facilitating at a distance

Facilitating at a Distance

The Essentials of Teleclass &

Virtual Meeting Facilitation

Copyright 2010. FacilitatorU.com. All Rights Reserved 22

Welcome

• Welcome people onto the call.

• Record Group Memory

– Class audio will be recorded

• Important aspects of Welcoming

– Who’s here and why?

– What are we here to do?

– How will we work together?


Introduction Breakout

• Discuss in dyads (5 minutes)

– Recall your best T/VM: What was it about the instructor or process that made it so?

– Listener: distill this down into a concise sentence or two. You will be asked to share your partner’s response with the group.

– Person closest to Los Angeles shares first.

– You’ll hear an invitation to start, a 60 sec warning, and a closing bell.


Course Objectives

• Learn the full spectrum of skills needed to effectively design and facilitate a Teleclass/Virtual Meeting (T/VM) for a wide range of purposes.

• Model several modes of virtual learning and collaboration.

• Discuss T/VM Design and Preparation• Keys to the Inner Game of T/VM Facilitation. • Key Facilitator Skills • Keys to Building Community Virtually • Keys to Facilitating Group Results • Possible Demo of the Maestro Conference Platform • Logistics for running effective T/VM’s and breakout

sessions.


Vision & Process

• Vision: The vision I have for us this week is that we build a learning community where we more than double our effectiveness as T/VM leaders.

• Process:

– Follow a flexible structure

– Modeling and Mistakes

– Will take you backstage periodically

– Questions, comments, interrupt, chat, dial #1

– I request your help: chat, ebook tracking, notes


Logistics

• We use the guide book as a means of delivering information. The written word is the mode best suited for information delivery.

• I will navigate the information organically, in other words, I’ll be all over the place! Note my anchors.

• If we don’t get to your questions in class, email me or post it on the blog.

• Create a Parking Lot for unanswered questions or off-topic concerns.


Operating Agreements

Will you agree to these?

• I will dial in on time, from a quiet area

• I will not multi-task

• I will participate fully

• I will speak up clearly and identify myself before speaking.

• I will be concise in my comments

• I will take responsibility to assure my voice is heard.

• I will be responsible for my own learning

• I agree to allow you to call me by name for input

• What recurring problems do you face in T/VM’s?


Today’s Agenda

• Begin building a learning community

• Model Setting the Context for a T/VM

– Introductions (who)

– Objectives (what)

– Process (how)

• Present overview of our T/VM Triad Model

• Basics of T/VM Design

– Marketing Frame (who)

– Clarifying Objectives (what)

– Delivery Structure (how)


The 3 P’s of Facilitation

• Preparation

• Process• Progress


An Integral Process

• Involves Internals and Externals

• Involves Individuals and Collectives


Four Dimensions

Our model identifies

four dimensions:

• Self Awareness

• Group Awareness

• Task Management

• Group Management


Each dimension is structured as a nested triad.

The T/VM Triads

• To provide consistent structure.

• To keep it simple.

• To be comprehensive


• We’ll use the symbols above to let you know where we are in the model.

• The model is not intended to confine us.

• It offers orienting generalities.

• Rather than teaching you a song, we’re teaching you the notes in the T/VM scale.


Delivery Modes

• Most of these modes will be modeled and referred to

through the course (Structure Delivery p. 62)

• Lecture

• Experiential Activities

• Story

• Role Play

• Sharing

• Dialogue

• M e t a p h o r

• Coaching

• Discussion

• 3rd Party Sources


T/VM Design and Preparation


T/VM Design & Preparation

• Pre-Design

– Dump the Information

– Then get out of your head

– Don’t do webinars (:- o

• Marketing Frame (who)

• Develop Clear Objectives (what)

• Delivery Process (how)

– Structure and Format

– Balance Information and Interaction


Tune In To Your Customer

• Archer Story

• How does this story relate to T/VM design?

