Facilitating Group Experiences Slides - Part 2 PDF

Group activity note Try to have your group selected by the end of today. Groups may be adjusted depending on class size. We can form groups if need be. Knowledge check What are five facilitation techniques that we discussed last class? Knowledge check What are five facilitation techniques that we...

Group activity note Try to have your group selected by the end of today. Groups may be adjusted depending on class size. We can form groups if need be. Knowledge check What are five facilitation techniques that we discussed last class? Knowledge check What are five facilitation techniques that we discussed last class? Questions Silence Echoes Comparisons Observations Knowledge check Facilitators should be direct and obtrusive in how they empower participants. True or False Knowledge check Facilitators should be direct and obtrusive in how they empower participants. True or False Knowledge check The best evidence that participants have learned something from the experience is to see them apply it if possible. True or False Knowledge check The best evidence that participants have learned something from the experience is to see them apply it if possible. True or False  FACILITATING GROUP EXPERIENCES Part 2 January 28th & January 30th Stages of guiding group development Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development Initially, people are less likely to show their true colours when compared to later stages of group development. As group members are getting to know one another, they are typically polite, patient, and give one another the benefit of the doubt. Facilitators should help “break the ice” and create a comfortable and safe environment. Compared to other stages of group development, the group often looks to the group facilitator most during the initial forming stage. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development A local community center organizes a six-week hiking program for adults of varying fitness levels. On the first day, an introductory hike, participants gather at the trailhead. Everyone is polite, but interactions are surface-level. Some people stick to themselves, while others engage in light conversation about previous hiking experiences. The facilitator tries to break the ice by leading a name game and asking participants to share why they joined the program. Some express a bit of excitement, while others mention feeling nervous about keeping up. Overall, the answers are fairly generic and do not reveal much about the participants. The facilitator reassures them that the group will go at a comfortable pace and that the hikes are about enjoyment, not speed. Throughout the first hike, participants look to the facilitator for guidance, asking about the difficulty of upcoming trails, how often the group will take breaks, and what to expect in future sessions. There is some small talk among the hikers, but much of the communication is centered around the facilitator. The facilitator continues to assure the group that they can go at their own pace and reiterates that the goal is to enjoy themselves. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development As people get to know one another better and become more comfortable with one another, there may be an increased likelihood of conflicts. People begin to share more information as they feel more comfortable and safe in the group. The facilitator must maintain a safe and supportive environment to permit the group to respectfully and amicably resolve conflicts and challenges. Conflict is not an inherently bad thing, and being able to work through conflicts is important in group dynamics. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development It is now the third hike that the group has started together, and the group has become more comfortable talking with one another beyond small talk As the hikes progress, different personalities start to emerge. Some hikers naturally walk faster, while others lag behind. Further, it becomes clearer that some group members have different preferences surrounding the speed, breaks, and structure of the hikes. A few people voice frustration that they have to stop frequently for the slower members. Others feel pressure to keep up but don’t want to slow the group down. Tensions rise when one participant, Mark, comments that the pace is “too slow” for him, while another, Sarah, responds that “not everyone is training for a marathon.” The sharing of different opinions and the disagreement was not present in the earlier hikes. The facilitator steps in, reminding the group that they agreed to be inclusive of all ability levels and that the environment that they have created is to be respectful and safe. The facilitator asks “how can we make sure everyone feels comfortable without anyone feeling held back?" This sparks discussion among the group. They go back and forth sharing their honest thoughts, opinions, and solutions. Eventually, the group agrees to break into two sub-groups for different paces while still meeting at designated rest points. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development Norming is marked by the resolution of larger conflicts and an increased level of understanding and sensitivity. Mutual respect and cohesiveness is developed as a result of successfully navigating conflicts. Group members understand that they can share their true thoughts and feelings, and that even if not everyone in the group agrees with their perspective, that it will be respected. The group is learning about their strengths and weaknesses. The facilitator should provide opportunities for the group to work together. