facilitation training

Inventing techniques and exercises

Inventing techniques and exercises

I was hosting a networking and learning meet up of facilitators yesterday.  We were running behind time - mostly because there was so much people wanted to say when debriefing previous exercises.  So my challenge was to find a way to debrief it that didn't take too much time.

On the spot, in the room

On the spot, in the room

Any fool can design a workshop. What really tests you is having to redesign it part-way through.

You’ve done a great plan, and prepared your materials.  You know how you’d like the space laid out, and your workshop will take the group on a journey towards a convergent, satisfying conclusion.

And then it all goes horribly wrong.  Nasty surprises throw your plans into disarray.  You need to redesign and you need to do it NOW!

In-house facilitation networks - what makes them work?

Post-its by  Erwin Brevis

Post-its by Erwin Brevis

Inside some organisations, there are networks of facilitators who design and run better meetings.  Perhaps you are in such a network, or have worked with people who are. Perhaps you've designed and run training for people who go on to be part of such a network.  These are, for the most part, people who facilitate either as a part of their job (and are given management support and time within their job to do this) or on top of their day job (having to carve out time informally, and doing it because they love it). They are not generally full-time facilitators.

I was asked to share some insights about facilitation networks, for SALAR, the Swedish Association of Local Government and Regions. This was done as part of some work that Edward Andersson is helping them with. A link to my presentation is at the bottom of this post.

Facilitation as an essential skill for participative approaches to decision-making

SALAR's interest came from their desire to revitalise dialogue between citizens and local government, in order that decisions taken at a local and regional level are much better informed by people's experiences, insight and preferences.  When bringing together a group of citizens to discuss contentious questions like whether and how best to welcome refugees, or what to do about school provision or local transport services, you need a skillful facilitator who can both design a good process and facilitate it 'in the room'. 

And the in-house facilitator network I know best - at the Environment Agency* - arose because of exactly this impulse: the need to have much better conversations with stakeholders (both professional stakeholders and communities) about important questions like pollution control, flood risk management and protecting water quality. (The Environment Agency also has a framework contract for Stakeholder Engagement, Advice and Facilitation Services, known as SEAFS, which has professional independent facilitators on it.)

Facilitation for internal conversations

There are also in-house facilitator networks which focus on internal conversations, rather than inside-outside conversations.  They help out with specific initiatives or projects - like whole-staff conversations in the run-up to the development of strategic plans - or can be called on for smaller conversations, like project planning or to sort out a problem.  Some organisations choose to take a very focused approach to their facilitation, by training facilitators in a specific methodology like agile or design thinking.  Others will equip their facilitators with a wider range of tools. 

Inter-organisational networks

There was a period in the UK when the stars aligned, and there was enough political focus on the role of citizen participation in local decision making that all sorts of public bodies - police, emergency services, health, education, local government and so on - needed to build their capacity to facilitate conversations with stakeholders and the public.  A solution which emerged - developed and championed by InterAct Networks - was to train facilitators from a number of different organisations which all covered the same geographical area.  So someone from a county council, a health authority and a community group might work together - with no money changing hands - to facilitate a workshop on behalf of an education authority.  And when the county council needed external facilitators, they could call on others in the network to help out.  This was one (cash-cheap) way to address the need for independent, neutral facilitation, where the facilitator does not have a stake in the outcome of the conversation.

At its height in 2004, there were between 15 and 20 such inter-organisational networks swapping facilitation resources and playing that neutral facilitator role for each other. Often, the in-house facilitators would would alongside professional independent facilitators who would lead on process design while the network members played support roles, for example facilitating table groups in larger workshops.

When I went looking for these kinds of networks again in 2017, I couldn't find any of the original networks still operating.  (I did find a different inter-organisation facilitator network, trained by Dawn Williams of Sage Gateshead, informally swapping facilitation services between museums in the North East of England.)

