Facilitating Groups

Welcome - Day Two

Aims of this training

To develop essential facilitation skillsTo provide underpinning theory and knowledge related

to group workTo give an opportunity to practice facilitating in a small

groupPart of the process to become a Care for the Family

Licensed Facilitator

What we’ve done so farGround rulesGroup needs and aimsLimitations and professional boundariesSourcing group materialAdult learningDelivery methodsCommunication and active listening

Programme for today 9.30 - 11.00 Conflict in groups 11.00 - 11.15 Coffee 11.15 - 12.30 Group dynamics

Group stages12.30 - 1.00 Lunch 1..00 - 2.20 Session Delivery 2.20 - 2.30 Tea 2.30 - 3.45 Session Delivery 3.45 - 4.05 Reviewing support

4.05 - 4.30 Closing session

1.5 Conflict in groupsLearner Handbook p 29

1.5 Assessment CriterionExplain theories and practice of conflict resolution

Group Witness Statement emailed by trainer

Flip chart notes photos

Reflective Log

Conflict

Can make people feel uncomfortable.

Three typical responses: Fight Flight Freeze

Conflict

Why might conflict occur in a group?

Dealing with conflict

How could we deal with conflict in a group?

Dealing with conflict

Conflict calls for sensitive and creative facilitation The art is knowing how and when to interveneThere is no right answerRemember the group can work it out and each

person in the group has an important role to play

Dealing with conflictMany people find conflict uncomfortable and try

to avoid it There is a risk to expressing and working through

conflictDamage can occur if conflict is not acknowledged,

sensitively managed, and handledConflict is rather like disease - prevention is bestIf there is conflict it is best tackled early rather

than left to grow and multiply!

Activity – group dynamics

• Facilitator

• Group who have met a few times already

• Our group agreement

• Observers

• NOT part of assessment for facilitator

Group Feedback

1.5 Portfolio evidenceGroup Witness StatementFlip chart notes – photosReflective Log (200 words)How did you feel in your role during the group

activity on conflict?How have you experienced the handling of conflict in

groups?How will this experience help you handle conflict in

groups in the future?

Learner Handbook p 30

COFFEE

Please be back ready to start in 15 minutes

1.1 Group dynamicsLearner Handbook p 20

1.1 Assessment Criterion

Explain key principles and theories of group dynamics

Reflective Log

GroupStage

Principles of group dynamics

Groupmembers

Facilitator

(You!)

Task

To get through the course material

Maintenance

GroupIndividual

Leadership styles

Authoritarian

Democratic

Laissez Faire

Authoritarian leadership

Leader is clearly in charge

Provides the structure for the group

Directs the course content

Has no flexibility over how the group operates

Advantages of an authoritarian style

• People know where they stand and there is no ambiguity

• Tasks completed quickly

• Good for large groups or when time is short

• The group catches the facilitator’s enthusiasm (or not!)

Disadvantagesof authoritarian style

It may not encourage contributions from group members

It may not help make links between content and practice

Democratic leadership

Includes all group members in decision making

Provides structure and momentum

Is prepared to bend and mould to the needs of the group

Advantages of a democratic style

It gives real power to group members

This can energize them to achieve the task

Disadvantages of democratic style

When mishandled it may leave the group members unclear about who is in control

When mishandled it can cause confusion

Laissez-Faire Leadership

Allows group members to express themselves and work out for what they want to learn

It does not seek to impose but offers suggestions

See themselves as important but not the one to decide what is the most useful learning and purpose for the group

Advantages of Laissez Faire

Empowers the group

Allows creative ideas to emerge and be explored

Sets the scene for a support group

Disadvantages of Laissez-faire

The group may become aimless and frustrated about going nowhere

Small group activityWhich leadership style are you most comfortable

using?And why?

In your experience of groups:How has the balance of task and maintenance been

handled?How has the group dynamic been affected by the

behaviour of individuals in the group?

1.1 Portfolio evidenceReflective Log (200 words)Which leadership style(s) are you most comfortable with

and why?In your experience of groups

how has the balance of task and maintenance been handled?

how has the group dynamic been affected by the behaviour of individuals in the group?

How will this change your future work in groups?

Learner Handbook p 23

1.2 Group StagesLearner Handbook p 23

1.2 Assessment Criterion

Explain stages in a group’s development

Reflective Log

Tuckman’s Model of Group Life

Forming Storming Norming Performing Mourning

Forming

Feelings of discomfortHopes and fearsAmbivalenceDefensivenessGetting to know the group – who is in it?Finding the boundaries – what do I have to do?

What have I come to?

Facilitating forming

Giving a warm welcome

Using icebreakers

Getting the group to work in small groups and pairs

Establishing some boundaries by setting ground rules

Explaining programme

Providing refreshments

Storming

Testing boundaries

Pairing/cliques

Resentment

Fight/flight

Challenge to the leadership

I don’t have to listen to

this!

