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Appendices
FACILITATION DOMAIN
Concept: Consciousness – raising
What questions can I ask to help the person I am working with increase their
awareness/insight of:
their own feelings?
the judgements and decisions they have made and how they have made them?
the impact of the context on their actions their values, beliefs and assumptions?
the contradictions between their values and beliefs held and personal actions?
the knowledge and evidence informing their decisions and actions?
The contradictions between their espoused theory/knowledge and that in
use?the consequence of their actions for self and others?
How can I alert the person I am helping to relevant theories and evidence that they may
appear unaware of?
Concept: Problematization
What questions can I ask to help the person I am helping identify the:
key issues in their story?
priority questions he/she needs to ask?
the dilemmas faced in the situation?
How can I alert the person I am helping to perceived problems, issues, inconsistencies,
dilemmas or contradictions that he/she may not have acknowledged or be aware of?
Concepts: Self-reflection & Collaborative Critique
How can I help the person I am working with to:
reflect on their own experiences of learning about self and learning from their own
practice
identify the salient features of their own actions
the barriers preventing action
develop new understanding of their role and practice
Strategy: Articulation of craft knowledge
How can I help the person I am helping to talk about their craft knowledge and their
own professional expertise?
How can I bring in my craft knowledge in a way that is helpful?
Strategy: Observing, listening and questioning
What do I observe in and hear from the person that I am helping that I would like to
probe/explore further?
How do I ask questions that help the person to articulate the taken-for-granted or the
knowledge embedded in their practice (i.e. their craft knowledge)
Strategy: Feedback on performance
How do I give feedback to the person I am helping from observing , listening and
questioning in a way that does not include interpretations and judgements.
How do I help the person I am working with to self-evaluate?
How do I help the person I am working with to learn from the feedback?
How and when should I give feedback about perceptions of what went well and what did
not?
Strategy: High challenge/high support
What are the assumptions, values, beliefs, expectations, perceptions, judgements,
actions I should challenge in the story?
How can I provide high challenge but also high support?
How were my high challenge and high support interventions perceived by the person I am
helping in terms of the level and nature of challenge and support?
What are my own insights into what is challenging and supportive for the person I am
helping?
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