• Know your customer: Important first step in designing T/VM.

• How you frame T/VM impacts design, attendance, and delivery.

• Frame T/VM for customer.

121


Marketing Syntax

• Survey Customer for Problems Before Event

• Use Marketing Syntax (p. 21)

Problem → Possibility → Solution → Action

• Title. Choose a compelling title that not only reflects the point of the meeting but that also gives it energy.

– Helps you think through core offerings of your T/VM

– Inspires consideration of the emotional component.

– Ideally, title will depict a problem solved.

– Gets attention and provides focus and inspiration to guide your design process.

• Title Virtual Meetings as well

– Tells attendees what to expect; helps them stay focused.


Develop Clear Objectives

• Develop clear objectives for T/VM

– What do you want participants to be able to do after your T/VM? For example…

• Able to design a T/VM using a structured approach.

• Able to gracefully interrupt and redirect a group.

• Check in With Participants

– Invite their feedback about the process.

– Ask them how you’re being received.

– Listen to their energy.


Modular Structure

• Get clear on few objectives no more than three per hour. More--prioritize.

• Opening (5 minutes)

– Intro and Purpose

– Agenda and Objectives

– Operating Agreements

• Objective 1 (15 minutes)



• Close (10 minutes)

– Clear Parking Lot

– Action Items

– Feedback and Meeting Evaluation

– Next Meeting or Follow on Offer


T/VM Format

• Timing. Often unique challenge; participants scattered. Include time zone; time zone calculator. Aware of DST.

• Duration. Keep sessions to 60 - 90 minutes max. For longer sessions, take breaks, set designated return time.

• Frequency. Weekly, daily. Daily: enhanced continuity increased sense of community.


Information vs. Interaction

The T/VM Continuum


Go Easy on Content

“Teachers forget the information being conveyed. Information is forgotten. We must teach doing rather than knowing. Only skills should be taught in school. Huge penalties should be

leveled against teachers who teach only information. Teach skills and prove that they are learned.” —David Kiersey—

• Give prior access to all information in written form

• Don’t try to “cover” all the material…seek to “uncover” material that supports objectives.

• Allow space for interaction

• Rotate between periods of delivery and interaction

• T/VM Checklist, p. 104


Cell Metaphor

• Discuss how the following elements of a cell relate to the design and delivery of a T/VM.


Close

• Review

• Preview: Task/Group Management

• Homework

– Continue reading ebook

– Post on discussion board

• Response to existing questions

• Ideas or request for help for compelling T/VM title

– Present activity? (use alternative modes)

• Questions

• Feedback


DAY 2


Welcome to Day 2Recap

• Began building a learning community• Modeled Setting the Context for a T/VM

– Introductions (who)– Objectives (what)– Process (how)

• Presented an overview of the T/VM Triad Model• Covered basics of T/VM Design

– Marketing Frame (who)– Clarifying Objectives (what)– Delivery Structure (how)


Day 2 Agenda

• Explore Experiential Activity Model

– Kolb Learning Cycle & Theory

– Meeting Applications

• Meeting Type Distinctions

– Thinking Activity

– Diagnostic Model of Information Sharing

• Voice Mirror Listening Tool

• Questions? Requests?


Experiential Activities

• Active engagement yields much higher learning retention (75% vs. 5% for lecture)

• Can quickly open minds to new learning.

• Places responsibility for learning on participant.

• Accommodates all perceptual and processing styles.

• Encourages pragmatic instruction.

• Infuses relevant learning and life into your curriculum.

• A great tool for processing learning and building commitments to action through experiential learning.


Kolb Learning Cycle


Experiential Activity

Counting Exercise

• Activity Objective: Improve listening skills in virtual environment.

• Learning Objective: Experience Kolb Learning Cycle.

• Instructions: Count up to x as a group.

• Rules: – Only one person speaks at a time.

– Start over if anyone talks at the same time.


