Find The TREE

Train-The-Facilitators Series

Presents

BASIC FACILITATOR COURSE

Facilitators create a learning environment of openness and harmony, they make things smooth, ease kinks, inspires insights, and lead the participants to a learning zone that they would not have experienced in the work settings. In the flow state, a facilitator is liken to a magician, creating both visual and audio stimuli being felt by the participants, bringing them on an emotional roller coaster ride. In doing these, it is hard to describe a facilitator without including the word passion.

Content

3Overview

3Learning Outcomes

3Target Audience

3Course Focus

3Course Outline

3Facilitation

3Your Responsibilities

3Managing Risk

3Facilitation Tools

3Giving Instructions

3Program Design Principles

3OPTIONS Form The Way of Business

3Type of Activities

3Models and Anecdotes

3Execution - The FOCUS Adventure way

3Skills Bay

3Skills Evaluation

3Activities Interpretation

3Goals Setting

3FOCUS Adventures USP

3Recommended Readings

3Annex A

3Annex B

3Annex C

3Annex D

Overview

The Basic Facilitator Course is a five-day course designed to provide participants an insight to the world of facilitation in the adventure and experiential learning environment. Participants will learn a myriad of skills thus enabling each learner the path towards delivering high impact experiential programs that are uniquely to FOCUS Adventure.

Learning Outcomes

The course aims to engage potential facilitators with an array of skills and knowledge consisting of learning experiential activities and delivering them. They will also learn various functional skills which include,

1. Public Speaking

2. Facilitation Tools and Techniques

3. Programs Management

4. Risk Management

5. Situational Awareness

6. Technical and Safety of Ropes Courses etc.

Upon completion of the course, potential participants can start their journey as a Facilitator (On-Job-Training) or Program Executive/Manager.

Target Audience

The Basic Facilitation Course is suitable for people who possess little or totally uninitiated to the field and is interested in facilitated experiential learning or training. It is also suitable for companys in-house full or part-time trainers, freelance trainers, training consultants, training administrators, course or training program, curriculum developers, assessment developers and assessors.

Human Resource professionals, managers and leaders who have an interest in using facilitated experiential learning as a tool to augment organizational growth or business environment are certainly welcome as well.

Course Focus

Greetings from FOCUS Adventure! We delighted to have you in this program because when like-minded people flock together, the enjoyment you would be receiving through this impending learning and sharing process will be tremendous.

As this session is inducting someone to be a facilitator, you can expect to learn abundantly and the learning process would inevitably put you out of your comfort zone occasionally. Remember, out of comfort zone isnt a bad thing.

Schizophrenia you might become? Yes, there will be times for you to switch contexts from one to another. Sometimes you are required to think and act like a facilitator whereas there are moments for you to become a happy participant. You will find this ability of toggling between contexts to be beneficial for your future attempts in designing and carrying out facilitation sessions.

Role playing is essential to feel the responsibilities shouldered by different members in any facilitation settings. Just dont be surprised when you are being called upon to act. Make sure you act it out well!

Articulating your thoughts is a key strength for a facilitator. Throughout, you would be invited to express your ideas, share your insights and talk your heart out. This doing will multiply your learning exponentially. This process also allows us to uncover any internal inhibitions of each individual when it comes to speaking before a group.

Play like a kid and not like an a-dull-t. We know kids are the experts in having fun. This is one skill that we adults did not get better as we grow. Without a doubt we will never reverse our growth but we can mentally teleport ourselves back to childhood days. Suspense the assumptions, remove the inhibitions and just let your hair down and play!

Course Outline

The course outline is illustrated below. No attempt to provide all details at this point because life is like a box of chocolate

Day One (Focus Headquarters Sentosa)

Introduction to Course Theoretical Framework

Facilitation Tools and Skills

Energizers (Ice Breakers)

Low Elements

Day Two (Focus Singapore Site Sembawang)

Mobile Adventure Programme (MAP)

Low Elements

High Elements

Singapore Bintan

DISC Profiling (Behavioural Analysis)

Day Three (Focus Bintan Site Nirwana Gardens)

Orientation to Bintan

All Terrain Vehicle

Jet Ski

Rafting

Mobile Adventure Programme (MAP)

Day Four (Focus Bintan Site Bintan Lagoon Resort)

Team Challenge Pyramid

Paintball

Day Five (Focus Bintan Site Nirwana Gardens)

Consolidation/Evaluation

Bintan - Singapore

*All meals will be provided on days where overnight stay is required

Facilitation

What is it youre actually doing when you considered to have facilitated an experience?

