FACILITATION PROCESSES

The facilitator must be aware of the difference between group processes and content as these two have an impact on human interactions. Attention is usually on content, which is the subject matter. Content is the "what" of group interaction. It is the subject being discussed or the task on which the group is working. Process is the "how" of group interaction; it is the way the group is working together to accomplish its goals or task.

The following is an overview of the processes and methods a facilitator should consider when working in a group environment. This section includes some tips and considerations for processes that can assist in observing group participation and ways to capture information and ideas while the group is working.

1. Preparing and Using Newsprint: This visual aid is an important tool for assisting group members in a group setting to understand and remember what has been discussed. It is a good idea to use the newsprint to capture the group norms and expectations identified when creating a positive group environment. Newsprint can be used to record information during a session, present the group's agenda, highlight key points of a discussion as it progresses, and draw simple illustrations. Keep in mind newsprint could also be used when the group wants to post or save what was written as it may be typed up for later use. Newsprint can also be used for brainstorming. We will discuss brainstorming later on in this section. Be mindful of the overuse of newsprint to record information. It may not be necessary to capture everything. This can waste time, and distract from the group's task at hand. When you use newsprint, remember to talk to the group and not the newsprint. Other tips for using newsprint include writing legibly and using simple lettering. Limit the number of colors. Use dark colors and light colors to highlight. Keep the 6 by 6 rule in mind so you won't crowd too much on a sheet (each line about 6 words and about 6 lines on a sheet).
   
   
2. Using handouts: Handouts can enhance the group's functioning and may support the group's task by providing background information and reference materials. Handouts can clarify and reinforce ideas and skills application. However, not all materials should be handed out to the group. Some should be contained in a folder or notebook and distributed at the beginning.
   
   
3. Making interventions: This process can assist the facilitator in making appropriate interventions to maintain a positive group environment. At some point during the group's task, the facilitator may face a critical situation and will have to choose a method of responding. Keep in mind that some of the incidents may be trivial, others are crucial to the development of the group's solidarity, productivity, and the direction the group takes. The facilitator must have an effective means of dealing with these "critical incidents" and must choose an appropriate intervention response. Make certain your interventions are not intended to hurt, put down, or put anyone on the defensive.
   
   The intervention must fit your style. If someone is using sarcasm, don't try for a snappy comeback if that's not natural for you. Don't force humor. Do not restructure on the spot if you have difficulty handling a spontaneous change in the group. Check your assumptions about the source and situation.
   
   As the group builds some trust with you and with each other, you can use the group to confront its own issues. This is always a wise choice to develop group norms and guidelines because you and the group can always revisit them as needed. Ask the group to respond to what is happening and what can be learned.
   
   
4. Feedback: In order for individuals and group members to assess behavior, patterns of communications and ways to change, each person must know if he or she is on the right track. By providing appropriate feedback, the facilitator can help group members reduce defensiveness and consider the value of the feedback offered. The facilitator must understand that giving and receiving feedback is a skill that transcends content area and situational circumstances. Feedback can assist the learning process and can help keep communication open and clear.
   
   There are several types of feedback. The first is evaluative. This type makes a judgment about what is observed with words such as "good," "wonderful," "bad," "lousy." If a person has done a good job, he or she needs to know precisely what was good so it can be repeated. On the other hand, negative feedback can be painful and gives no information on what can be improved. The second type is prescriptive. It tells the person what he or she should have done or could do. This type of feedback can be helpful in a skill-building situation where information can help to improve performance or avoid mistakes. The third type is descriptive. This type identifies specific behaviors and provides information on the impact of the behavior.
   
   There are four components designed to provide information and minimize a defensive reaction: Observe what are you seeing. Report or share the information about what you observed. Share your assumptions. Check to see if your assumptions are accurate.
   
   Considerations for giving feedback can include being descriptive rather than judgmental and being specific rather than general. Be focused. Always check for accuracy by asking the person to rephrase the statement. On the other hand, the considerations for receiving feedback will include asking for clarification, avoiding explanations of actions or words and the use of "thank you" to indicate the feedback will be considered.
   
   
5. Brainstorming: This is a group activity that helps develop problem solving skills and emphasize creativity. This technique requires that group members spontaneously present ideas on a given topic. Brainstorming can be used to devise alternative ways to handle difficult problems. Brainstorming is best suited for small groups that have considerable knowledge regarding the topic under discussion.

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