More in-house networks

After my work for SALAR was completed, I found out about some other in-house networks.  This was at a fascinating panel discussion as part of the (IAF) International Association of Facilitators conference in Paris, in October 2017.  We heard from four organisations about their internal networks: DHL Express Russia, Airbus, Decathlon and ENGIE Global Energy Management.  DHL Express Russia has trained 200 in-house facilitators!

Peer-learning networks

As well as networks where the purpose is to build an organisation's capacity to design and run better meetings, there are networks which are essentially there to facilitate peer learning between people who want to improve their facilitation skills.  There are loads of these, and they fall into two categories: alumni of a particular training course, e.g. Art of Hosting or TOP; and 'all-comers' peer learning, like the learning meet-ups organised by the IAF in the UK.  These are much more likely to include 'all comers' than to be confined to a single organisation.

What makes them work?

There are six key lessons that I took from talking to people who run successful networks and also to those with insights into networks that haven't continued:

  • Management support for network members - people need support from their managers to do the training, and then use their new skills for the benefit of colleagues and the wider organisation.
  • Coordination doesn't happen by magic. Networks are never 'self-sustaining'. Coordination, leadership, administration takes real people real time. It can be 'hidden' within someone's day job, or done on top of the day job, but it still needs doing.
  • The network must have a clear purpose (peer learning; advocating for the use of facilitative approaches; swapping of facilitator resources), and that purpose must meet a real organisational need (otherwise management support will not happen).
  • For peer learning networks, people need to think about four things: whether there is an 'entry level' of minimum knowledge, skill or training; how to support members in actively using their skills; encouraging reflective practice and peer or 'client' feedback; and building in face-to-face refreshers where people share skills, learn new ones, and problem solve for each other.
  • For 'swapping' networks, whether intra- or inter-organisational, even stronger organisational support is needed. There need to be guidelines for quality control, a protocol for receiving appropriate requests for facilitation support, and time for coordination.

What do you need to think about?

When setting up a facilitator network, the initiators need to think about:

  • its purpose - is it about facilitation skills which may be used in any situation, or about promoting public engagement or participative decision-making? is it primarily there to enable continued learning and skills development, or to provide (semi) independent facilitation for each other's teams (swapping facilitator resource)?
  • its boundaries - do all the members need to be from the same organisation? or to have gone through the same training?  Is there a minimum level of skill or training that they need, to be able to offer themselves to facilitate for others in the name of the network?   If there is 'swapping' of facilitators, there are some additional questions: how will 'clients' know about the resource, and how to use it well? How will requests for facilitation be filtered and allocated?  How will facilitators get feedback?  Does it matter if some members never make themselves available to facilitate in this way?
  • the organisational context - consider and explore things like: senior level sponsorship; the learning and development or professional development aspects, and how to get support from this team; making it part of people's 'day job'; if it's about promoting and enabling public and stakeholder engagement, consider how the organisation can integrate public engagement into the decision-making or policy-making cycle; whether or not the organisation has access to external professional facilitation support, in addition to its in-house network, and how this may dovetail with the network.
  • its coordination and management - how will the network get the resources to do the coordination and management; how will the coordinator(s) / manager(s) have a mandate from the network members, or from the organisation; who 'owns' the network, and can make decisions about its future?

Find out more

My presentation to SALAR is available here.  It's a powerpoint slide show, .ppsx.  This page should help if you are having trouble viewing it. The presentation is in three parts, and the participants had a chance to discuss the questions between each section. (For process geeks: we then had Q&A via skype, and doing it this way enabled me to stick to my no flying experiment.)

Get support

If you'd like to talk about setting up or revitalising an in-house facilitation network, do get in touch.

*Along with colleagues from InterAct Networks and 3KQ, I have trained in-house facilitators at the Environment Agency, and worked with them to facilitate workshops involving stakeholders and the public.