Around the Cycle

• Analyze (Debrief)

– What happened for you?

– What worked? What didn’t?

• Generalize Learning

– What did this teach you about listening in virtual environments?

• Application

– How will you use what you learned?

– Commitments to action?


Kolb Learning Theory

Concrete and Abstract Perceivers

• Concrete Perceivers absorb information through direct experience—addressed by the “Activity” portion of the learning cycle.

• Abstract Perceivers take in information through analysis, observation, and thinking—addressed in the “Generalize” phase.

Active and Reflective Processors

• Active Processors make sense of an experience by immediately using the new information—addressed in the “Application” phase.

• Reflective Processors make sense of an experience by reflecting and thinking about it—addressed in the “Analyze” phase.


Meeting Applications• Can we apply Experiential Activities in Meetings?

– Problem-Solving. Experiencing the problem from a new perspective.

– Conflict/Disagreement. Reframe conflict as a dilemma. Develop option to make other happy with solution, then reverse roles.

– Idea/Strategy Development. Go around the table to get a gut response to a particular question.

– Project Planning. Ask group or subgroups to create vision of perfect outcome.

– Others?


Close

• Review

• Preview

• Homework

– Voice Mirror Practice on page 113

– Continue Reading

– Post questions to discussion or Tweet #T/VM

• Questions

• Feedback


DAY 3


Welcome to Day 3

Recap

• T/VM Design– Marketing Frame: Problem/Title (who)

– Clarifying Objectives (what)

– Delivery Structure (how)

• Explored Experiential Activities

– Kolb Learning Cycle…to engage multiple perceptual & processing styles

– Meeting Applications… to make meetings more dynamic


Day 3 Agenda

• Meeting Type Distinctions

– Thinking Activity

– Diagnostic Model of Information Sharing

• Being Present

• Voice Mirror Listening Tool

• Redirecting to keep on track

• Are you getting what you need?


Your Voice is Your Instrument

• Speak louder and with more energy than when in typical conversation.

• Speak from your gut vs. your head.

• Listen to your recorded voice.

• Try something new.


Thinking Activity

• Types of Thinking Activity

• Part I: Take the first 2 minutes as a group to come up with as many words as you can using only the letters “a through g”.

• Part II: Spend the next 5 minutes creating the elements of your perfect vacation if you were to travel together.


Debrief

• What did you notice about the two parts of the exercise?

• How did one feel different that the other.

• How did it feel making the transition from one activity to the other?


Learning Points

• Two types of meetings. Tactical and Strategic.

• Tactical: Quick exchange of information, data, and handling items of immediate concern.

• Strategic. More interactive exchange of ideas and strategies for the near and long term.

• Don’t mix them. They required different modes of thinking modes of thinking and skills. “Death by Meeting,” Patrick Lencioni.


What’s Up Doc?

Has anyone been to a doctor lately?

• What were the key themes of the conversation?

• What kind of information was shared?


Diagnostic Info Model

• Meeting time is best spent clarifying information already provided, cooperatively solving problems, or brainstorming possibilities.

• Use MD Diagnostic Model when info does need to be shared

1. Here’s the problem we’re facing.2. Under these conditions, here are your options.3. My recommendation is this.

• Facilitate information sharing meetings by:– Advising participants to prepare/share using MD model– Share detailed information prior to meeting– If necessary in the meeting; confine to one-page summary

Copyright 2010. FacilitatorU.com. All Rights Reserved 452009. FacilitatorU.com. All rights reserved. 45

Presence

• In the present what’s most real is available to us.

• The present requires the least energy from us.

• Physical

– Slow down

– Feel your body

– Notice your breath

• Mental

– Release extraneous thoughts.

– If you’re judging, evaluating, analyzing, appreciating, or regretting, you’re not present.

– Witness attention

– Use Voice Mirror


Voice Mirror Activity

Practice Listening & Being Present

• In dyads, partner A speaks for one minute sharing your biggest concerns about leading T/VM’s.

