Specific Guidelines for the Facilitator

• Introduce yourself at the beginning of the session, define your role with group input, and make an explicit agreement with the group that you will not manipulate and get involved with the content.
• Tell the group that you are there to serve them, and that you'll check with them from time to time to see if you are pushing too much, not enough, etc.
• Don't talk too much.
• Be an energizer.
• Keep the group moving on the problem or discussion.
• Listen closely and watch that group members are listening to each other.
• Encourage each individual to contribute and join the conversation.
• Protect members from personal criticism; prevent focusing on personalities by concentrating people's attention on the issues at hand.
• Set a positive tone.
• Protect the group from on person's/faction's dominance.
• Avoid interpersonal confrontation.
• Respect silence, but provide openers.
• Don't get involved with the content.
• Don't be defensive.
• Educate the group.

Facilitator Skills and Levels of Interventions

Facilitator Skills

• Identify and model norms for group interaction.
• Be empathic -- showing you understand their situation, needs, and feelings.
• Listen, paraphrase, clarify, and reflect participant comments.
• Initiate a structure for group work and keep the group moving.
• Be yourself -- without defensiveness of hidden agenda -- sharing yourself and your experiences when they can illustrate ideas or help establish empathy.
• Encourage group interaction.
• Confront and challenge -- but only after empathy and respect have been established (this makes it less likely that learners will be defensive).

Levels of Interventions

1. Do nothing.
2. Describe what you see.
3. Describe your own feelings.
4. Ask for help.
5. Mini teach or provide alternatives.

Needs of Individuals in Groups

Regardless of the nature of the group and its purpose, some basic needs must be met within the group setting for it to be as productive as possible. A good facilitator looks for signs of each of these characteristics within the group to determine whether it provides the kind of satisfaction which members need. Although it is possible for group members to participate and contribute to the process without some of the "intangibles" indicated below, the team will not be as effective. From time to time, it may be helpful to make a checklist which includes these items and give it to members so that they may evaluate the extent to which the group is meeting their individual needs.

The following are important needs group members value:

1. Group members need to feel a sense of belonging.

Although retaining their individual autonomy, group members need to feel that they belong to a team, that they are valued members of it and receive a sense of security in the importance of their presence and their contribution to the group process.

2. Group members need to feel a commitment to group goals.
3. The process of goal-setting and achieving some consensus on identified goals is a very important one. Group members achieve this commitment when they see the value of the goals selected, regard them as attainable, and clearly view themselves as having a part in refining those goals and directing the group process.
4. Group members need a sense of progress.
5. Although members may work hard to achieve goals, it is important that there be concrete messages which convey systematic progress toward reaching those goals so that members can feel a sense of accomplishment.
6. Group members need clarity of expectations.
7. It is important that team members are clear about the role which is expected of them in the group and have some say about altering that role should they find it uncomfortable or inappropriate. Coupling these clear expectations with meaningful assignments which are challenging yet within the scope of the person's ability is important in maintaining member interest and commitment.
8. Group members need to have confidence in the leadership.
9. A good facilitator fosters a sense of security in group members through clarity of the role of the identified leader and maximum flexibility for group members to assume leadership where appropriate. The security of knowing that the person in charge is capable and trusting of group members will allow them a grater freedom to assume leadership and ultimately reduce the necessity for structure and control within the team.

Task Functions and Maintenance Functions

Task Functions	Maintenance Functions
Developing Agenda Listing Setting Priorities Budgeting Time Initiating Information-seeking Opinion-giving Clarifying/Elaborating Coordinating Summarizing Evaluating Diagnosing Relieving Tension

Small Group Facilitation Strategies

	Get Going Icebreakers Openers Grounding
Make Decision Rank, Consensus Force Field		Establishing Problem/Issues Brainstorming Metaphors Nominal Group
	What Can We Do About It? Panel Fishbowl Brainstorming Brain writing

Dealing with Different Types of Participants

How She/He Acts		Why		What to Do
Overly Talkative		He/she may be an "eager beaver" or a show-off. He/she may also be exceptionally well informed and anxious to show it, or just naturally wordy.		Don't be embarrassing or sarcastic. You may need their traits later on. Slow them down with some difficult questions. In general, let the group take care of them as much as possible.
Side Conversation		May be related to the subject. May be personal. Distracts members and you.		Don't embarrass them. Call one by name, ask an easy question or call one by name, then restate last opinion expressed or last remark made by group, and ask his/her opinion of it. If, during session, you are in habit of moving around the room, saunter over and stand casually behind members who are talking.
Inarticulate		Lacks ability to put thoughts into proper words. He/she needs help. He/she is getting idea but can't convey it.		Don't say, "What you mean is this..." Say, "Let me repeat that" (then put it in better language). Twist their ideas as little as possible, but have them make sense.
Definitively Wrong		Member comes up with comment that is obviously incorrect.		Say, "I can see how you feel" or "that's one way of looking at it." Say, "I can see your point, but can we reconcile that with the (true situation)?"
Rambler		Talks about everything except subject. Uses farfetched analogies, gets lost.		When member stops for breath, thank him/her, refocus attention by restating the relevant points and move on. Smile, tell his/her point is interesting, point to blackboard and in friendly manner indicate we are a bit off subject. Last resort: glance at watch.
Personality Clash	Two or more members clash. Can divide your group into factions.		Emphasize points of agreement; minimize points of disagreement (if possible). Draw attention to objectives. Cut across with direct question on topic. Bring a sound member into discussion. Frankly ask that personalities be omitted.
Obstinate	Won't budge! Prejudiced. Hasn't seen your points.		Throw the member's view to group, have group members straighten him/her out. Say that time is short, you'll be glad to accept the group viewpoint for the moment.
Won't talk	Bored Indifferent Feels superior Timid Insecure		Your action will depend upon what is motivating the member. Arouse interest by asking for his/her opinion. Draw out the person next to him/her, and then ask the quiet participant to tell the person next to him/her what he/she thinks of the view expressed. If he/she is seated near you, ask his/her opinion so that he/she will feel he/she is talking to you, not the group. If member is the "superior" type, ask for view after indication the respect held for experience... (Don't overdo this. Group will resent it.)

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