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development By the fifth hike, the group feels more cohesive. They have had a few instances of conflict and disagreement, but have been able to effectively navigate them. Hikers have settled into a rhythm, and the initial conflicts have eased. Participants naturally recognize where they fit best—faster hikers wait for the group at key points without complaining, while slower hikers feel more confident in their pace. They recognize and respect the similarities and differences in opinion and skill level. Inside jokes emerge, and people start sharing personal experiences beyond hiking, discussing work, family, and hobbies. The facilitator takes a step back, allowing these organic connections to form while still providing structured moments, such as pairing people up for short sections of the hike to encourage conversation. Mark (the participant who previously wanted to go faster) voluntarily walks with Sarah (the person who wanted to go slower), being supportive, understanding, and encouraging her as she struggles on an incline. Despite differences in skill levels and motivations for participating, the group is able to work together and address any disagreements with respect and sensitivity. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development Productivity increases as the group continues to work together. The facilitator’s role is the smallest during this stage. At this point, the group has been guided to a point where they can be productive and possess the skills and abilities to function independently. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development By the second-to-last hike, the group functions smoothly with minimal facilitator intervention. Participants take initiative, setting up carpools, bringing extra water for those who forget, encouraging each other up tough sections of the trail, and organizing walking groups during the hike. The facilitator plays a more passive role, observing as the group organically supports and challenges each other. When a participant, Lisa, struggles on a steep climb, another group member, Josh, reassures her, and says “remember how tough that hill was last week? You crushed it—this one's no different!" The facilitator feels comfortable taking a step back and allowing the group to organically navigate challenges respectfully and appropriately. At this point, the hiking group doesn’t just function, it excels. They are managing the activity from a physical perspective, and they are working cohesively to make sure that everyone is enjoying the activity and is getting what they want out of the activity. The facilitator believes that even if they were not present, that the group would be able to effectively work as a unit. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development Often overlooked, but is vital to helping group members to move from their shared experience onto new, separate journeys. Facilitators should provide opportunities for group members to reflect on the shared experiences of the group. Group members should consider how their shared experiences may influence them, and be relevant to them, in their future endeavors. Forming Storming Norming Performing Adjourning 1 2 3 4 5  Stages of guiding group development On the last hike, there’s a sense of connection among the group. The group pauses at a scenic overlook, and the facilitator leads a reflection activity. They ask questions like “how have you grown since the first hike?", ”what moments stood out to you?", “what did you learn about yourself or one another?”, and “how might some of your experiences here help you in the future?’. Many share how their confidence has grown, how they’ve made new friends and connections, and how the hikes have positively impacted their well-being. Sarah, for example, says “I never thought I could do a hiking program like this, it has given me so much confidence. I feel way more confident that I can learn new skills after this”. Some participants exchange phone numbers, planning to continue hiking together beyond the program. The facilitator acknowledges the journey, highlighting key moments of growth and change, ensuring closure while emphasizing that their experience can carry forward into other aspects of life. Forming Storming Norming Performing Adjourning 1 2 3 4 5 Stages of guiding group development There is not a time limit or guideline for how long it takes groups to work through the stages. Groups can regress to earlier stages. The boundaries between stages may be blurred. Forming Storming Norming Performing Adjourning 1 2 3 4 5 Managing Real risk risk Real risks are risks identified as a result of a technical assessment of the likelihood of a possible event. Often quantifiable and based on expert analysis. Perceived risk It is crucial that Perceived risk is a person’s perception of how dangerous an activity might be. Perceived risks are very real to the individual and can facilitators acknowledge make participation difficult. and address both real and perceived risk. Managing Real risk risk Real risks may involve number of accidents, weather conditions, environmental hazards, degree of maintenance on equipment, and/or falling during launch or landing. Perceived risk It is crucial that Perceived risks may involve fear of heights, unfamiliarity with the equipment or experience, social anxiety or peer pressure, and/or high degree of facilitators acknowledge skepticism about the safety protocols. and address both real and perceived risk. Managing Real risk risk Perceived risk It is crucial that facilitators acknowledge and address both real and perceived risk. Managing Real risk risk Playing a certain sport Skiing or snowboarding Camping Yoga in the park Running club Building sandcastle Ferry ride Perceived risk It is crucial that facilitators acknowledge and address both real and perceived risk.  