Facilitation for Leaders

How to Use Facilitation

Skills to Transform Your
Organization
Adapted from The Effective Facilitator 4-day class

www.leadstrat.com
© 2 0 1 0 L EA D E RSH I P ST R AT EG I E S , I N C .
A. Who is Leadership Strategies?

 The leading provider of facilitators and facilitation training in

the U.S.
 Over 500 facilitators under contract through the Find a
Facilitator Database
 Public classes in Atlanta, Boston, Chicago, Dallas, DC, Denver,
Los Angeles, NY, San Francisco, Sydney, Toronto
 Over 16,000 trained in facilitation skills through The Effective
Facilitator course

2
 B. Your Facilitator
FACILITATOR
Michael Wilkinson
Certified Master Facilitator
 Managing Director of Leadership
Strategies
 Author, The Secrets of Facilitation, The
Secrets to Masterful Meetings and Buying
Styles
 One of the first five Certified Master
Facilitators in the world
 Founder of the National Facilitator
Database (www.findafacilitator.com)
 Board member of the International
Institute for Facilitation
 Named Facilitator of the Year by SEAF,
2003
 Co-Program Chair of the IAF, 2007
3
C. Session Objectives
1. Outline a comprehensive methodology for facilitating groups
2. Provide over a dozen techniques you can begin using
immediately
3. Provide next steps for those who would like to learn more -

4
D. Session Agenda
I. Getting Started
II. Overview of the Principles of Facilitation
III. Facilitation Tools and Techniques
IV. Next Steps
V. Questions & Answers

5
Poll #1: Experience Level
How many facilitated sessions have you led or attended in the
last twelve months?

 More than 20 -
 10 to 19
 5 to 9
 1 to 4
 None

6
II. Facilitation Overview
The Scenario: Facilitating Solutions
 Sr. Manager with E&Y
When we created the answers
 Management Reviews
 100% Solution – 15% Implemented
 Facilitated Solutions
When they created the answers
 85% Solution – 80% Implemented
Why?

ED = RD x CD
Effective
Decision
Right
Decision
Commitment
to Decision
-
7
The Principles Summarized
 Principle 1. PREPARING FOR SUCCESS
Cover All the Bases

 Principle 2. GETTING THE SESSION STARTED

Inform, Excite, Empower, Involve

 Principle 3. FOCUSING THE GROUP

Establish the Course Avoid Detours

 Principle 4. RESPECTING THE POWER OF THE PEN

Use It, Don't Abuse It, Make It Theirs

 Principle 5. INFORMATION GATHERING

Know Your Tools and How to Use Them
-
8
The Principles Summarized
 Principle 6. MANAGING DYSFUNCTION
Conscious Prevention, Early Detection, Clean Resolution

 Principle 7. CONSENSUS BUILDING

Generate a Consensus-Focused Process

 Principle 8. KEEPING THE ENERGY HIGH

Set the Pace, Anticipate Lulls, React Accordingly

 Principle 9. CLOSING THE SESSION

Review, Evaluate, Close, Debrief

 Principle 10. AGENDA SETTING

Adapt Your Agenda to Address the Need

9
 The Facilitator’s
Methodology THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

10
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

11
Poll #2: True or False?
Outside of logistics, the three most important things to know in
preparing for a meeting are the 3 Ps: the participants, the
desired products, and the process or agenda.

 Answer: FALSE!
 Why: The MOST IMPORTANT thing
to know in preparing for a meeting
is the meeting purpose

12
Principle 1 – Preparing for Success
Covering All the Bases

A. Interview Sponsor F. Educate the Project Team

B. Identify Key Roles in the G. Prepare for Hat Technique
session H. Interview the Participants
C. Define Objective and I. Get Oriented on the
Agenda Business Area
D. Prepare Sample J. Prepare the Room
Deliverable K. Prepare Opening
E. Know the Process Cold

13
Preparation
 The 5 P’s:
– Purpose – Why are we having this session?

– Product – What do we need to have when we are done?

• Hands – What do they need to have in their hands when the session is
over?
• Head – What do you want them to know?
• Heart – What do you want them to believe?