Facilitation is just talking things, information dissemination, telling, transferring, creating metaphors or just simply a meaningful conversation

What is it to you? Care to write a few words about it?

To facilitate is liken to make easier. As like there are various means to skin a cat, there are a range of definitions or even assumptions tagged to the term facilitator. Lets uncover some myths before we get trapped by some of these unwarranted paradigms that may limit our growth.

In any facilitated experiential learning settings, the facilitator plays the role of a catalyst to learning, internalization, self-examination, overcoming self-imposed limits, inspiring a sense futurism, etc in the learners. He would set up scenarios a.k.a. structuring multiple experiences for the learners (participants) to go through, thereafter making deliberate attempts to elicit their responses of the experiences.

Generally the responses are raw feedback or observations from the learners. However, in achieving any positive learning transfer from the seemingly unrelated adventure experiences to useful insights and ideas to be applied to the learners context (workplace) lies in the facilitation process executed by the facilitator. In most situations, the facilitation process is a meaningful conversational exchange among the learners, usually guided by the facilitator.

Are facilitators content experts? A common jargon you might have heard of is the know it all. If you think that facilitators are supposed to be equipped with wide range and great depth of knowledge, you might not become one anytime soon, right? Categorically, academics are content experts whereas facilitators are process wizards. Facilitators may not need to be the guru in many topics but they should be fluent in administering various facilitation processes to augment the participants learning.

While it does make sense for facilitators to be conversant in facilitation processes, invariably it does nothing to augment credibility if the facilitators know little or nothing of other areas. Facilitators are expected to possess sufficient knowledge in related fields like, behavioral science, management models, communication skills, human resources, adult learning theory, etc. to sustain meaningful conversations during facilitation.

Perhaps we could also discuss what facilitation is NOT. This might help you to get a better appreciation of some common paradigms that might have limiting growth to the learners. Therefore facilitation is NOT,

a one-way conversation

the sole responsible of the facilitator to ensure success

the usual presentation

a showcase of the facilitators life story

a brainwashing session

a mean to appraise peers

to flex authority muscles

Strange but true, a well facilitated session is generally felt but hardly described as vividly witnessed. While the facilitation session is underway, lots of sensing and perceiving are happening. This is where the Jungnians (http://www.religiousworlds.com/fondarosa/jung03.html) notion of perceiving and judging comes into play. When a facilitator facilitates, he or she listens intensely. The immense amount of data is being processes in the mind hence resulted in a judgment or an outcome. Judgment herein does not connote being judgmental. There are numerous inferences made on-the-fly whilst observing, listening and interacting with the participants. A discerning facilitator would be able to justify the actions he or she has taken during facilitation. In a nutshell, he would know what to do, why do it, how to do it and when to do it.

The term, facilitator should not be foreign to you. Extracted from http://dictionary.reference.com/browse/facilitate shows a regular definition of the word.

Your Responsibilities

The responsibilities of the facilitator in-charge are by no mean simple. Participants have given their time and presence at the program and they expect to learn or discover from it. While high energy level and fun are essential to make a successful program, they are definitely not the cornerstones. A facilitator is expected to place the participants learning as top priority. By the same token, for learning to happen, the facilitator must also take note of the various factors that would contribute to great learning and be able to fulfill these factors.

What are the perceived responsibilities of a facilitator?

As the saying; every coin has two sides. Participants do harbor expectations of the facilitator both explicitly and implicitly. The expectations automatically translate to the responsibilities to be carried by the facilitator. Although the participants are given the opportunity to learn, the ownership to learning is often misconstrued. Many participants assume that facilitators are responsible for their learning even we are well aware that nobody can be forced to learn unless they are willing to do so.

Since learning involves changing, and most people would resist when they are being changed whereas they are fine with changing themselves, we are certain that learning is directly related to willingness. This is the most critical intrinsic attribute that is not illuminated most of the time. As such, the facilitator inadvertently carries the burden of the participants learning instead of concentrating in providing a conducive environment and sufficient opportunities for learning to take place.

On the facilitators side, they always yearn for positive participants with immense amount of energy to learn and do. That makes the job easier but the reality is far from ideal. It is common to learn that facilitators are driven by passion only most and not all. Invariably, facilitators should not get carried away by passion until the distinction of responsibilities and authority is smeared.

Facilitators should remember that participants are on the equal learning platform and not a lower one. They are expected to be well aware of the self-directed learning nature of adults learning. At no time should the facilitator oversteps or abuses privilege accorded by making light of the participants ability or readiness to learn. Facilitation is to make easier, the focus is about surfacing the potential insights from participants and not forcing down certain perspectives that are preferred by the facilitator.