• Partner B: listen silently using the voice mirror.

• Partner A has the most siblings


Debrief

• What did you notice?

– As a speaker?

– As a listener?

• How can you use this in T/VM’s

• Do Voice Mirror Practice on page 113


Listening & Relating

• Listening and relating is critical in T/VM’s

• Effective listening comes from the inside…– Presence– Interest– Understanding

• Effective relating looks like…– Openness– Curiosity– Interaction


Control

• Maintain container.

• Effective facilitators require a balance of diplomacy and autocracy.

• Autocratic control of container

• Diplomatic on direction and process (what and how)


Redirecting

• Facilitators often maintain focus of the group by redirecting it.

• Wedging: simple technique to redirect dominator gracefully.

• Here’s how it works:

– Listen very carefully using the Voice Mirror technique.

– Interject filler words to get the person used to hearing your voice. Words like, “Ah-hum, ahh, yes, I see, hmm.”

– Jump in at the next short pause, paraphrase, and acknowledge what you heard.

– Redirect to another participant, on to another point, or make a request:

• Thank you. Now let’s get back to talking about ”

• “Let me review where we are on the agenda.”

• Calling on someone who hasn’t spoken, “Bill what are your thoughts on …?”

• “Are there others who feel this way?”


Close

• Review

• Preview

• Homework

• Questions

• Feedback


T/VM Facilitation

DAY 4


Welcome to Day 4

• Recap

– Looked at convergent vs. divergent thinking and tactical vs. strategic meetings

– Reviewed Diagnostic Approach to information sharing

– Using voice as instrument

– Practiced Voice Mirror Technique

– Discussed Wedging to compassionately redirect the dominator


Day 4 Agenda

• Review Homework: Voice Mirror practice

• Wedging Activity to compassionately redirect dominators

• Getting Full Participation

• ORID Activity (Joan)

• Being flexible and dealing with surprises

• Inner Technologies (TV Social)


Managing Technology Problems

• Noisy phone line, echo, etc. Evangelina: I ended up with a big headache and totally un-present! What can I do?– Don’t tolerate technology problem…name it and do something! – Pre-meeting ask people to avoide VOIP, cells, and speaker phones– Listen when people arrive--helps find who brought the noise– Ask for everyone to mute and then unmute one at a time– Everyone hang up and dial back in

• International call with CEO on cell phone; great to have him on the call, but quality was unintelligible. Could I have done anything?– Again, name the issue and ask him to consider options

• Hybrid meeting issues?


Wedging Activity

• Objective: Practice interrupting and redirecting

• Activity: Following the example, practice using the

wedging technique. Take turns doing this until time is up.

Use variations on redirecting to someone else.

• Partner A is shortest and wedges first

• Practice for 3 minutes, then switch roles


Wedging Debrief

• How did this activity work for you?

• What did you notice about interrupting?

• How did it feel to be wedged?

• How will you be able to use this in your groups?


Be Comfortable With Silence

• Silence is not easy for many of us as group leaders.

• It’s even tougher if we think that it’s us that’s bringing all the value to a T/VM.

• Quantity and speed ≠ learning and quality.

• Slowing down can help us get to source issues.– Imagine a lake full of hidden spikes just below the water’s

surface that are punching holes in passing boats. How do we best deal with this?

• Silence allows for more depth and more thoughtful contribution.

• Do you have a problem with silence? If so, why?


Facilitate Full Participation

How do you… • Invite…• Inspire…• Incite…Partcipation?• When you think of inciting full participation what

image comes to mind? (Metaphor) • Too much participation?

– Use breakouts– Redirect and use structured sharing– Use technology as an aid


Joan’s ORID ActivityObjective Level

• To examine the data

• To identify factual information

Reflective Level

• To encourage participants to make

connections

• To encourage free flow of ideas

and imagination

Interpretive Level

• To identify patterns and determine

their significance or meaning

• To articulate underlying insights

Decisional Level

• To propose next steps

• To develop an action plan

• To make decisions

• To experience “coming together”

• What do you see?

