtual meetings

“One Word at a Time” game, 283–284, 287, 292 Open Space Technology, 233, 474, 479,

480–481, 490, 491, 556 Operating styles, 15–16

Opto International AB, 430, 436, 445 Organization development (OD): appreciative

inquiry (AI) method from, 99, 487, 556, 594–595; demand for facilitator education in, 526–528; history of, 592–593

Organizational Profile, Baldrige National Quality Program, 59

Organizational psychology, 38 Organizations: attitude surveys on culture of,

96; collaborative, 191–192; conditions in, affecting group decision processes, 453–455; developing demographic profile of, 63; increasing complexity of, 2; level of trust in, 96–97; organizational reality model of change in, 474–477; professional, 498–499; systemic change of, 192, 194

Outdoor training, as trust-building technique, 100

Outside factors, disagreements based on, 361, 365–366

P

Pairing, in group development, 37, 46 Paraphrasing, in empathetic listening, 13 “Parking Lot” technique, 320, 321 Participation: assumption about, by group

members, 564–565; creating positive climate for, 179–182; ensuring, in large group meetings, 346–347; meeting space inviting vs. blocking, 75–76, 80, 81

Participative Strategic Planning, 84 Participatory evaluation, 421–427; defined, 424;

methods used in, 426–427; practical, 424–425; and program evaluation, 422–424; reasons for increased interest in, 421–422; resources on, 427; transformative, 425–426. See also Participatory evaluation through stories of change

Participatory evaluation through stories of change, 427–448; asset-based community development as origin of, 430; and Community Empowerment Program (CEP) (Ethiopia), 430, 435, 436–437, 440–443; design features for, 433–439; example of stories of change, 428–429; goals of, 432; and Governance and Local Democracy (GOLD) program (Philippines), 430, 444–445; possible applications of, 440; reflections on, 438–440; and relationship between images and change, 430–432; and Topola Rural Development Program (TRDP) (Serbia), 430, 433–435, 436, 445–448

Participatory monitoring and evaluation (PM&E). See Participatory evaluation

Participatory Strategic Planning (Institute of Cultural Affairs), 61

“Pass the Blob” exercise, 260 Path-goal theory of leadership, 357

Peer consultation teams (intervisie), 488, 492 Peer feedback, 508–510

Penn’s Landing Public Forum, 223 People: connecting, in graphic facilitation,

165; consultation focusing on, 594, 606–607; in Eight Ps approach to preparation, 58, 62–63. See also Group members

The Performance Challenge (Gilley, Boughton, and Maycunich), 60

Performance measurement: and goal of continuous improvement, 449, 452, 455; of group processes, 450–453

Performing stage, group development, 38, 48 Person-centered approaches, facilitator educa-

tion, 528, 529, 535–536 Person-centered counseling, and meaning-

centered counseling (MCC), 174, 175–176 Personal mastery, 70

Personal preparation, in Eight Ps approach to preparation, 58, 69–71

Personality: disagreements based on, 365–366; psychological theories on, 36–37

Personality inventory instruments: DISC Profile, 37, 39; Four Seasons, 40, 51–53; Keirsey Temperament Sorter, 39; MyersBriggs Type Indicator, 37, 39; True Colors, 40; What Color Is Your Personality?, 40

Personality styles: instruments for determining, 39–40, 51–53; value of understanding, 38–39

Perspective, in Eight Ps approach to preparation, 58–60

Place, in Eight Ps approach to preparation, 58, 64–67. See also Meeting space

PlaceWare, 297

Planning: for dialogue in large group meetings, 338–341; strategic, 195–197. See also Preparation

Planning team: for large group meetings, 336–337; participant feedback reviewed by, 342; purpose statement developed by, 337–338

Practical participatory evaluation, 424–425 Practice, in Eight Ps approach to preparation,

58, 68–69

Preparation: in Big Picture approach, 9–10; flexibility allowed by, 605; personal, in Eight Ps approach, 58, 69–71; for Start-Up meetings, 317–320; and trust between facilitator and group, 93; value of systematic approach to, 57–58, 71–72; for virtual meetings, 299–302, 303–304. See also Eight Ps approach to preparation