As mentioned in previous section, facilitators are not expected to be the know it all. The abundance of insights are hidden within the participants. Experienced facilitators are able to apply the suitable facilitation process timely. This doing give the participants great pleasure in learning from each others. Many facilitators fell into the trap of transmission. Instead of a facilitated learning session, it became a lecture. Even more thinks that facilitators must possessed tremendous amount of knowledge, likened to an academic. This is far from truth. In facilitated learning, as long as the participants have learned abundantly through the facilitation process administered by the facilitators, the deserving amount of respect and admiration will be accorded.

Managing Risk

Is managing risk about tossing dices? If this is true, the notion of managing will be automatically nullified. In this section, we shall illuminate the concept of risks mitigation in our programs, and also creating the appropriate paradigms in perceiving risks in both the facilitators and participants.

In any facilitated experiential settings regardless done indoors and outdoors, risk is inherent. The ship in the harbor is safe, but this not what the ship is built for. In adventure learning, inevitably it involves some degrees of risks. We cant really experience anything we can call adventure unless we embark on an adventure. However, as practitioners, we must be well aware of the risk levels to avoid events of misadventure. This industry is as delicate as a string. There can be ten faulty ball point pens in every ten thousand being made and the sales of the ball point pens will go on. However it will only take one incident that contains one irrecoverable injury to undermine the relevance of the adventure learning industry, and that is the industry we are joining or are immersed into.

The Concept of Risk

Within the context of experiential learning, the risk can be viewed from three perspectives or some practitioners may call it as the three types of risk. In brief, each risk or perspective is written below.

Absolute Risk this refers to the at worst scenarios. If we think the possible incidents that can occur in any challenge rope courses (CRC), one can imagine falling objects, cables detaching from the main structure, tilting of the main pillars, belay or foot lines giving way, or even the entire CRC collapsing. The consequences of such catastrophic event are nothing less than severe and threatening.

Real Risk this refers inevitable events that are highly possible to happen but in much less severity compared to the Absolute Risk. It is common to get some bruises and nicks from going a CRC or any given adventure learning experiences. When we mention real risk, we think of soft tissue injuries, lacerations, bruises, sun burn, insect bites, etc. Such events can happen to any individual regardless of the precautions taken. One can wrap up in a protective armor over all but it is still possible get abrasion or even be dehydrated from the physical exertion of moving in the armor over all.

Perceived Risk this refers to how each person perceives or evaluates the level of risk of any given experiential learning activity. We are all too familiar with seeing some participants being paralyzed by fear as he or she traverses through the high CRC while some dont seem to be affected at all. The contrast is accounted by the level of perceived risk each party holds. To an uninitiated participant, the self-perpetuating thoughts of misadventure will subconsciously work to multiply the fear in the person thus paralyzing the person during the CRC challenge. Inversely, another person who possesses certain technical knowledge regarding CRC is able to make sense of the effectiveness of the safety system in protecting personal safety. Naturally this person will appear more composed.

Assessing Risk

Once we comprehend the concept of risks in the experiential learning setting, this foundation will pave the way for you to acquire the safety sense of a facilitator. The safety sense refers to the ability to assess risks and taking the appropriate actions to mitigate it in our program context.

For any credible assessment to take place, we must first identify all the inherent risks in any given activities or settings. To aid in the identification process, we use the three factors below.

1. People (participants health, clients learning objectives, vendors, staff competency)

2. Equipment (ropes, harnesses, life-vest, props, etc)

3. Environment (function rooms, opened sea, lakes, direct sunlight, etc)

Conduct a risk assessment on the designated activity and record your findings in the table below.

People

Equipment

Environment

Identification of risks is the first part. To follow up, facilitator should start applying measures to address all the identified risks to an acceptable level.

For example; during rafting, some participants dont swim but are keen to participate.

The facilitator can take various actions to mitigate the risk. What would you do? Please write your thoughts in the space provided below.

One essential thing to remember about risk assessment is its application area. It should not be restricted to only activity. Risk assessment can be applied to other relevant settings and even to certain individuals.

Eventuality

So what do we wish to get out of all these steps of risk assessment? In all experiential learning settings, we dont want to tolerate any absolute risks from unfolding. Such operators will take necessary steps to eliminate such risks and we will do too.

