TEchNOLOGy TRaNSFER MODEL - Javna agencija

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3 BUSINESS CULTURE and doing their very best. “... a safe place for communication cannot be created and sustained if the participants have been coerced into taking part in the interpersonal or group dialogue. This means that planners, facilitators/mediators of such interactions must be open and honest with potential participants about the aims of the encounter and the use of the materials that will result from such encounters, making sure that each individual is there of his/her own volition and that he/she agrees to future use of the content of the meetings. Once the encounter begins this atmosphere of openness and honesty must continue; if the participants feel that they are being manipulated, then they will either drop out of the group or keep a very close watch on what they say or how they respond to others.” (Chaitin, 2003) “Safe places in communication also tend to be created and sustained when the ground rules of the encounter are clearly set forth and agreed upon at the first meeting. Rules such as no interrupting, giving every participant equal opportunities to speak yet not pressuring individuals to speak who do not yet feel comfortable doing so, ending with a round in which each participant in the interaction is asked to make some comment about the meeting, and refraining from judgmental and caustic responses are commonly used techniques. It is important not just to clearly state the ground rules and acquire group consensus to abide by them at the first meeting, but to reiterate them and reinforce them from time to time in subsequent encounters.” (Chaitin, 2003) After clearly defining the objectives, time frame, methods of work and the roles of people involved (facilitator, co-facilitator if present, participants themselves) in a facilitated process, there is a time to create a safe space. When creating a safe space I tend to ask my participants (at facilitated processes and at trainings) simple questions like: - What do you need to be able to fully participate (to learn as much as possible) and contribute to the objectives of the process/ training? - What are you willing to contribute to this process? After answers from all the participants are gathered, they are looked at, organised, and we all, as a group, agree we are sharing responsibility to see the expressed needs/rules be met. I would usually also ask whether there are any objections to the expressed needs, and deal with that, too. When we are under time pressure (a big group, little time) I would suggest some rules to stick to (I call it “Agreement and guidelines for cooperation”) during the process and invite the participants to add what is missing and is important for them to the list. This is what I did at our training for TTF in March in Maribor. Agreement on cooperation Guidelines for cooperation 1. WE RESPECT DIFFERENCES IN VIEWS AND IDEAS 2. WE LISTEN AND OBSERVE 3. WE PARTICIPATE ACTIVELY AND CONTRIBUTE 4. WE ARE BRIEF AND CONCISE 5. WE ARE ALL EQUAL AND IMPORTANT 6. WE HELP EACH OTHER 7. WE REJOICE AT MUTUAL PROGRESS AND SUCCESS 1. WHAT IS EXPRESSED IN THE GROUP, REMAINS IN THE GROUP 2. EACH VIEW, FEELING, SUGGESTION, THOUGHT COUNTS AND IS CONSIDERED 3. WE DO OUR BEST TO ACT AND CONTRIBUTE TO THIS WORKSHOP GOALS 4. WE RESPECT OTHERS AND THEIR FREEDOM – EVE- RYBODY SAYS WHAT THEY WANT TO SHARE WITH OTHERS 5. WE ALL TAKE RESPONSIBILITY FOR OUR OWN PROGRESS AND DEVELOPMENT 3.4.3 Who is a facilitator and what are his roles “A facilitator is someone who helps a group of people understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion. The facilitator will try to assist the group in achieving a consensus on any disagreements that pre-exist or emerge in the meeting so that it has a strong basis for future action. The role has been likened to that of a midwife who assists in the process of birth but is not the producer of the end result.” (http://en.wikipedia.org/wiki/Facilitator) There are a variety of definitions for FACILITATOR: (http://en.wikipedia.org/wiki/Facilitator) • »An individual who enables groups and organizations to work more effectively; to collaborate and achieve synergy. She or he is 31
KNOWLEDGE FOR BUSINESS IN BORDER REGIONS a ‘content neutral’ party who by not taking sides or expressing or advocating a point of view during the meeting, can advocate for fair, open, and inclusive procedures to accomplish the group’s work« – Doyle • »One who contributes structure and process to interactions so groups are able to function effectively and make high-quality decisions. A helper and enabler whose goal is to support others as they achieve exceptional performance.« – Bens • »The facilitator’s job is to support everyone to do their best thinking and practice. To do this, the facilitator encourages full participation, promotes mutual understanding and cultivates shared responsibility. By supporting everyone to do their best thinking, a facilitator enables group members to search for inclusive solutions and build sustainable agreements.« – Kaner What is a group facilitator like, what are his qualities? INTERNAL, IMPARTIAL, EXTERNAL, PROCESS GUIDE, ANALYST, TIMEKEEPER, CONFLICT MANAGER, PROCESS EXPERT, CONSENSUS BUILDER, AGENDA SETTER, MODERATOR, PROCESS ADVOCATE, MOTIVATOR, NEUTRAL, OBSERVER, NOT IN THE WAY, WELL-STRUCTURED, CREATIVE, IMPROVISOR, PROCESS LEADER, ACTIVE LISTENER, ... According toThiagi, Inc. (Thiagi, 2010): • Effective facilitators are flexible. They modify their small-group activities before and during use. • Effective facilitators are adaptive. They modify their small-group activities along six critical tensions. • Effective facilitators are proactive. Before using a small-group activity, they modify it on the basis of the characteristics of the participants and the purpose of the activity. • Effective facilitators are responsive. They make modifications during the small-group activity to keep the different tensions within acceptable ranges. • Effective facilitators are resilient. They accept whatever happens during the small-group activity as valuable data and smoothly continue with the activity. 3.4.4 Benefits of facilitation 1 • Group members are more motivated to support the decisions made. • The best efforts of groups usually yield better results than individual efforts. • Maximum participation and involvement increase productivity. • Managers and leaders are better able to draw on those they lead as resources, an ability that is critical to organisational success. • Everyone has a chance to be influential and useful, and people sense that they are integral part of a team effort. • Organisations can be flexible and produce results more quickly because people are committed to the decisions made. • Decisions are made where the work must be done. • People realize that responsibility for implementing decisions lies with everyone. • Innovation, problem-solving, and implementation skills are built. • People are encouraged to think and act for the overall good of the organisation. • Higher-quality decisions are made. • A forum is provided for constructive conflict resolution and clarifying misunderstanding. • Negative effects are less likely, such as low morale, low involvement, and withholding information from others, as well as attitudes such as “It’s not my job” and “Just tell me what to do.” A facilitator is “best when people barely know that he or she exists. “ Sophie Clarke 3.5 Facilitation guidelines 2 3.5.1 Facilitation assumptions • Engagement in dialogue is the source of deeper understanding, meaningful decisions, and aligned action. • The facilitator responds in the context of emergent group needs by using the appropriate tools and process steps. 3.5.2 The facilitator’s role • The facilitator has a role of being responsive to the group need’s for generating information, getting clarity, organizing information, sharing information, engaging in respectful dialogue, prioritizing and making decisions. • The facilitator supports, through the use of tools and process steps, the achievement of outcomes desired by the group. 1 According to Rees, 1998. 2 By Suzanne Winbauer Catana: Train the Trainer Workshop, October 2009. Supplemented by Karin Elena Sánchez, 2009 32
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