– Participants – Who will be attending? What are their attitudes?

– Probable Issues – What issues will be addressed?

-
– Process – What steps will get us there?

14
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

15
Poll #3: True or False?
After introductions if necessary, meetings should generally start
with a review of the agenda.

 Answer: FALSE!
 Why: Start with purpose. -

16
Principle 2 – Getting the Session Started
Inform, Excite, Empower, Involve

A. Set-up with 30 Minutes to G. Effectively Deliver Your

spare Opening
B. Optimize Your Set-up H. Request Participants’
C. Utilize the Gathering Objectives
Period I. Review the Agenda
D. Kick-off Promptly J. Establish Ground Rules
E. Set the Stage with Your K. Define the Parking Boards
Opening L. Define Consensus
F. Memorize Your Opening M. Open "On the Fly"

17
Set the Stage With Your Opening

18
Set the Stage With Your Opening

 Through your opening words, you must …

– Inform participants about the purpose and
product.
– “The purpose of this meeting is…
when we are done we will have…”
-

19
Set the Stage With Your Opening

 Through your opening words, you must …

– Excite participants about benefits.
– What is the overall result to
be achieved? WII-FM?
-

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Set the Stage With Your Opening

 Through your opening words, you must …

– Empower participants by discussing the important
role they play in the process.
– Why were they selected? -
What authority have they
been given?

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Set the Stage With Your Opening

 Through your opening words, you must…

– Involve participants
– Ask their personal objectives
or gain participation.
-

22
Set the Stage With Your Opening
 Which are we best at?
 Which are we worst at?
Let’s look at 2 Examples


X -

23
Excite Example #1
 Good morning, it’s a pleasure to be here this morning.
 Our objective for the next two days is to walk away with a plan
for improving the hiring process (inform).
 What is exciting about this?
 If we are successful, we will walk away with a new hiring
process that will help our organization get the right people
hired and get them hired quickly.

24
Excite Example #2
 Good morning, it’s a pleasure to be here this morning.
 Our objective for the next two days is to walk away with a plan
for improving the hiring process (inform).
 What is exciting about this?
 Today you may have people on your staff who don’t have the
skills or the attitude you need. As a result, you are having to
work much harder to make up for what they aren’t doing. This
is your opportunity to put strategies in place to ensure that you
get the people you need to get the work done.

25
Which is better? Why?
Example 1
 If we are successful, we will
walk away with a new hiring
process that will help our
organization get the right
people hired and get them
hired quickly.
26
Example 2
 Today you may have people
on your staff who don’t have
the skills or the attitude you
need. As a result, you are
having to work much harder
to make up for what they
aren’t doing. This is your
opportunity to put strategies
in place to ensure that you
get the people you need to
get the work done.
Which is better? Why?
Example 1
 If we are successful, we will
walk away with a new hiring
process that will help our
organization get the right
people hired and get them
hired quickly.
NOTICE THE # OF
“YOU” AND “YOUR”!
27
Example 2
 Today you may have people
on your staff who don’t have
the skills or the attitude you
need. As a result, you are
having to work much harder
to make up for what they
aren’t doing. This is your
opportunity to put strategies
in place to ensure that you
-
get the people you need to
get the work done.
Set the Stage With Your Opening

With Excite:
Say “you” or “your”
at least 4 times!

28
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

29
Principle 3 – Focusing the Group
Establish the Course, Avoid Detours

A. Set the course with G. Use extended prompt

checkpoints questions
B. Restart with extended H. Summarize results
checkpoints I. Be conscious of time
C. Warm up the group J. Use breakout sessions
D. Use your PEDEQS K. Know when to regroup
E. Label charts to improve
focus
F. Redirect side issues

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Set the Course with Checkpoints

At the beginning of each facilitated process…

31
Set the Course with Checkpoints
 Review
Review quickly what has been
done to date.
 Preview
Describe briefly what the group is
about to do.
 Big View
Explain how the previewed
agenda item fits into the overall
objective of the session.

