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U Endeavour Virtual and Hybrid Facilitation Skills

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Essential Skills for Hybrid Facilitators

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Essential Skills for Hybrid Facilitators

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For each image, click on the image to view or download

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For each image, click on the image to view or download

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accomodate all different types of working situations
- make participants feel part of the session
- try to maintain engagement

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truly embrace work life balance, great culture, empathy

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Collaborating and connecting with people even tough we can be in different locations

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trying to imitate a face to face environment, driving connection

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Coordination of discussions between people in a meeting environment

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To enable participants to collaborate, discuss and reach agreement

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To enable participants to collaborate, discuss and reach agreement

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Takes duel role of moderator in times of need to steer through difficult topics

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Lots of content to get through with many voices contributing both virtually and in person

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Alignment on objectives and how to achieve them

To help enable open dialogue to help gather different perspectives of how to solve a problem

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Active listener

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You need to be able to listen to the ideas flowing and help the group shape the best design - something they have ownership of

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Encourages feedback from all participants

Makes people feel comfortable to  be participate

Inclusivity

Be neutral and  unbiased

Well prepared

Be able to adapt to the conversation

Be good with technology and tools they are using

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listen
communicator
remain neutral
open
questioning rather than clarifying
continue builds
don't block ideas
quieten extroverts,

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How do you give that information back

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Can adapt to the conversation

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Well prepared

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Know you audience

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Balance

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person hands over to next person to throw

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Miro
Trello
Jamboards
Teams

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In order to get the best results from debriefing, it is important to have a rigorous process that covers a number of key phases. To help you understand and remember these phases, we use the acronym REACT.

a)      Reveal

This phase is also referred to sharing, publishing or reporting.

The aim of this phase is twofold:

·         firstly, to give participants an opportunity to release emotions that they have carried over from the experience

·         secondly, to 'bring out' the experience of each participant so it is known by everyone in the group.  This is achieved getting participants to express what happened, including results, reactions and observations.

It is important to find out what happened within individuals at a cognitive and emotional perspective.

b)      Explore

This phase is also referred to as analysing or processing.

The aim of this phase is to get participants to examine (or reflect on) why things happened and identify patterns in the way participants thought, felt and reacted.

The focus is on exploring the participants mental frameworks and the  underlying dynamics of the activity. This includes how the experience affected the participants thoughts and feelings, and why they handled challenges and problems the way they did.

c)      Associate

This phase is also referred to as generalising.

The aim is to get participants to relate the dynamics of the experience to the real world. This step is crucial for making meaningful connections and clarifying the relevance of the experiential activity.

In the process of connecting their insights from phase 2 (Explore) to the workplace, participants need to thoroughly examine the relationship between the experience and reality.

Participants need to consider similarities and differences between the experience and real world situations in order to avoid reaching inappropriate generalisations.

d)      Conclude

This phase is also referred to as capturing the learning.

The aim of this phase is get the participants to reflect on the previous phases and identify the key lessons they  individually gained and to share their learnings with other participants.

e)      Transfer

This phase is also known as planning or applying.

The aim of this phase is to get participants to identify what they are going to do to apply what they have learnt. This should include specific actions they will take and what support they may need to be successful.

Participants are more likely to implement their plans if they share them with others.

REACT Model – developed by Geoff Rip and Kerry Brocks (ILP Learning) as part of the activities for the Institute for Learning & Performance’s Facilitating with Impact program.

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https://www.youtube.com/watch?v=Enrosv7iLTE

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What is Psychological Safety | Intro to The 4 Stages of Psychological Safety