Maintaining a safe environment Full value contract Challenge by choice  Maintaining a safe environment Full value contract Challenge by choice Provides a list of group rules, guidelines, and/or behaviours that everyone in the group agrees to abide by for the duration of the experience. Importantly, the group members generate and agree to the selected guidelines. Placing the full value contract in a place that is visible and re-visiting it often can help to support a safe environment.  Maintaining a safe environment Full value contract Challenge by choice Provides a list of group rules, guidelines, Individually or in small groups: and/or behaviours that everyone in the group agrees to abide by for the duration of What are some guidelines that you would the experience. include or expect in a full value contract? Importantly, the group members generate How might these guidelines differ and agree to the selected guidelines. depending on the group or context that you are in (e.g., competitive sport team vs Placing the full value contract in a place that recreational hiking club)? is visible and re-visiting it often can help to support a safe environment.  Maintaining a safe environment Full value contract Challenge by choice The chance to try a potentially difficult or frightening challenge in a supportive and caring atmosphere. The opportunity to back off when performance pressures or self-doubt become too strong. The chance to try difficult tasks in an environment in which the attempt is more significant than performance. Respect for individual ideas and choices.  Maintaining a safe environment Full value contract Challenge by choice Individually or in small groups: The chance to try a potentially difficult or During a summer camp, the group is at a rock frightening challenge in a supportive and climbing gym and there are a few group caring atmosphere. members that are nervous about climbing for a few reasons. For example, some are nervous The opportunity to back off when about the heights, others are nervous about performance pressures or self-doubt become being judged, and others are nervous that they too strong. won’t be able to get to the top. As a facilitator, how can you promote challenge by choice? The chance to try difficult tasks in an environment in which the attempt is more significant than performance. Respect for individual ideas and choices. Debriefing experiences Debriefing involves asking questions to highlight behaviours, actions, and comments from participants. Debriefing can help participants to move through the experiential learning cycle. Aspects of debriefing mirror the experiential learning cycle. Reliving the experience Exploring the purpose Applying lessons learned to life Reliving the experience Facilitators should ask questions that will help participants to remember and mentally replay the experience. When asking about personal experiences, there are no right or wrong answers. Facilitators can encourage two levels of reflection: Macro experience: Reliving the entire experience. Micro experience: Reliving a particular moment that occurred during an activity. Exploring the purpose Facilitators and participants should understand the purpose of the experience. There may be a range of interpretations surrounding the purpose of the experience depending on the participants’ differing perspectives. Be prepared to explore alternative purposes that may organically arise during debriefs. Applying lessons learned to life Understanding participants can help to ask relevant questions about how participants might apply what they have learned to their lives. Facilitators should encourage participants to be as specific and concrete as possible in how they might apply their learning (e.g., “I will...” statements). Providing participants with multiple opportunities to practice and apply their skills and knowledge can increase application. Debriefing experiences Individually: What are some questions that you could ask that could fall under these three categories of the debriefing technique? Reliving the experience Exploring the purpose Applying lessons learned to life Debriefing experiences Individually: What are some questions that you could ask that could fall under these three categories of the debriefing technique? Reliving the experience How did you feel at the before, during, and after the experience? What stood out to you about the experience? What changes did you notice in your thoughts and feelings as the experience continued? What was expected or unexpected during the experience? What was the most difficulty part or the easiest part of the experience? Exploring the purpose Why do you think that we did this activity? What skills or abilities did you use during this experience? What did you learn about yourself or others during this activity? What was your biggest takeaway from this activity? What deeper meanings or insights could be taken from this experience? Applying lessons learned to life How can you use what you learned in this activity in your daily life? What is one action you can take this week to apply a lesson from this experience? What will you share about others about this experience? What parts of this experience will be most relevant to other contexts? What did this experience teach you about managing situations in real life? Summary To facilitate is to make a process easier or to empower people to accomplish a task. Facilitators empower others in an unobtrusive, unassuming, and indirect manner. Five key facilitation techniques are questions, silence, echoes, comparisons, and observations. The experiential learning cycle involves experience, reflection, generalizing, and application. The stages of guiding group development are forming, storming, norming, performing, adjourning. Both real and perceived risk should be considered by facilitators. A safe environment can be maintained by using full value contracts and practicing challenge by choice. Debriefing mirrors aspects of the experiential learning cycle, and include reliving the experience, exploring the purpose, and applying lessons learned to life.