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The Facilitator 38 Conflicts within the team are solved by clarifying the different positions Facilitator and sometimes simulating the consequences of implementing the different opinions. It is not useful to hold an all-night discussion on the nuance of the next day's program. There are common rules for managing the methodology in an event. (These are addressed in Part III). But the individual character of each facilitator allows a whole range of possible uses of techniques. A facilitator must feel secure with the sequence and programme design. Of course there is room for experimentation in VIPP, but the a facilitator who does not believe in a particular technique, or is not sure about it, should leave it to a colleague to carry out. Although many of us have been trained to compete, cooperation is required for a team of facilitators: trust in each other; recognition of strengths and acceptance of weaknesses of others, a relationship with an attitude of reciprocal learning and helping. If this is the case, the design of an event will become very transparent to each member of the team, so that everyone can play their part. There must be a realization that the success of the event does not depend on individual performance but on the team's performance and on respecting the expectations and contributions of the participants. Good facilitation involves excellent planning and teamwork. THE USES OF VIPP
The qualities of a good facilitator First of all, to become a good facilitator requires time and experience. Learning by doing is the best way. Nevertheless, there are certain qualities which enable someone to become a good facilitator. And there are also conditions which make it impossible or difficult for someone to be a good facilitator. The personal qualities for a good facilitator are outlined below. QUALITIES OF A GOOD FACILITATOR ● Trust in other people and their capacities. ● Patience and good listening skills. ● Self-awareness and openness to learn new skills. ● Confidence without arrogance. ● Good life experience and a good grasp of common sense. ● Respect for the opinions of others, not imposing ideas. ● Practice in creative and innovative thinking. ● Ability to create an atmosphere of confidence among participants. ● Flexibility in changing methods and sequences, not always sticking to a preset sequence of techniques. ● Knowledge of group development including the ability to sense a group's mood and change methods or adjust the programme on the spot. ● A good sense for the arrangement of space and materials in order to create an attractive physical arrangement for the participants ● Skill in drawing and handwriting. Some, of these qualities may be inherent or learned through socialization. Others can be improved through experience and concerted practice. For instance, handwriting and drawing ability can improve with techniques such as the proper holding of a marker or the use of simple devices to draw curves or squares. THE USES OF VIPP The Facilitator 39
Page 2 and 3: V I S U A L I S A T I O N I N P A R
Page 4 and 5: Said is not yet heard, Heard is not
Page 6 and 7: ACKNOWLEDGEMENTS This manual is a n
Page 8 and 9: Connecting cards 56 Overall design
Page 10 and 11: HOW TO USE THIS MANUAL This manual
Page 12 and 13: Part I THE ROOTS AND PHILOSOPHY OF
Page 14 and 15: 4 VIPP involves capturing all parti
Page 16 and 17: 2 The Roots of VIPP 6 VIPP is a cre
Page 18 and 19: The Roots of VIPP 8 In 1991, Neill
Page 20 and 21: The Philosophy of VIPP 10 Communica
Page 22 and 23: The Philosophy of VIPP 12 Developme
Page 24 and 25: The Philosophy of VIPP 14 Language
Page 26 and 27: 16 THE USES OF VIPP
Page 28 and 29: Group events and VIPP 18 VIPP plann
Page 30 and 31: 20 SOME DEFINITIONS FOR THE USE OF
Page 32 and 33: Group events and VIPP 22 Management
Page 34 and 35: Group events and VIPP 24 Discussion
Page 36 and 37: Group events and VIPP 26 input. Dev
Page 38 and 39: 28 When VIPP methods are used in tr
Page 40 and 41: Group events and VIPP 30 The main c
Page 42 and 43: 5 The Participants In VIPP, the par
Page 44 and 45: The Participants 34 facilitator mus
Page 46 and 47: 6 The Facilitator 36 V IPP depends
Page 50 and 51: 40 In a training of facilitators wo
Page 52 and 53: The Facilitator 42 There is not onl
Page 55 and 56: 7 VIPP materials and their use The
Page 57 and 58: The number of pin boards required w
Page 59 and 60: Card sizes and shapes Standard card
Page 61 and 62: Dots of about 12 mm to 16mm (1/2" t
Page 63 and 64: VIPP case: Facilitators who are inv
Page 65 and 66: Using colours Colours and sizes hav
Page 67 and 68: Overall design Also use empty space
Page 69 and 70: Events are often shaped by the phys
Page 71 and 72: and complexity of the workshop, the
Page 73 and 74: The rooms for group work should con
Page 75 and 76: 9 Opening events The first day has
Page 77 and 78: Expectation and fears At the beginn
Page 79 and 80: 10 VIPP rules The rules of VIPP are
Page 81 and 82: The following sets of rules are bac
Page 83 and 84: RULES WHICH REINFORCE VIPP PHILOSOP
Page 85: Part IV VIPP TECHNIQUES Basic VIPP
Page 88 and 89: 12 Basic VIPP techniques 78 The fol
Page 90 and 91: 80 BASIC RULES OF CARD COLLECTION 1
Page 92 and 93: 82 After discussion, the final clus
Page 94 and 95: 84 After ideas have stopped flowing
Page 96 and 97: Basic VIPP techniques 86 Multi-dot
Page 98 and 99:
Basic VIPP techniques 88 Name taggi
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90 Breakthrough The participants ar
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Games and exercises 92 Blind trust
Page 104 and 105:
Games and exercises 94 The assassin
Page 106 and 107:
Games and exercises 96 Power cable
Page 108 and 109:
Games and exercises 98 Association
Page 110 and 111:
Games and exercises 100 Visualized
Page 112 and 113:
102 Fish bowl Divide the participan
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Games and exercises 104 Controlled
Page 116 and 117:
106 Horse Trader An exercise in int
Page 118 and 119:
Games and exercises 108 Drawing Dev
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14 Debates 110 Orchestrated debates
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Debates 112 The Fish Pond Purpose:
Page 124 and 125:
Role Plays 114 Examples of role-pla
Page 126 and 127:
Role Plays 116 In the same workshop
Page 128 and 129:
Use of group and plenary 118 3 It a
Page 130 and 131:
Use of group and plenary 120 Buzz g
Page 132 and 133:
Use of group and plenary 122 Case s
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17 Including content and dealing wi
Page 136 and 137:
Including content and dealing with
Page 138 and 139:
Including content and dealing with
Page 140 and 141:
Evaluation 130 Flash Purpose: To ge
Page 142 and 143:
Evaluation 132 Feedback and memo bo
Page 144 and 145:
Evaluation 134 Rapid participatory
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Evaluation 136 Group work on factor
Page 148 and 149:
138
Page 150 and 151:
140 both parties are desperate enou
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142
Page 154 and 155:
144 Mobilizing for Education for Al
Page 156 and 157:
146 Putting Research into Action in
Page 158 and 159:
20 Case Studies 148 Development in
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150 Planning for Social Mobilizatio
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152 Value Clarification* A multimil
Page 164 and 165:
154 PROGRAMME: ORGANIZATION: 1 - Pi
Page 166 and 167:
156 Emery, Merrelyn (ed.) Participa
Page 168:
Schnelle, Eberhard The Metaplan Met
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