Reg. Charity 1041178

FACILITATOR'S TRAINING NOTES

DRW

April 2001

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FACILITATOR'S TRAINING NOTES CONTENTS Page No. INTRODUCTION

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1 - SETTING UP A TRAINING SESSION 4 AGENDA

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2 - FUNDAMENTAL PRINCIPLES GUIDANCE NOTES 6 3 - 'FACILITATING AT DRW'

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4 - VIDEO 'CAN YOU SPARE A MOMENT'

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5 - ROLE PLAY ACTIVE LISTENING ROLE PLAY TRAINING SHEET - group dynamics

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6 - CHOOSING NEW FACILITATORS

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INTRODUCTION These training requirements.

notes

have

been

put

together

in

response

to

three

New facilitators reasonably asked for training or support before taking on facilitation and working in groups, perhaps taking on a role with which they were not familiar but responding to a need to help people or giving something back into the workshop. Participants sometimes asked whether or not the facilitators had any training and of what type. DRW recognised the need to satisfy both of these forms of feedback and to establish some training which would fulfil this and give a basis for facilitator training which would become applicable as a national standard. These notes have been prepared by facilitators and organisers with several years experience and the help of people with group training experience. DRW is not a professional organisation and cannot imply by training that it is able to fulfil a professional function in helping participants who enrol. The purpose of the training is to meet the following needs To To To To

prepare inexperienced facilitators to carry out their work practice effective listening skills and group management establish a national program of training enable DRW to effectively recruit new volunteers.

An objective of DRW is growth through divorce/separation. In this spirit these notes should be used to the benefit of all those taking part in training sessions.

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1 - SETTING UP A TRAINING SESSION

The training program described can be carried out either over two evening sessions or, by not using the video, in one evening or day session. Location The location may either be the proposed workshop building or somebody's house. There must be enough room to manage a group of at least eight people in the same way a workshop group is managed. People If possible least six people should be used to represent the participants in the role group play exercise. In addition there must be two facilitators, preferably one of whom should have some previous experience of facilitating at a workshop. An independent observer should co-ordinate the role play and give feedback. The following agenda has been prepared and shown to be effective at a number of workshop locations.

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AGENDA Coffee Introductions

15 mins.

Fundamental Principals

15 mins

Facilitation at DRW

30 mins

Developing empathy and trust

30 mins

Video - 'Can you spare a Moment' discussion

15

Break

15 mins

Active listening

15 mins

Group role play discussion.

15

Choosing new facilitators

mins

mins

role

15 mins

Close

6

Video,

15

mins

play,

15

mins

2 - FUNDAMENTAL PRINCIPLES GUIDANCE NOTES

Copies of The Fundamental Principles should be made available to each member attending a training session. If the training session is to cover two evenings these notes should be handed out on the first evening to give members time to read them and return with any questions on the second evening. Particular emphasis should be given to Sections 6, (Religious discussion), 7 (sales and recruitment) and 8 (advice) The importance of confidentiality, not trying to form one relationships with participants and not entering into one to one counselling must be stressed.

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3 - 'FACILITATING AT DRW' GUIDANCE NOTES

Copies of these notes should be made available to each member attending the training session. These notes should be read carefully and discussed at the training session. They may also be used to provide discussion topics in feedback sessions.

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FACILITATING AT DRW What is facilitation ? Collins Dictionary definitions are:- 'To assist the progress of . . . '; easier'.

'To make

A Facilitator is: Someone who assists the progress of individuals or groups to make processes easier. A facilitator helps individuals and groups achieve their goal. That is the goal set by the individuals or groups, not the facilitators. In this case these goals are set by the fundamental principles of DRW. The Role of the Facilitator. Should involve everyone in the group. Be a neutral participant within the group and impartial observer, working to the group agenda and not their own. The group agenda will be that set by the video subject for that evening. Focuses the energy of the group on its task. Protects individuals and their ideas from attack - acts as a referee in times of conflict, disagreement or tension within the group. Encourages everyone to participate - ensuring that all group members feel able and willing to make a contribution. Co-ordinates the group and post group logistics. This may include how seating is arranged, agreeing a lead facilitator for each session, making sure the group keeps to time, ensure the facilitators attend a group session debrief. Actively identifies future facilitators. A Facilitator Does Not Council - One to one counselling is against the Fundamental Principles of DRW. Let the group flounder or go off course Let one or two people speak at the expense of the rest of the team

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Allow individuals to come under attack Talk at the expense of those contributing