• What factual statements can you

make based on the data?

• What surprised you?

• What encouraged you?

• What discouraged you?

• How does this make you feel?

• What does the data tell us?

• What new insights do you have?

• What good news is there for us to

celebrate?

• What doesn’t it tell us and what

else might we need to know?

• What areas of need seem to

arise?

• What are our proposed next

steps?

• What decisions can we make?

• What is our action plan for moving

forward?


Flexibility

• Keep objectives in mind, release attachment to agenda.

• Be present, keep objectives in mind, feel the group, listen for what’s next.

• Embrace the unexpected as an opportunity.


Believe in Your Participants

• Given a healthy, appropriate process, hold the vision that participants can do their work and find the way.


Embrace the Unexpected

• My story of the unexpected…bridge failure• In Chinese, the symbol for chaos and opportunity is

the same.• Unexpected events often offer the richest learning

opportunities.• Surprise events produce stress that often reveals

patterns as they typically show up on the “real” world.• “Mistakes” or “problems” often offer the most real

world learning opportunities.• Learn to relax and “be with” the unexpected, watching

for the gifts those moments might bring.


Unexpected Activity

• This is a group storytelling exercise.

• Objective: To practice dancing with the unexpected.

• Each of you will be assigned a number

• I’ll start the story.

• Then “number 1” will continue with only a single sentence, followed by number 2, etc.

• I’ll tell you when it’s done.


Compassion

Compassion is the keen awareness of the interdependence of all things

—Thomas Merton—

• Value everyone in group.

• Your discomfort or upset is yours—embrace it and move on.

• Strong guidance toward purpose with kindness.


Sense of Humor

• We're more creative and open when we're having fun.

• Leading a T/VM is not a life or death proposition.

• Bring spirit of lightness.

• You guard the container, the relationships, and the process. Let your group do the work.

• Release rigid attachment to outcomes.


Energy Sensitivity

• Feel the energy and state of the group.

• Ask what wants to happen next.

• Follow interest and enthusiasm of group while remaining in service to meeting objectives.


Wrapup• What’s one thing you remember about today that

will be useful to you?

• What specifically do you want covered tomorrow?

– Parking Lot Items

– Maestro Conference Demo

– Design/Delivery of Virtual Breakouts

– Facilitator’s Inner Game

– Others?

• Homework

– Tell me your preferences for tomorrow.

• Joan and I will stick around after class to share technical tools and answer questions.


DAY 5


Welcome to Day 5

RECAP

• Bridge Technology Discussion

• Wedging Activity to compassionately redirect dominators

• Getting Full Participation

• ORID Activity (Joan)


Day 5 Agenda

• Relating and Trust Building

• Virtual Breakout Design & Delivery

• Maestro Demo

• Increasing Commitment to Action in Groups

• Hybrid Meetings

• Flexing Your Unique Style

• Parking Lot

• Wrapup


Relating and Trust Building

• What facilitates your to trust others?

• What do you do to build trust as a leader?


Relating and Trust Building

• Absence of trust is core dysfunction of a team (P. Lencioni)

• Two types of trust

1) Confident that others will do what they say

2) No reason to be protective or careful around team

• Make it safe to participate

– Never Make Wrong

– Respond from a “Yes….And…” perspective.

– You can express your opinion without negating another’s.

– For example, “The world is coming to an end.” “Yes, and what role would you like to play while it’s still here?”

– Be vulnerable yourself.

• Don't Rate or Judge

– Instead of “Wow Bill, that’s a great idea!” or “Great point!” Say “Thank You,” or some other neutral acknowledgment.

• Full Participation builds trust


T/VM Breakout Design and Delivery


Benefits of Breakout Sessions

• Virtual breakouts made available Maestro Conference and some webinar platforms.

