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Facilitator - Coggle Diagram

- - - - The facilitation intervention is when one gives directions, advice and recommendations.
      - It is useful if expertises asked for, when guidance is needed, if a participant is unable to direct themselves or if there are ethical guidelines.
      - Some verbal examples: 'I recommend this process', 'I suggest that you do it this way', and 'Have you talked to the Chair about this?"
      - The skill in prescribing is knowing how to do it well, whether to prescribe at all, to be clear in giving instructions when prescribing, to explain why when prescribing and to ensure that one plays to an individual's intrinsic motivations
      - Some traps to avoid in prescribing are when one gives unwanted advice, when prescribing means that one is taking over and imposing solutions, when one overdoes prescribing and creates dependency, when one hesitates when firmness is actually required and when one over controls an aspect of a conversation
      - A company secretary may need to be aware not always to prescribe or get stuck in this default intervention, and also be aware of the potential pitfalls of prescriving
    - - This is when we give information and knowledge during a conversation or meeting
      - It is useful to show where to find extra help and information, to supply appropriate facts and data, to explain what is happening and to share one's own experiences as appropriate
      - This informing role is one that is often played by the more experienced mentor
      - The skills of informing are to present Information clearly, to check for understanding, to invite and handle questions and to judge how much information to give
      - The company secretary can also share with executives the traps of informing, which r around overloading, not structuring the information well enough and not saying why something is important
    - - This intervention concerns raising awareness and challenging assumptions and is a key skill required of all board directors
      - It is useful to show the consequences of particular actions, to challenge people to rethink assumptions, to raise awareness of other stakeholders' perceptions and to boost confidence by affirming success if an overly negative comment has been voiced
      - The skills of the confronting intervention are to know when would be appropriate to confront, to be able to ask direct questions, to give constructive feedback, to challenge defensive execuses and to give space to those confronted so that they may reflect.
      - Some traps in the confronting intervention might be that one acts too much in the parental style, one makes character judgements and generalisations rather than confronting on specific behaviours, confronting on a trivial issue and not ensuring that confronting provides the possibility of a win-win or at the very least the opprortunity to save face
    - - This intervention is about helping release emotions that block progress and is useful when meeting participants are afraid of risk of failure, the they feel incompetent, when they feel frustrated, demotivated, angry or upset or if, on the contrary, people feel overly excited, joyful or pleased
      - Eg 'How are you feeling about this?' and 'I have the impression that you don't agree with this'
      - The skills are to actively listen, to use effective questions, to show empathy, to feed back what you are perceiving and generally to create a supportive climate
      - This is often the role that a company secretary might play when they are invited to informally coach a director
      - Some traps might be talking too much and not listening, making hard for people to express their emotions, spending too long on their emotions, sympathising too quickly rather than empathising and denying or criticising another's feelings
    - - This is when one intervenes to promote expansive and self-directed conversations
      - It is useful to help people achieve a deeper level of understanding, to achieve a broader discussion, to encourage people to take more responsibility and to promote motivation and committment
      - Eg 'What is the real challenge that we are facing here?' or 'What would you do differently next time?'
      - The skills required in catalytic interventions include having a wide range of questions, being able to reflect back and paraphrase to refrain from inputting one's expertise and to be comfortable with conversational silence
      - Some traps may be including too many closed questions, structuring a conversation too soon, following what you find interesting in a conversation and not clarifying a comversations goals enough
    - - This final intervention is about validating and building self-confidence and is useful when more is low, to encourage risk taking, to reward success and to validate people's contributions in a conversation
      - The skills required are to.be able to express appreication, share you own mistakes and to apologise when necessary
  - - - Practicalities
        
        Provide participants with protection
        
        Vocalising and agreeing the meeting basics, such as start and end times; the existence and presence of breaks; access to refreshments and toilet facilities; health and safety announcements; the wi-fi access; and any other more basic needs that meeting participants may have
        
        If these basics are missed, then this can create significant agitation in meeting attendees
      - Professional
        
        Create permission around what is and is not to be included in the meeting and also what may or may not be shared outside the meeting
        
        Will concern the stakeholders expectations are of each board meeting and what levels are confidentiality or transparency there will be for the conversations
      - Psychological
        
        Concerns how the group needs to be to work well together as a high-performing team
        
        Peter Block often poses four questions to meeting participants at the start of meetings which encourage them to consider how they are going choose to act. These are
        
        How valuable and experienced do you plan to be?
        
        How engaged and active do you plan to be?
        
        How much risk are you prepared to take?
        
        How interested are you in other people's experiences?
    - - State view and ask genuine questions
      - Share all relevant information
      - Use specific examples and agree on what important words mean
      - Explain reasoning and intent
      - Test assumptions and inferences
      - Jointly design next steps
      - Focus on interests
      - Discuss undiscussable issues
      - Use a decision making rule that generates the level of commitment needed