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Objectives of a Facilitator at DRW Awareness of group objectives:The facilitator will need to have information about group sessions and the questions that the groups work to as part of each session. Good communication The facilitator will need to have good communication skills within the group and with DRW co-ordinators. Facilitators should understand the importance of their contribution to the group on the principal of 10% speaking and 90% listening. The facilitator should ask open questions and practice active listening. Supportive behaviour The facilitator will need to be clear that their role is in providing a supportive environment with which to facilitate groups. Groups are self-help; support, not counselling, is needed. It is important that any issues within the group are handled in an appropriately assertive manner. Supportive behaviour may well mean suggesting that individuals go to outside agencies to benefit from additional help Share constructively experiences, do not share destructive feelings. Do not be afraid to say that you cannot help someone. Try to find someone who can; e.g., the co-ordinator. Participants prefer this to hearing someone bluff their way through when they do not have answers for them. Trust within the Group The facilitator needs to be trusted within the group. Participants will have been assured that confidentiality surrounds their contribution. This may need to be reinforced at the start of Week 1 or when new participants enter the group. Confidentiality outside of the group environment, at coffee breaks and any meetings following the workshop, needs to be assured. Again, confidentiality needs to be the watchword with any further

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communications after the end of the workshop. In order to develop trust within the group the facilitator should:1. Introduce yourself so that everyone knows your name and what job you will be doing 2.

Reassurance - try to put participants at their ease as soon as possible. It helps if the facilitator knows everyone in the room by name

3. Participants must not feel they are not wasting yours or anyone else's time. 4. 5.

The group should be as open as possible, but avoid empty chairs. Only have enough seats in the circle for the number of people present. Ask open questions which require more than a yes or no answer, (How, Why, When, What).

6.

Keep the mood appropriate.

7.

Provide tissues and drinking water for participants. Effective leadership

An effective leader is one who is committed to the purpose of each facilitation session and has the skills listed above. Leadership of each session needs to be agreed with the cofacilitators within the group, swapping roles on a weekly basis allows sharing of leadership, enabling new facilitators to develop their skills. If at any time a facilitator cannot continue within the leadership role within their session they need to let their cofacilitator know as soon as possible, agree a pre-arranged non-verbal sign to communicate this. Leadership also involves time management of each session and collecting feedback from that session which is shared at the post evening feedback with other facilitators. An effective leader will also recognise potential difficulties within their workshop groups and deal with these efficiently and effectively or liase with the workshop coordinator or more experienced facilitators for advice or help. Understanding of Participants A facilitator will need to have an understanding of the DRW workshop process and have

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been through a previous workshop and have been divorced or separated from a relationship. This will lead to a level of empathy with participants. Consideration needs to be given to the effectiveness of a facilitator who may, after several workshops, have lost the level of empathy needed. Maintain Fundamental Principles of DRW Consideration needs to be given to creating a level of professionalism when handling communications with workshop participants. The fundamental principals must be adhered to. Precautions Organising lifts and transport is not the role of DRW, however, if lift sharing is required try to organise this between participants and not with a facilitator. Telephone numbers between participants are not to be arranged through DRW during the course of a workshop. All telephone contacts between participants and DRW during the course of the workshop must be via the Workshop Co-ordinator. Facilitators and other helpers are not required to divulge their private numbers. DRW is not responsible for any private contact between participants and organisers.

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4 - VIDEO 'CAN YOU SPARE A MOMENT & ITS IMPLICATIONS GUIDANCE NOTES

1. tool

The trainer must be familiar with the video before using it as a training

2.

Only the first 14 minutes of the video should be shown. The remainder will obviously not be relevant

3. Before viewing, advise the group of the contents and emphasise that they should try to translate the one to one counselling sessions they will see into a group discussion situation. 4.

Point out that they should concentrate on the types of conversation and the effectiveness or other wise of different conversational styles.

5.

Ask them to note the use of open and closed questions and constructive conversational styles

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VIDEO 'CAN YOU SPARE A MOMENT' & ITS IMPLICATIONS FOR FACILITATORS HOW NOT TO FACILITATE Do not put yourself across as a very caring person who is totally interested in one person's individual problems to the exclusion as everyone else. Never say 'I know what your problem is'. No two stories are ever the same. Your experiences may not be helpful to anyone else. Do not talk about your own problems. This is not your workshop, it is theirs. An occasional short constructive comment, however, can be helpful. You are in the group to help and give encouragement, not to tell the participants to 'get a grip' or 'put it all behind you and get on with your life' Pay attention to what each participant is saying. Maintain good eye contact. Let them know you are interested by the occasional yes or no or nod your head. No matter how bad the story, do not judge either the participant or spouse. An occasional expression of sympathy is acceptable. GOOD FACILITATING 1.Setting the scene. It is important to arrange the room such that the group feels as much at ease as is possible. Avoid having the group sitting around a table, unless it is just a small table in the middle of the circle. Have tissues readily available. Make sure the room is private. Try not to appear hurried. 2. Encourage people to talk

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Always respect the participant who feels unable to talk. O.K. for them to show their feelings; crying is O.K. Ask open questions

VERY RELEVANT SCENE – TWO NURSES DISCUSSING MOVE TO MIDDLE EAST

First scene – all closed questions only requiring yes or no answers Second scene – open questions requiring the nurse to think about her answers.