• Use of clean, analog telephone lines (not VOIP).

• Clear aural channel is essential for effective group work.

– Facilitates comprehension, and audio nuances that contain emotional content.

• Clean, clear audio and ability to separate people into subgroups fills key deficit in virtual meetings.

http://maestroconference.com/specials?p=thevideo16&w=tryit


Breakout Activity Design

• Clarify objective for the exercise.

• Describe experience we want people to have.

• Get down all you know on the subject.

• Read about and reflect on the topic

• Consult Exercise sources and gather supporting material.

• Let ideas germinate.

• Generalize material and inputs to your objectives to create activity.

• Create simple outline for class that incorporates questions, activities, using multiple delivery modes and that addresses multiple learning styles.

• Breakthrough ideas often only come when needed.


Debriefing Breakout Activities

• Why do we debrief activities?

– To expand learning across a large group.

– To inquire along learning objectives.

– To find behavioral patterns.

– To offer feedback and coaching.

– To gather input to take next steps.


How to Debrief• Ask reflective questions

– What struck you about this activity?– What worked, what didn’t?– What conclusions can you draw?– Will you now do anything differently?

• Direct the breadth and direction of discussion– Seek to hear from several participants.– Keep discussion focused on the questions.

• Observe and question undertones.– Bill, your responses seem tentative, is there something

more you want to say?• Probe for depth and generalize to life.

– Do you do … in other areas of your life when ….?• Be neutral in your inquiry and responses.


Maestro Conference

Demo


Maintaining Momentum

• For Teleclasses– Prompt email follow ups– Answer all emails promptly inviting further discussion

and connecting participants

• For Virtual Meetings– Facilitate Public Commitment to Action

• Ask for a volunteer to commit to that action– Publish Action Item and Owner within 24 hours– Check Action Item Status – Hold action holders accountable

• Include action item follow up in agenda– Be positive versus punitive


Hybrid T/VM Problems• People on the line feel “disconnected” from those “in

the room”

• Useful information from informal chatting and side conversations “in the room” not available to virtual participants

• Virtual participants are tempted to multi-task and are easily distracted

• Meeting norms are “in the room” norms by default; those on the line have to adjust and often participate on the fringe

• Participants “in the room” have the advantage of visual cues for things such as turn-taking, validation, and change in direction, not available to others


Hybrid T/VM Solutions• Assign two facilitators, one in room and one virtual.• Facilitator in room conveys visual cues verbally to those

online.• Facilitator in room conducts periodic check in for virtual

participants.• Put name tents with phone participants’ names near the

speaker phone to remind room participants that there are others “in the meeting” who are not in the room.

• Provide everyone with a diagram of all participants “around the table” with pictures, names, other pertinent information to simulate that this is one group.

• For ongoing meetings, take 5 minutes at beginning for in-depth introduction of one team member to build connection and relationships.

• Hold virtual celebrations of important events (baby showers, holiday parties – real gifts can be delivered (use web cams to show), or virtual gifts can be exchanged just for fun.


Flex Your Unique Style

• There is no one right way to facilitate a T/VM.

• Get comfortable with your own approach.

• Capitalize on your strengths.


Close• Summary

• What are you leaving with from this class?

• I’m interested in partnering or support your teleclass ideas.

• Will offer and/or operate Maestro Conference for your T/VM.

• Will consult/coach you on your T/VM design and delivery.

• Designing and leading T/VM’s presents you with a great opportunity. Dive in, practice, and develop your own style.

• Consider me a resource you can call on any time.