32
Sample Agenda
Purpose:
Define the changes necessary to increase the efficiency and
effectiveness of the hiring process
Agenda: Review-Preview-Big View
A. Introduction
B. How does it work today?
C. What are the problems and root causes
D. What are the potential improvements
E. Prioritize improvements  We have just completed…
F. Develop an implementation plan  Next we are going to…
G. Review and close
 This is important because… -
33
Sample Agenda
Purpose:
Define the changes necessary to increase the efficiency and
effectiveness of the hiring process
Agenda: Review-Preview-Big View
A. Introduction
B. How does it work today?
C. What are the problems and root causes
D. What are the potential improvements
E. Prioritize improvements  We have just completed…
F. Develop an implementation plan  Next we are going to…
G. Review and close
 This is important because… -
34
Redirect Side Issues
 Monitor comments for relationship to the process underway.
 If the discussion goes off track, use a redirection question.

“That’s a good point. Can we put it on the

issues list so we don’t forget it?”
-
-

35
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

36
Poll #4: True or False?
When recording information on a flip chart, it is okay to
paraphrase as long as you ask people for permission.

 Answer: FALSE!
 Why: When you write your words, you
disempower the group and reduce ownership.

37
Principle 4 – Power of the Pen
Use It, Don't Abuse It, Make It Theirs

A. Write First, Discuss Second G. Avoid Lulls While Writing

B. Write What is Said H. Assign an Order to Your
C. Add Your Words Speakers
Discriminately I. Use Multiple Flip Charts
D. Ask, Don’t Tell J. Employ the Right
E. Write So They CanRead It Recording Tool
F. Use Additive Editing K. Post According to Your Wall
Plan

38
Write First, Discuss Second
 Record what is said without
regard to value
of completeness
– If what is said is
incomplete…Record it!
– If what is said can be
improved upon…
– If what is said is not what you
were looking for…
– If what is said is wrong…
 By recording what is said,
-
you are saying “Thank You”
for making a contribution
 You can use your
questioning techniques to
make sure that the
comment is refined or
deleted later

Still Record It!

39
Write What is Said
 Record as many of the speaker’s words as is necessary
 It is not necessary to record all the speaker’s words
 If you are not certain what was said, ask for confirmation, or -
ask for the headline

40
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

41
Poll #5: True or False?
When formulating questions to get lots of ideas, the most
important attribute of the question is that it is open-ended.

 Answer: FALSE!
 Why: The key is formulate a question that helps
the participates visualize the answers!

42
Principle 5 – Information Gathering
Know Your Tools and How to Use Them

A. Ask Great Starting E. Brainstorm to Generate

Questions Ideas
B. Guide With Reacting F. Group to Categorize
Questions G. Prioritize to Identify Key
C. Float Ideas if Necessary Items
D. List to Gather Details H. Lobby to Gain Buy-In

43
The Starting Question
You are interviewing a group of school registrars to talk with them
about the scheduling process. Which is the better starting
question? Why?

Question Type A Question Type B

The first thing we want to If you were about to develop
talk about are inputs. the school schedule, what is
What are the inputs to the information you would
the scheduling process? need to have close by?

44
Ask Great Starting Questions
 Three parts to a great starting question
– Begin with an image building phrase (“think about”, “imagine”,
“consider”, “if”)
– Extend the image to the answers
(at least two phrases)
– Ask the direct question (Type A) to get the information you want

But you build the

question from the -
bottom up!

45
Ask Great Starting Questions
You want the participants to identify the steps in the hiring
process.
But you build the
What is the Type-A question? question from the
bottom up!
 “What are the steps in the hiring process?”

How do you extend the image to the answers? (use synonyms)

 Think about all the things you had to do to get that person hired,
all the actions you had to go through, all the people you had to
talk with, the forms and everything.
What image-building phrase can you use?
 “Think about the last time your hired someone.” -

46
Ask Great Starting Questions
You want the participants to identify the steps in the hiring
process.

The Type-B Question

 “Think about the last time your hired someone. Think about all
the things you had to do to get that person hired, all the actions -
you had to go through, all the people you had to talk with, the
forms and everything. What are the steps in the hiring process?”