Pay attention and show you are listening. Give good eye contact Use brief summary of what has been said. Show your own vulnerability. Know when to shut up. 3. Help them think it through. We are not there to provide answers for them. We are there to act as sounding board. Do not give advice. Do not make assumptions Do not express our own views. Be prepared to admit your own difficulties (briefly) 4. Let them find their own solutions. It is vital that each participant finds the solution that is best for him or her.

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We must not give legal, financial or medical advice or recommendations.

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5 - ROLE PLAY GUIDANCE NOTES The two following role play sessions serve as practice for workshop group management and also as a training situation for new facilitators before they are exposed to working in public The first exercise, active listening, is a good ice breaker whilst the group role play is intended as an introduction to the types of characteristics which may be met in participants. Both sessions should be enjoyable but should be taken seriously and, the role play especially, should be played as realistically as possible. Remember that the characters are idealised and, in real life, in the situation of divorce or separation would be somewhat subdued due, perhaps, to depression, anxiety, lack of confidence, etc. In some cases shock, tearfulness, extreme anger or desertion from the group may be experienced. It is a useful exercise to prime one of the group members to deliberately play out one or other of these roles then discuss the outcome. Remember that it is the facilitators who are in charge of the group, not the person doing the training whose role is to act as commentator and independent observer of the exercise. At the end of each session, which should last about fifteen minutes, give feedback to the facilitators and allow the group to discuss how they felt the facilitators handled situations. In particular encourage new facilitators to discuss their experience.

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ACTIVE LISTENING ROLE PLAY Active listening is one of the fundamentally most important skills of a good facilitator and good listening skills are acknowledged to be one of the hardest skills to maintain. This role play aims to enhance the facilitator's skills in this area through practice of both active listening and non-listening behaviour. Facilitators would need to work in pairs, person A and person B. Person A is asked to talk for one minute on any subject of their choice. Person B is asked to practice active listening skills:- maintaining good eye contact, open body language, briefly paraphrasing or summarising what they heard. Acknowledging they are listening by positive phrases and body language. After one minute, person B stops actively listening:- no or little eye contact, closed body language, no verbal or body language acknowledgement of what is being said. Person A tries to keep speaking. Stop the exercise when appropriate and ask person A how they felt when person B stopped actively listening. Repeat the exercise by swapping A and B.

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TRAINING SHEET - GROUP DYNAMICS This exercise is conducted with a group comprising two facilitators and participants as in a workshop situation. There should be one experienced and one novice facilitator in each group. Ideally the facilitator pairs should be those used in the actual workshop. This exercise is designed to show different participant styles that may be exhibited within a group session. A participant may exhibit the behaviour shown by the character cards. Understanding these will help your ability to be able to identify the best method with which to handle them in your group. Remember, these are highly individual styles and any person may show a mix of these, or even different ones depending upon their changing situations and where they are in the recovery process. It is possible for a person, initially say the 'deserter', to change to a more interactive role in the group. Distribute the cards to each member of the group, giving the facilitators their own cards, and allow them time to read the character types on the back. (NB, cards are made by cutting the caricatures out of the enclosed cartoon) Explain that each person may tell their own story, or invent one, but that they must play it according to the character given. Allow the facilitators to take charge of the session as in reality, preferably working to one of the DRW video themes. This exercise is best done with an interactive observer who will stop the role play if it moves too far from the subject, or will interject occasionally with points of discussion. Remember, it is the facilitators who lead the group not the observer.

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Allow the exercise to run for fifteen minutes then stop and discuss feed back Change facilitators and replay.

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6 - CHOOSING NEW FACILITATORS One of the roles of the facilitators will be to choose possible new facilitators from their group of participants At the end of the training session there should be an open discussion about this, examining the characteristics that would be looked for when choosing a new facilitator. The following are suggestions. 1.

Has participated in all the group sessions therefore has experienced the whole programme and could be expected to show commitment.

2.

Has a good level of verbal communication.

3.

Views have been accepted by the group in discussion.

4.

Has a sense of humour.

5.

Has shown good progress through the sessions.

6. Has shown empathy and been actively supportive to other group members. 7.

Has not tried to dominate

8.

Does not appear to be too keen to help; i.e. be aware of hidden agendas.

Other qualities are required such as trustworthiness, able to maintain confidentiality, etc. but it is suggested these would be addressed by the co-ordinator when choosing the team of facilitators.

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