Task Management

• Be Task-Focused– Focus On Track: objectives, agreements, control

– On Progress

– Focus, But Not Too Much

• Be Transparent– Share What You See

– Share With Gusto

– Share Lots, Hear Not

• Be Tuned In– Tune in to What They’re Saying

– Tune in to Their Interests

– Tune in to Possibility


Task Management

• Be Task-Focused

– On Track• Clear objectives

• Operating Agreements

• Maintain control

– On Progress• Personalize & publish action items

• Review status

– Focus, But Not Too Much• Sense energy and moods

• Be light


Task Management

• Be Transparent– Share What You See

• Be a group barometer

• Offer perceptions vs. facts

• Be curious

– Share With Gusto• Develop and use your voice

– Share Lots, Hear Not• Be comfortable with silence

• Be receptive to support depth (jet ski analogy)


Task Management

• Be Tuned In

– Tune in to What They’re Saying• Listening statistics

• Notice judgments

• Listen reflectively

– Tune in to Their Interests• Be aligned and enthusiastic about your subject

• Listen appreciatively

• Listen, feel, respond

– Tune in to Possibility• Believe in your participants


Group Management

• Structure

– Structure Experience

– Structure Delivery

– Structure Direction

• Surrender

– To Discovering content

– To Flowing With the Group

– To Yourself

• Synergize

– Embrace Participation

– Embrace Surprises

– Embrace Connections


Group Management

• Structure– Structure Experience

• Kolb learning cycle

• ORID

– Structure Delivery• Delivery modes

– Structure Direction• Ladder of Intervention

• Wedging

• Challenging participants


Group Management

• SurrenderThe creative process is a process of surrender, not control.

– To Discovering content• Surrender content as a security blanket

• Go for highlights and headlines

• Diagnostic model of information sharing

– To Flowing With the Group• Strong structure provides freedom

• Follow the energy

– To Yourself• Develop and flex your unique style

• Know when to surrender your facilitator role


Group Management

• Synergize

– Embrace Participation

• Invite, Inspire, Incite

• Cater to multiple senses

– Embrace Surprises

• Gift of the unexpected

– Embrace Connections

• Small Group Breakouts


Group Awareness

• Inquiry

– Be Curious

– Be Open

– Be Interactive

• Impartiality

– Be Unbiased

– Be Respectful

– Be Compassionate

• Integrity

– Be Yourself

– Be Vulnerable

– Be Honest


Group Awareness

• Inquiry

– Be Curious

• Ask questions

– Be Open

• Allow yourself to receive

• Collaboration requires openness

– Be Interactive

• Invite and use participant expertise


Group Awareness

• Impartiality

– Be Unbiased

• Never make wrong

• Don’t rate or judge

– Be Respectful

• Acknowledge and validate

– Be Compassionate

• Be strong and guide your group with diplomacy


Group Awareness

• Integrity

– Be Yourself

– Be Vulnerable

• Embrace mistakes as learning opportunities

• Share only that which will further group objectives

– Be Honest

• Follow through with commitments

• OK not to know it all


Self Awareness

• Freedom

– Free of Time

– Free to Choose

– Free of the Past

• Flexibility

– Flex Your Attention

– Flex Your Intention

– Flex Your Approach

• Forgiveness

– Forgive and Forget Yourself

– Forgive Your Judgments

– Forgive Mistakes


Self Awareness

• Freedom

– Free of Time

• Be present

– Free to Choose

• Choose your attitude

– Free of the Past

• Have a beginner’s mind


Self Awareness

• Flexibility

– Flex Your Attention

• Embrace multiple contexts

– Flex Your Intention

• Your intention is your compass

– Flex Your Approach

• Release attachment to outcomes

• Honor dynamic energy and interests of group


Self Awareness

• Forgiveness

– Forgive and Forget Yourself

• It’s about them, not you

– Forgive Your Judgments

• Focus on the group

• Allow others their judgments

– Forgive Mistakes


Delivery Modes


Lecture

• Appropriate for info sharing or selling.

• Overused; doesn’t demand much from leader or participant.

• Learning requires participants to mentally process.

• Puts participants into a passive mode.

• Use to orient and stimulate.

• More detailed information is better shared offline.

• Group sessions are typically best used for collaboration and integration.