Preparing images, visual facilitation, 393–394, 399–406, 418

Problem solving: advantages of meaningcentered approach to, 179; synectics process for, 148–151

Problem Solving Units, 479 Problem-purpose expansion technique, 359 Problems: consultation focusing on, 593, 606;

scale of, 481–484

Process: benefiting from graphic facilitation, 161; defined, 36, 67; designing, 67; documenting, 67–68; in Eight Ps approach to preparation, 58, 67–68; explaining, in meaning-centered counseling approach, 180–181; giving attention to content and, 580–581; IAF Code of Ethics on, 560, 561; leadership of, 215. See also Group decision processes

Process consultation, 593–594

Process Consultation Revisited (Schein), 593 Process guides, facilitators as, 549–550 Process interventions, 484

Process issues: defined, 35–36; difficult behaviors of group members, 40–46, 175–176; group culture, 49–50; group development, 46–48; group intelligence, 50–51; group newcomers, 48–49; personality styles, 38–40; psychological theories relevant to, 36–38

Production loss, as hindrance to group brainstorming, 105, 109

Products: in Eight Ps approach to preparation, 58, 63–64; facilitator-owned vs. groupowned, 489; with idea-based vs. storybased facilitation, 486–487; with instrumental vs. developmental facilitation, 487–488; types of, 485–489; verbal vs. visual, 486–487

Professional certification: benefits of, 466–467; cost of, 466; future of, 467–468; IAF

procedure for, 464–466; initial IAF program for, 461–462; number of facilitators with, 467; types of, held by facilitators, 511

Professional coaching, 510

Professional development, 495–523; by being thought leaders, 510; from feedback, 506–510; IAF Code of Ethics on, 561; intentional plan for, 512–513; by learning from facilitation experiences, 504–506; by observing others, 502–504; and professional standing, 511; publications for, 499–501; survey on, 496, 514–523; by teaching others, 510; training opportunities for, 496–499; using Internet for, 501–502. See also Facilitator education

Professional organizations, 498–499 Program evaluation: basic format for, 424;

types of, 422–423 Projection, 248, 253–254 Pseudo-solutions, 118–120

Psychological theories: and differentiationintegration (D/I) theory, 243; and mean- ing-centered counseling (MCC), 174–177; and process issues in facilitation, 36–51; and Start-Up meetings, 315

Public Conversations Project, 223 Publications, professional, 499–501

Purpose: clarity of, in transparent facilitation, 577–580; in Eight Ps approach to preparation, 58, 60–62; statement of, for large group meetings, 337–338

Pygmalion in the Classroom (Rosenthal), 598

Q

Quality: achieved in visual facilitation, 381–382, 395–399; importance of, in Big Picture approach, 14–15

Questions: dialogue, techniques for, 216–218; focus, 61–62; as tool in facilitation, 10–11

R

Real-Time Strategic Change, 84, 230, 491 Relationships: building, between facilitators

and groups, 31; client, Big Picture approach to, 7–20; as focus in personcentered facilitator education, 536; focus on, vs. on results, 550–551

Resistance, people-based vs. problem-based view of, 606

Responsiveness, as important to trust between facilitator and group, 93

Role models: facilitators as, 69, 92, 569; organizational leaders as, 196–197

Roots of Change (ROC) advisory board, graphic facilitation use by, 156–159

Ropes courses, as trust-building technique, 100

Rules: for brainstorming, 111, 233; implicit vs. explicit, 484–485; with interaction method, 144–146; simple, 228, 231–232, 233, 236.