InterAct Networks - thank you for a wonderful ride

For over fifteen years, InterAct Networks worked to put stakeholder and public engagement at the heart of public sector decision-making, especially through focusing on capacity-building in the UK public sector.  This work - through training and other ways of helping people learn, and through helping clients thinks about structures, policies and organisational change - helped organisations get better at strategically engaging with their stakeholders to understand their needs and preferences, get better informed, collaboratively design solutions and put them into practice.  Much of that work has been with the Environment Agency, running the largest capacity-building programme of its kind.

History

InterAct Networks was registered as a Limited Liability Partnership in February 2002.

Founding partners Jeff Bishop, Lindsey Colbourne, Richard Harris and Lynn Wetenhall established InterAct Networks to support the development of 'local facilitator networks' of people wanting to develop facilitation skills from a range of organisations in a locality.

These geographically based networks enabled cross organisational learning and support.  Networks were established across the UK, ranging from the Highlands and Islands to Surrey, Gwynedd to Gloucestershire. InterAct Networks provided the initial facilitation training to the networks, and supported them in establishing ongoing learning platforms. We also helped to network the networks, sharing resources and insights across the UK. Although some networks (e.g. Gwynedd) continue today, others found the lack of a 'lead' organisation meant that the network eventually lost direction.

In 2006, following a review of the effectiveness of the geographical networks, InterAct Networks began working with clients to build their organisational capacity to engage with stakeholders (including communities and the public) in decision making.  This work included designing and delivering training (and other learning interventions), as well as setting up and supporting internal networks of engagement mentors and facilitators.  We have since worked with the Countryside Council for Wales, the UK Sustainable Development Commission, Defra, DECC (via Sciencewise-ERC see p10), Natural England and primarily the Environment Agency in England and Wales.

Through our work with these organisations InterAct Networks led the field in:

  • diagnostics

  • guidance

  • tools and materials

  • new forms of organisational learning.

After Richard and Jeff left, Penny Walker joined Lindsey and Lynn as a partner in 2011, and InterAct Networks became limited company in 2012.  In 2014, Lynn Wetenhall retired as a Director.  

Some insights into building organisational capacity

Through our work with clients, especially the Environment Agency, we have learnt a lot about what works if you want to build an organisation's capacity to engage stakeholders and to collaborate.  There is, of course, much more than can be summarised here.  Here are just five key insights:

  • Tailor the intervention to the part of the organisation you are working with.
  • For strategic, conceptual 'content', classroom training can rarely do more than raise awareness.
  • Use trainers who are practitioners.
  • Begin with the change you want to see.
  • Learning interventions are only a small part of building capacity.

Tailor the intervention

An organisation which wants to improve its engagement with stakeholders and the public in the development and delivery of public policy needs capacity at organisational, team and individual levels.

This diagram, originated by Jeff Bishop, shows a cross-organisational framework, helping you to understand the levels and their roles (vision and direction; process management; delivery).  If capacity building remains in the process management and delivery zones, stakeholder and public engagement will be limited to pockets of good practice. 

Classroom training will raise awareness of tools

There are half a dozen brilliant tools, frameworks and concepts which are enormously helpful in planning and delivering stakeholder and public engagement.  Classroom training (and online self-guided learning) can do the job of raising awareness of these.  But translating knowledge into lived practice - which is the goal - needs ongoing on-the-job interventions like mentoring, team learning or action learning sets.  Modelling by someone who knows how to use the tools, support in using them - however inexpertly at first - and reinforcement of their usefulness.  Reflection on how they were used and the impact they had. 

Use trainers who are practitioners

People who are experienced and skillful in planning and delivering stakeholder and public engagement, and who are also experienced and skillful in designing and delivering learning interventions, make absolutely the best capacity-builders. They have credibility and a wealth of examples, they understand why the frameworks or skills which are being taught are so powerful. They understand from practice how they can be flexed and when it's a bad idea to move away from the ideal. We were enormously privileged to have a great team of practitioner-trainers to work with as part of the wider InterAct Networks family.