47
Ask Great Starting Questions – YOUR TURN!
You want the participants to identify the PROBLEMS with the
hiring process.
1.Image
Now, think of an image building phrase and then…
Building
Type your Type B question in the CHAT BOX. Phrase
What are synonyms for problems?
 Challenges 2.Expand
Image to
 Barriers
Answers
 Things that went wrong

What is the Type-A question? -

3.Ask the
Type A
 “What are the problems with the hiring process?”

48
Ask Great Starting Questions – YOUR TURN!
You want the participants to identify the PROBLEMS with the
hiring process.

The Type-B Question

 “Think about the last time your hired someone. Think about the -
problems you had, the things that went wrong, the challenges
you had to overcome to get that person hired. What are the
problems with the hiring process?”

-
49
Ask Great Starting Questions
 When do you use a Type-B?
– At the beginning of every agenda item
 It takes preparation!
– If you don’t prepare, you will most likely use a Type-A
 Create a list of Type-B questions for the standard sessions you
facilitate.
-

50
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

51
Principle 6 – Managing Dysfunction
Conscious Prevention, Early Detection, Clean Resolution
A. Understand Dysfunctional Behavior
B. Separate Symptom from Root Cause
C. Focus on Prevention
D. Detect Non-Verbal Cues
E. Address Dysfunction Effectively
F. Inform the Group When Appropriate
G. Reward Functional Behavior
H. Respond Appropriately When Challenged

52
Dysfunctional Behavior
As the degree of the * Physically attacking someone
Severity of Disruption dysfunction increases, * Leaving the room in disgust
the severity of the
disruption caused * Verbal attack directed at a participant
by the dysfunction * Negative comments about a participant
increases as well
* Audible sighs of displeasure
* Negative physical reactions
* Doing other work in the session

* Side Conversations
* Folded arms, facing door or windows
* Silence, lack of participation
* Arriving late, leaving early

Degree of Dysfunction
53
Poll #6: Dysfunctions?
Which of these dysfunctions is common in your organization? –
check as many as apply
 Arriving late, leaving early
 Silence, lack of participation
 One person dominating
 Side conversations
 People doing other work, Blackberries

54
Understand Dysfunctional Behavior

Dysfunctional behavior is any activity

by a participant which is consciously or
unconsciously a substitution for
expressing displeasure with the session
content, the facilitation process, or an
outside factor.

55
Separate Symptom from Root Cause
 Treat dysfunctional behavior as a sign that the participant is
asking for help
 The participant is waving a red flag that is masking the real
issue (root cause)
 Dysfunctional behavior is a symptom
 Dysfunctional behavior tends to get worse over time -

56
Address Dysfunction Effectively

The general formula for addressing dysfunction:

APPROACH PRIVATELY EMPATHIZE WITH

OR GENERALLY THE SYMPTOM

GET AGREEMENT ADDRESS THE

ON A SOLUTION ROOT CAUSE

57
Dealing with Dysfunction
 Late Arriver / Early Leaver  Naysayer*
 Drop-out*  Whisperer
 Loudmouth  Workaholic
 Storyteller  Verbal Attacker
 Broken Record  Door Slammer
 Physical Attacker

58
Dysfunctions – DROP OUT
Dysfunction Suggested Action
Drop-out - Remind the group of ground rules.
Maintains silence, fails (Everyone speaks)
to participate - Employ a round-robin brain-storming
Folds his/her arms, activity to get everyone involved.
faces door or window - Occasionally stand next to the person
or direct questions at a variety of
people, including him/her.
- Discuss privately during break to
ensure there is not an additional
problem.

59
Dysfunctions - NAYSAYER
Dysfunction Suggested Action
Naysayer - Say with optimism, or jokingly, "It
Demonstrates appears that we have some concerns
negative physical about this alternative. Let's talk
reactions about it. What are the issues?"
Voices audible sighs of - Seek buy-in by asking, "How can this
displeasure be made better?"
- At the break, attempt to reach a
solution in which the person will
openly speak about concerns during
the group session.
- Be sure to get all the issues out.

60
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

61
Poll #7: True or False?
Many, if not most, disagreements would be solved if you could
just get people to listen to one another.

 Answer: TRUE!