Facilitating storming

Encouraging discussion with the whole group to find out what’s happening

Remembering the ‘storm’ is probably not to do with you personally – so don’t get upset

Reminding the group of ground rules can help if things get out of hand

Breaking into small discussion groups can help (but be careful who you put together in each small group)

Norming

Accepting individual differencesAccepting boundariesSettling downFinding commonalityKnowing who’s whoMutual supportCo-operation

This is OK!

Facilitating norming

Setting up small group and giving specific tasks

Move individuals around so they can develop relationships with all members of the group

Performing

Co-operationCohesionHigh level of trust and participationReal engagement with the materialDifferences but they can be safely expressed

and acknowledged

Go for it!

Facilitating performing

Building in “showing what you know” activities which allow group members to check their own knowledge and skills

Developing small group projects

Encouraging self-assessment so that individuals can recognise their own learning, rather than comparing themselves with others in the group

Mourning

Sadness

Affirming

Taking into life

I don’t want this to end.

Facilitating mourningAffirming what has been learntEncouraging the group to take their learning and new

experiences into lifeCelebrating the group’s time together with an activity

or food or giving out certificatesAllowing time for the group to express their feelings Inputting less materialProviding space for goodbyesGiving clear information about “What happens next?”

Activity

In small groups

How has this training group moved through the stages?

What has been your experience of group stages as a leader / member of other groups?

1.2 Portfolio evidenceReflective Log (200 words)

How has this training group moved through the stages?

What has been your experience of group stages as a leader/member of other groups?

How will this change your future work in groups?

Learner Handbook p 25

3.5 & 4.2Session DeliveryLearner Handbook p 52Learner Handbook p 56

3.5 & 4.2 Assessment Criteria3.5 Review and revise own strategy and approach to the

group, making modifications as appropriate 4.2 Evaluate own effectiveness as a group facilitator,

suggesting modifications as appropriate

Reflective LogsLesson Plan Learner Handbook p 71Record of Group Progress Learner Handbook p 72Feedback Forms Learner Handbook p 73 - 77

Delivering a sessionPractising skills in a safe, supportive environment

It is all about the experience

The group act as parents (NOT professionals)

15 minute facilitation ONLY!

Delivering the sessionSet the room upGet yourself readyRun your sessionFeedback – self – peers – tutorFill in evaluation sheetsNext person sets up room...

Model for feedbackThe tutor will ask you after your session:

How did you feel before the session? How do you feel now, at the end?

Tell us what you did that worked wellIs there anything you would do differently next

time?

The group will wait until after your feedback and then they and the tutor will give feedback

Preparation Time

LUNCH

Please be back ready to start on time

3.5 & 4.2Session Delivery

T E A

Please be back ready to start in 15 minutes

3.5 & 4.2Session Delivery

4.1Reviewing ProgressLearner Handbook p 45

4.1 Assessment Criterion

Explain the importance of reviewing support with group members and encouraging them to provide feedback

Reflective Log

Reviewing progress

A practitioner needs to both help the group learn and to assess what they have learnt Parents will find it helpful to look at learning that has taken place and if it is making a difference to their lives

Reviewing progressObserving the group

Creating times for parents to stop and think what

changes they have tried and how they have got on

Pre and post parent questionnaires

4.1 Portfolio evidenceReflective Log (200 words)

Why is this important?

How do you/would you support members of your group to meet their needs?

What methods did the trainers use to get feedback from the group?

How will this change your future work in groups?

Learner Handbook p 46

Review of todayConflict in Groups

Group Dynamics

Group Stages

Session Delivery

Reviewing Progress

Portfolio workReflective Logs 1.1, 1.2, 1.5, 3.5, 4.1, 4.2Lesson Plan 3.5Record of Group 3.5

ProgressFeedback Forms 4.2Photos 1.5 Flip Chart notesGroup Witness 1.5 Statement

AccreditationOCN Portfolio Checklist Learner Handbook p 55

Tracking Sheets Learner Handbook p 61 - 63

What you need to do:Fill in page numbers AFTER you have completed ALL the work

Write Learner Comments on p 63

Sign on p 63 and date it

Learner Guidance See portfolio criterion notes

Mid Course SampleWrite ONE Reflective Log – 200 words

Email to:Email 1

Email 2

We need to receive this by:Add date here (next week)

Evaluation

Learner Handbook p 79 - 80

Goodbyes

What will you take away from these two days of training?

All the best

Please let us know how you are getting on.

If you have any questions please email us:

Email 1

Email 2

Accreditation

Any Questions?

Portfolio Submission Date

Date add date here

Send to our Birmingham Office