Begin with the change you want to see

The way to identify the "learning intervention" needed, is to begin by asking "what does the organisation need to do differently, or more of, to achieve its goals?", focusing on whatever the key challenge is that the capacity building needs to address.  Once that is clear (and it may take a 'commissioning group' or quite a lot of participative research to answer that question), ask "what do (which) people need to do differently, or more of?".  Having identified a target group of people, and the improvements they need to make, ask "what do these people need to learn (knowledge, skills) in order to make those improvements?".  At this stage, it's also useful to ask what else they need to help them make the improvements (permission, budget, resources, changes to policies etc). Finally, ask "what are the most effective learning interventions to build that knowledge and those skills for these people?".  Classroom training is only one solution, and often not the best one. 

Learning interventions are (only) part of the story

Sometimes the capacity that needs building is skills and knowledge - things you can learn. So learning interventions (training, coaching, mentoring etc) are appropriate responses. Sometimes the capacity "gap" is about incentives, policies, processes or less tangible cultural things.  In which case other interventions will be needed.  The change journey needs exquisite awareness of what 'good' looks like, what people are doing and the impact it's having, what the progress and stuckness is.  Being able to share observations and insights as a team (made up of both clients and consultants) is invaluable.

The most useful concepts and frameworks

Over the years, some concepts and frameworks emerged as the most useful in helping people to see stakeholder engagement, collaboration and participation in a new light and turn that enlightenment into a practical approach.

I've blogged about some of these elsewhere on this site: follow the links.

  • What's up for grabs?  What's fixed, open or negotiable.
  • Asking questions in order to uncover latent consensus - the PIN concept.
  • How much engagement? Depending on the context for your decision, project or programme, different intensities of engagement are appropriate.  This tool helps you decide.
  • Is collaboration appropriate for this desired outcome? This matrix takes the 'outcome' that you want to achieve as a starting point, and helps you see whether collaborating with others will help you achieve it.
  • Engagement aims: transmit, receive and collaborate.  Sometimes known as the Public Engagement Triangle, this way of understanding "engagement aims" was developed originally by Lindsey Colbourne as part of her work with the Sciencewise-ERC, for the Science for All Follow Up Group.
  • Who shall we engage and how intensely? (stakeholder identification and mapping)

Three-day facilitation training

As part of this wider suite of strategic and skills-based capacity building, InterAct Networks ran dozens of three-day facilitation skills training courses and helped the Environment Agency to set up an internal facilitator network so that quasi-third parties can facilitate meetings as part of public and stakeholder engagement.  The facilitator network often works with external independent facilitators, contracted by the Environment Agency for bigger, more complex or higher-conflict work. This facilitation course is now under the stewardship of 3KQ.

More reports and resources

Here are some other reports and resources developed by the InterAct Networks team, sometimes while wearing other hats.

Evaluation of the use of Working with Others - Building Trust for the Shaldon Flood Risk Project, Straw E. and Colbourne, L., March 2009.

Departmental Dialogue Index - developed by Lindsey Colbourne for Sciencewise.

Doing an organisational stocktake.

Organisational Learning and Change for Public Engagement, Colbourne, L., 2010, for NCCPE and The Science for All group, as part of The Department of Business, Innovation and Skills (BIS)’ Science and Society programme.

Mainstreaming collaboration with communities and stakeholders for FCERM, Colbourne, L., 2009 for Defra and the Environment Agency.

Thank you for a wonderful ride

In 2015, Lindsey and Penny decided to close the company, in order to pursue other interests.  Lindsey's amazing art work can be seen here.  Penny continues to help clients get better at stakeholder engagement, including through being an Associate of 3KQ, which has taken ownership of the core facilitation training course that InterAct Networks developed and has honed over the years. The Environment Agency continues to espouse its "Working with Others" approach, with great guidance and passion from Dr. Cath Brooks and others. Colleagues and collaborators in the work with the Environment Agency included Involve and Collingwood Environmental Planning, as well as Helena Poldervaart who led on a range of Effective Conversations courses. We hope that we have left a legacy of hundreds of people who understand and are committed to asking great questions and listening really well to the communities and interests they serve, for the good of us all.