62
Principle 7 – Consensus Building
Generate a Consensus-Focused Process

A. Understand Disagreement G. Identify Strengths and

B. Start with Consensus Weaknesses
C. Decide if Agreement is H. Merge Alternatives
Necessary I. Use Ranking Techniques
D. Let Participants Seek J. Converge on a Solution
Agreement K. If All Else Fails, Move On
E. Take Control As Necessary
F. Delineate Alternatives

63
Understand Disagreement
 Level 1: Each has not
clearly heard and
understood the other’s
alternative and/or their
reasons for supporting the
alternative

64
Understand Disagreement
 Level 2 – Each has heard and understood the alternative or
supporting reasons, but has had different experiences or hold
different values that result in a different preference

65
Role Play from The Secrets
Sherry I’ve been thinking about our vacation for next year,
and I’ve got it! There’s a ten-day tour of Italy that
takes us to eight cities, including Rome, Venice,
Tuscany and Florence. It’s perfect. What do you
think?
Michael That does sound like a wonderful tour. But I have
really been look forward to going to the beach this
year.
Sherry Oh come on, Michael. Let’s go to Italy. We haven’t
been there before. It’ll be fun.
Michael Oh Sherry, darling, baby (in my best impression of the --
deep baritone of singer Barry White). Let’s go to the
beach. It’ll be quiet and restful.

66
Role Play from The Secrets
Sherry Now Michael, you’ve been out of town a lot this year,
which has left me home to do both my job and take
care of the kids solo, so we really should do what I
want to do. Let’s do Italy.
Michael You are right Sherry. I have been out of town a lot this
year and it has worn me out. I really need a break.
Let’s go to the beach.
Sherry No, we are going to Italy.
Michael No, we are going to the beach.
Sherry Italy!
Michael Beach! Level 2 – Different Values/Experiences ---
Sherry Italy!

67
Understand Disagreement
 Level 3 – Disagreement is based on personality, past history
with one another, or other factors that have nothing to do
with the alternatives being discussed

68
Level 3 Disagreements
 A disagreement based on personality or past history can not be
resolved within the session – don’t attempt to resolve it
 Recognition:
– Irrational, No commitment to finding a solution
 Action:
– Take it to a higher source! -

69
Level 1: Delineate Alternatives

For each alternative, direct

specific questions to its supporters

Alternative #1 Alternative #2

 How much?  How much?

 How long?  How long?
 Who is involved?  Who is involved?
 What is involved?  What is involved?

Check to determine if consensus has been reached -

70
Level 2: Strengths and Weaknesses

Identify the Alternative #1 Alternative #2

strengths of each Italy Beach
alternative Strengths Strengths
— Varied locations — Rest
— Places we haven’t been — Sleep in same bed
— Lots to do — Water sports

Then, identify the Weaknesses Weaknesses

weaknesses of each — Hectic schedule — Same location
— Repack every day — Nothing different
— No water sports — Same activities

Check to determine if consensus has been reached -

71
Level 2: Merge Alternatives
 Identify key
Alternative #1 Alternative #2
strengths of each
Italy Beach
 Create a third
alternative which Strengths Strengths
incorporates the key — Varied locations * — Rest *
strengths — Places we haven’t been* — Sleep in same bed*
 Delineate merged — Lots to do — Water sports
alternatives once
they are identified
 After defining
-
merged alternatives,
take a consensus
check

72
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

73
Level 1 Energy

For most of us, our

3
normal speaking voice has
Energy Level

2 just enough energy to

keep people awake.
1
Awake
0
Asleep
Time
Over the course of a meeting,
however, our voices tend to trail
off and we fall below the line.

75
Level 2 Energy

If you raise your energy to

3 level 2, you start out great.
Energy Level

2 But you still trail

off below the line.
1
Awake
0
Asleep
Time

76
Level 3 Energy

Start your energy

at level-3. When it trails off,
3 you will be at your
Energy Level

normal speaking
2 voice.
1
Awake
0
Asleep
Time

Make your first words Level 3! -

77
Level 3 Energy
Reset the energy level
following every break
3
Energy Level

1
Awake
0
Asleep
Time

78
 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

79
Poll #8: True or False?
Before a meeting ends, the meeting leader should always or
almost always review what was done, identify open issues, and
define next steps.