• When necessary, find ways to grab participant attention and engage them, test them, query them, etc.


Experiential Activities

• Adult education emphasizes “experiential” activities.

• Engages multiple senses and learning styles.

• Thus enhancing learning and retention.

• Keeps energy and interest high.

• Partner activities followed by group debrief.

• Kolb Learning Cycle.

• ORID for consensus decisions.


Role Play

• Audio roleplays lend themselves well to T/VM’s.

• Techniques can be modeled and practiced in a safe environment.

• Clearly explain purpose; simple instructions for the roles and scenario.

• Set a time limit to bound the activity.

• Interrupt to stay on course, or if relevant learning is available.


Sharing

• Participants have significant knowledge and experience to share that can benefit any group.

• Some don’t know when to quit; others can’t getting started.

• Amount you allow depends on the purpose of your T/VM (note T/VM spectrum).

• Carefully facilitate sharing to keep on course and build participation.

• Encourage brief comments, on target, within context.

• Intervene diplomatically.


Dialogue• ‘Dialogue' means 'to go through meaning': dia - 'through'

and logos - 'meaning'. Dialogue is the 'way' of meaning. – Helps us find and make meaning or new content.– Meaning comes into effect as we talk; doesn’t have to be

'thought-up'. – Meaning emerges as we talk; can guide the way we talk.

• In training: Attend to what wants to happen, not something we can make happen.

• In meetings: Shared meaning is critical for consensus decisions.

• To support effective dialogue:– Help expose and suspend assumptions.– Watch for opportunities to let it unfold.– Facilitate it to keep in on course to your objectives.– Be curious, seek extreme clarity.


M e t a p h o r

• Metaphors help to communicate complex feelings and ideas, and a great way to get new perspective on a problem or situation.

• Converted to a clear metaphor, unconscious thoughts and feelings become conscious.

• Once conscious—they can be expressed--through expression comes learning.

• Metaphors offer visual framework for communication and to build new meaning, more effective behaviors.

• If this experience or feeling were an image or a picture, what would it be?

• Draw card from Whack Pack to explore your challenge with T/VM.


Coaching

• T/VM’s offer a great forum to coach groups.• Permission. Always get permission before coaching. Listen, feel

respond• Simple model: Who, what, how.• Use “what” vs. “why” questions to avoid perception of

judgment.• Ask questions that have participants reflect on their feelings,

thoughts, and actions.• Listen Reflectively. • Share Your Observations. • Pattern recognition. Where else in your life does this behavior

show up?• Secure commitment to positive action.• Be aware of timing.


Discussion

• The best reason for a group to come together is to share ideas.

• Desired mode in most of your T/VM’s.

• Invite it. Easy to hide in T/VM’s. Ask for inputs, call on others. Be quiet!

• Stimulate it. Need interest or stimulation.

• Share provocative/contrarion idea, metaphor, personal experience.

• Ask provocative questions, to participant or expert.

• Ideal; get participants talking and stimulating each other, often happens if you set the tone and create the space for it.

• Facilitate it. Stay out of way if it’s on target. Intervene to keep on track and to assure that everyone who wants to speak is being heard.


3rd Party Sources

• Invite colleagues, experts into T/VM’s to add content, variety, and expertise.

• Can spice up call, more interesting, inspirational, and rich.

• Note recordings available on student area.

• Use recordings of pertinent information interviews with experts, customers, speeches, music, etc. that complement your objectives.

• How might you implement 3rd party sources in your T/VM’s?


Story

• Everyone loves a good story.

• Teaches, entertains, inspires.

• Your personal stories are valuable—must relate to content.

• Create a short story about how we cut our attrition in half.

• Tell stories that inspire and teach.


Dealing with Technical Issues

• Don’t do webinars!

• Have a backup bridge line

• Don’t count on slides

• Discourage VOIP and cell phones

facilitating at a distance

Documents