 

Occupy movement: the revolution will need marker pens

On my bike, between meetings last week, I was passing St Paul's Cathedral in London so I wandered through the Occupy London Stock Exchange 'tent city'.  Occupy LSX has divided opinion. At the meeting I was going to - a workshop of organisational development consultants, facilitators, coaches - some people made rather snide remarks about the likely impact of the first cold weather on the protesters, and about unoccupied tents.  There's a retort here about the infamous thermal imaging scoop.  Others were interested in and sympathetic to the dissatisfaction being expressed, but frustrated by the lack of a clear 'ask' or alternative from the occupiers.

Emergent, self-organising, asks and offers

What struck me, however, were the similarities between the occupy area itself, and some really good workshops I've experienced.  There was plenty of space given aside for 'bike rack', 'grafitti wall' and other open ways of displaying messages, observations or questions.  There was a timetable of sessions being offered in the Tent City University, and another board showing the times of consensus workshops and other process-related themes.

There was a 'wish list' board, where friendly passers-by could find out what the protesters need to help keep things going. Marker pens and other workshop-related paraphernalia are needed, as well as fire extinguishers and tinned sweetcorn.

I saw these as signs of an intentionally emergent phenomenon, with a different kind of economy running alongside the money economy.  Others have blogged about the kinds of processes honed and commonly in use at this kind of event or camp, in particular if you're interested there's loads on the Rhizome blog.

Don't ask the question if you don't already know the answer?

I recognise the frustration expressed by some of my OD colleagues about the lack of clearly-expressed alternatives.  This kind of conversation often occurs in groups that I facilitate: someone (often not in the room) has expressed a negative view about a policy, project or perspective.  The people in the room feel defensive and attack the grumbler: "I bet they couldn't do any better" or "what do they expect us to do?".  Some management styles and organisational cultures are fairly explicit that they don't want to hear about problems, only solutions.  (Browsing here gives some glimpses of the gift and the shadow side of this approach.)

But I see something different here: a bottom-up process where people who share broadly the same intent and perspective,  come together to explore and work out what they agree about, when looking at the problems with the current situation and the possible ways of making things better.  The are participatively framing a view of the system as it is now, and what alternatives exist. This takes time, of course.

They are also, as far as I can tell from the outside, intentionally using consensus-based processes rather than conventional, top-down, leader-led or expert-led processes to organise this.  Understandably frustrating for the news media which rely increasingly on short sound-bites and simple stories with two sides opposing each other.  And it could get very interesting when the dialogue opens up to include those who have quite different perspectives on "what's really going on here" (for example mainstream economists, bankers, city workers).

The other thing I notice about this expectation of a ready-made coherent answer, is how similar it is to some group behaviour and the interventions made by inexperienced facilitators and coaches.  When I am training facilitators, we look at when to intervene in a group's conversation, particularly when to use the intervention 'say what you see'.  (This makes it sound very mechanical - of course it's not really like that!)

The trainee facilitator is observed practising, and then there is feedback and a debriefing conversation.  Perhaps they chose not to intervene by telling the group what they observed.  Sometimes during this feedback and debrief, a trainee will say something like "Yes, I noticed that, but I didn't want to say anything because I wasn't sure what to do about it or what it meant."  They are assuming that you can only 'say what you see' if you know what it means and already have a suggestion about what to do about it.

But it also serves a group to say what you see, when you haven't a settled interpretation or clear proposal.  (In fact, it is more powerful to allow the group to interpret, explain and propose together.) All questions are legitimate, especially those to which we don't (yet) know the answer.  Ask them.  Guess some answers.  And this - for the time being - is what the occupy movement is doing.

The revolution will need marker pens

All this consensus-based work and open-space style process needs plenty of marker pens (permanent and white-board).  So if you have a bulging facilitation toolkit and you're passing St Paul's, you know what to do!

Update

Others have spotted these connections too. Listen to Peggy Holman talking about Occupy Wall Street on WGRNRadio, 9th January.