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Competencies The facilitator:

distinguishes process from content manages the client relationship and prepares thoroughly uses time and space intentionally is skilled in evoking participation and creativity practiced in honouring the group and affirming its wisdom capable of maintaining objectivity skilled in reading the underlying dynamics of the group releases blocks to the process adapts to the changing situation assumes (or shares) responsibility for the group journey demonstrates professionalism, self-confidence and authenticity maintains personal integrity

Characteristics The facilitator commits to a style of:

asking rather than telling paying personal compliments willing to spend time in building relationships rather than always being task-oriented initiating conversation rather than waiting for someone else to asking for other's opinions rather than always having to offer their own negotiating rather than dictating decision-making listening without interrupting emoting but able to be restrained when the situation requires it drawing energy from outside themselves rather than from within basing decisions upon intuitions rather than having to have facts has sufficient self-confidence that they can look someone in the eye when talking to them more persuasive than sequential more enthusiastic than systematic more outgoing than serious more like a counsellor than a sergeant more like a coach than a scientist is naturally curious about people, things and life in general can keep the big picture in mind while working on the nitty-gritty

Facilitator Roles

Source: Everard B and Morris G (1990) Effective School Management; PCP eg bringing to the groups attention an important issue eg a disruptive group member; when they are conspiring to suppress; so that the problem can be faced and handled about management processes, organizational structure eg suggesting ways of getting a difficult decision unblocked eg to insist on more time being spent on process review rather than task eg giving advice on a selection of a management technique; getting people to keep "learning logs" eg arranging meetings or other events on behalf of a task group eg using a flipchart to help a group with its work Keeping notes in two columns - task and process - for use in reviews eg temporary take-over of the group process to get them back on track eg showing a learning group how to review its process eg a creative intervention that lifts a group out of its rut of tramelled thinking eg create a climate in which it is OK to give and receive personal feedback eg helping to satisfy a groups need for information not immediately available eg if a group does not manage its time well, then chivying it to complete the task

Group Dynamics Adviser Consultant Process Facilitator Learning Facilitator Coach/Tutor Co-ordinator/ Convener Scribe Observer/ Note taker Discussion Leader Exemplar/ Demonstrator Catalyst/ Assumption Challenger Norm Establisher Resource Investigator Pace-maker

Reminder Dynamiser Task Facilitator

eg drawing attention to the groups remit, if this seems forgotten eg after the event, stimulating people to implement any plans they have agreed. eg helping a group analyse the problem