 Answer: TRUE! -

80
Principle 9 – Closing the Session
Review, Evaluate, Close, Debrief

A. Request Time Extensions if Needed

B. Review the Activities Performed
C. Review Session Purpose
D. Review Personal Objectives
E. Review Parking Boards
F. Ask Participants to Evaluate
G. Close and Set the Stage
H. Use Partial Close as Needed
I. Debrief with Planning Team
J. Debrief with Sponsor
K. Document Session Results

81
Parking Boards (IDA)

ISSUES LIST
Items relevant to the
session that require a
decision but will be DECISIONS LIST
discussed later or
outside the session Decisions that are made
by the participants during
the session. ACTIONS LIST
Actions to be
performed sometime
after the completion
of the session.

82
Review Parking Boards – ISSUES LIST
 Clear the Issues List
 For each issue, ask:
– Have we covered it? Issues
– Do we need to cover it? xxxxxxxx
– Do we need to cover it now?  xxxxxxx -
 xxxxxxx
 xxxxxxxx
 xxxxxxxx

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 Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen

1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session

5
Information
Gathering

GROUP DYNAMICS

6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting

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Principle 10 – Agenda Setting
Adapt Your Agenda to Address the Need

A. Choose Agenda Based on Objectives

B. Tailor Agenda to Specific Need
C. Incorporate Consensus-Building Principles
D. Construct a New Agenda as Needed
E. Confirm Agenda with Project Team
F. Prepare a Detailed Agenda
G. Track Performance Against Agenda
H. Record Process Notes
I. Incorporate Recommendations

85
Agenda Models
1. Strategic Plan
2. Project Plan
3. Project Status
4. Issue Resolution
5. Basic Improvement Model
6. Process Re-engineering
7. Information Needs Analysis
8. Process Modeling
9. Data Modeling
10. Procedure Design

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Construct New Agenda

1. Determine the critical question

2. Determine the preparation questions
3. Determine the logical order of the
preparation questions
4. Transform the questions into agenda items
-
Order of
Session Critical Preparation
Questions/
Objective Question Questions
Processes

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Construct New Agenda

Session Purpose: Improve the Hiring Process

1. Determine the critical question
– What will the new hiring process be and what are the steps for
implementing it?
2. Determine the preparation questions
– What are the steps in the current process? -
– What’s good about the current process?
– What’s wrong with the current process?
– What can we do to improve it?
– What will the new process look like?
– What are the steps to create the new?

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Construct New Agenda

Session Purpose: Improve the Hiring Process

3. Determine the logical order of the preparation questions
4. Transform the questions into agenda items
 Purpose: Define the changes necessary to increase the
efficiency and effectiveness of the hiring process
 Agenda: -
A. Introduction
B. How does it work today?
C. What are the problems and root causes?
D. What are the potential improvements?
E. Prioritize improvements
F. Develop an implementation plan
G. Review and close

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DONE! Review Objectives
1. Outline a comprehensive methodology for facilitating
groups
2. Provide over a dozen techniques you can begin using
immediately
3. Provide next steps for those who would like to learn more -

90
Next Steps – Learn MORE!
If you would like to learn more:
 Public Classes: The Effective Facilitator, The Facilitative Consultant
– Atlanta – DC – San Francisco
– Boston – Denver – Sydney, AU
– Chicago
– LA – Toronto, CA
– Dallas
– New York

 Private Class: At your company

– Most cost-effective for 8 or more

 Online Classes: Facilitating Virtual Meetings(1.5-day)

 Book: The Secrets of Facilitation

 Facilitator Guides: 15 step-by-step facilitation guides for meeting leaders

(ex. Strategic Planning, Project Planning, etc.)

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 Questions?
etraining@leadstrat.com

800.824.2850

Or, submit your questions for open discussion

on the Linked-In “Leadership Strategies
Facilitation & Leadership Community” Group

Join us on Facebook at
www.Facebook.com/Leadstrat

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