See also Ground rules

S

Satisfaction, evaluating client, 19–20

Scale of problem, 481–484; narrow vs. wide scope, 482–483; single event vs. long-term approach, 482; symptomatic vs. causal, 483–484

School discipline policy, case study of multiple-stakeholder collaboration to develop, 116–132

Self-actualization, 176 Self-differentiation, 243–244 Self-disclosure. See Transparent facilitation Self-organization, 227–228

Self-reflection, 505

The Seven Habits of Highly Effective People

(Covey), 98

Signet Consulting Group, 481 SimuReal, 482

Situational Leadership Model, 534

Skilled Facilitator approach, 21–34; changing thinking in, 29–31; core values of, 25–26; diagnosis–intervention cycle process in, 28; emotional skills developed with, 33–34; facilitator’s role in, 24; ground rules in, 26–27; group effectiveness model in, 24; intentionality of, 533; key elements of, 23; low-level inferences in, 28–29; overview of, 34; process for building facili- tator-group relationship in, 31; as systems approach, 31–33; usefulness of, in range of roles, 25

The Skilled Facilitator (Schwarz), 11

Skills: emotional, and Skilled Facilitator approach, 33–34; to enhance facilitation, 359–360; facilitation education based on developing, 530–531; of graphic facilitators, 155–156; increasing collaborative, of workforce, 198–199; teaching, to group members, 182. See also Competencies

Small groups, large groups vs., 490–492

Social loafing, as hindrance to group functioning, 104

Society for Human Resource Management, 212, 213

Socrates, 256

Space. See Meeting space

Specialization, misunderstandings fostered by, 2

Spectra of facilitation, 478–494; and approaches to design, 479–481; choice of, 474, 494; and organizational reality model of change, 474–477; and scale of problem, 481–484; and types of audiences, 489–494; and types of interventions used, 484–485; and types of products produced, 485–489

SRI International, 160

Stakeholders: defined, 61; identifying, 62–63; participatory evaluation involving, 424, 433–438. See also Multiple-stakeholder collaboration

Start-Up meetings, 315–333; benefits of, 333; conducting, 320–333; consensus decision making in, 324, 325; creating vision in, 328–329; developing mission statement in, 329–331; drafting work plan in, 331–332; ending, 332–333; gathering data in, 322–323; ground rules for, 318, 324, 326; identifying interests in, 326–328; objectives of, 316; preparing for, 317–320; terms used in, 316–317; theoretical context of, 315

Statement of values. See International Association of Facilitators (IAF), Statement of Values and Code of Ethics for Group Facilitators

Stories: facilitation methods based on, 486–487; as trust-building technique, 98–99. See also Participatory evaluation through stories of change

Storming stage, group development, 37, 46, 47. See also Groan Zone

Strategic Forum, 482

Strategic planning, as prerequisite for cultural change effort, 195–197

Strengths and weaknesses technique, consensus decision making, 374–376

Study Circles Resource Center, 212, 223 Subgroups: cross-cultural, 259; and differentia-

tion-integration (DI) theory, 243, 248–252 Summary images, visual facilitation,

394–395, 418 Summative evaluations, 422

Survey, on professional development, 496, 514–523

Synectics, procedural communication analysis of, 148–151

Systemic change, of organizations, 192, 194 Systems: complex adaptive, 227–230; facilitat-

ing whole, 241–254; as focus of Skilled Facilitator approach, 31–33; groups as, 38

T

Task force on human rights, unsuccessful functioning of, 172–174

Team leaders, 316 Team sponsors, 316

Team Start-Up meetings. See Start-Up meetings

Teamness, 317

Teams: defined, 315; importance of trust in building, 95; as tension filled, 567; virtual (VTs), 296–297. See also Planning team

Technical approaches, facilitator education, 528, 529, 530–531, 533

Technology: electronic, to support meetings, 84–85, 108–109; for virtual meetings, 297, 298, 300, 307–309

Technology of Participation (ToP) Group Facilitation Methods, 479, 480, 487, 490, 491, 556; Action Planning, 483, 492; Environmental Analysis, 483; resources for learning, 61

Theories. See Psychological theories Thinking: about clients, in Big Picture ap-

proach, 16–17; changing, in Skilled Facilitator approach, 29–31; critical, by facilitator leading dialogue, 216; divergent vs. convergent, 122; styles of, 15

Tool rule, interaction method, 145–146