As mentioned, real risks are not avoidable but can be reduced by means of risk disclosure and delegating the responsibility of personal safety to the participants. This can be achieved through thorough briefing, prelude activities, training, suitable equipment, etc. prior to commencement of the activity proper. A fine example to a prelude activities will be conducting the washing machine a.k.a. trust fall activity prior to Mohawk. By learning the importance and techniques of offering support to each other usual forms the foundation of building mutual trust. Another highly visible example will be the safety briefing and demonstration before any climbing takes place.

The trickiest one is the perceived risks. As facilitator, we want to elevate the perceived risks beyond the realm of comfort zone but never into the panic zone. Suffice to say that someone who has a near drowning experience will reject learning to swim even it is something beneficial. When done properly, the learner will be placed in the learning zone. Not necessary the most comfortable zone to stay within but it is most effective for learning to take place. Facilitator can achieve this by revealing or concealing the activity instructions and information with the right amount and at the right time. It is usual for facilitator-in-training to find difficulty in balancing the mammoth amount of information to arrive to the actions to be taken to address the question of risks. With regular practices, it will turn into a mental model that can be done on-the-fly.

Useful link for further reading:

http://www.projectnatureed.com.au/web%20library/Risk%20Mgmt%20and%20OE.pdf

Facilitation Tools

This section illustrates a battery of popular and workable facilitation techniques and tools. Selected techniques are expected to be applied during the program to demonstrate their effectiveness and limitations too. The participants are expected to learn and apply them during the program too.

Funneling

There are heaps of techniques and methods developed and adapted by practitioners while they carry out their work in the field of facilitation. To aid you in getting acquaintance to the art of facilitation, we would like to introduce the funneling technique. We reckon the funneling technique as one of the most fundamental ways that can be applied in debriefing. Below is an overview of the technique.

After a certain experiential activity, the facilitator then invites the participants to reflect on the process by guiding the conversation (debriefing) through a funnel-liked fashion. In essence, the conversation starts broadly and gradually being funneled to arrive to the desired outcomes. The advocated sequence is as follows.

1. Review - Lets talk about

2. Recall and Remember - Do you remember .. Do you recall

3. Affect and Effect - How did it make you feel?

4. Summation - In summary, what did you learn?

5. Application - How is the experience similar to your workplace?

6. Commitment - What would you do differently next time?

Although it is presented as a funnel, the actual debrief experience may differ slightly. Frequently, the conversation or debrief toggles about points 2,3 and 4, sometimes even point 5. This simply shows that the reality is different from the prescribed techniques. The reason funneling is presented in a smooth filtration way is to ease the learner in understanding such abstract concepts.

Fail to plan is planning to fail. Until mastery in facilitation is attained, planning for debrief is necessary. There are already too many impromptu failed attempts we have seen in the past. Even an experienced facilitator should not take debrief lightly and conducts it randomly.

It is all too familiar to hear from facilitators who believe that debrief by nature is dynamic and planning for it would not add much significant value. The root has its stem from conspicuity. Planning for activity logistics is easy to visualize but planning debrief isnt. It is natural for most facilitator to tend towards the extrinsic portions of any given experiential activities and overlook the intrinsic parts, herein is the debrief.

It is a total squandering of time and resources when the activity was well executed but the debrief was done poorly. After all, the value of any experiential learning activities is in the debrief.

The funneling concept is an excellent guide for any facilitators when planning for a debrief session. Select one activity from this program and apply the funneling concept in planning for a debrief session.

Activity Name:

No of Pax

Learning Objectives:

Questioning Techniques

How important is it to ask good questions? Its very important. Its important you use questioning skills to help you completely understand the callers situation. Otherwise, you could be responding to what you guess the caller means, which may or may not be correct. Questioning goes beyond listening.

Effective questioning is a real compliment to your skills. It shows that you have the ability to understand the caller's real needs. It shows that you are looking for meaning thats deeper than the spoken message. Effective questioning is a powerful, learned skill. It says to the caller, Im interested in determining your needs.

Fundamentally, questioning can be divided into two major branches. They are open-ended and closed-ended questions.

Open-ended questions

Open-ended questions are questions without a fixed limit. They encourage continued conversation, and help you get more information. Plus, they often provide opportunities to gain insight into the other persons feelings. Open-ended questions draw out more information. If you want the caller to open up, use open-ended questions that start with who, what, where, why, when, and how. A few examples are:

What are some of the things you look for in a hotel?

How do you feel government could be more responsive to your needs?

What are your concerns about this new program?

Closed-ended questions

Closed-ended questions have a fixed limit. Theyre often answered with a yes or no, or with a simple statement of fact. Closed-ended questions are used to direct the conversation. They usually get specific information or confirm facts. Here are some examples.

Do you have health insurance?

Do you want the new brochure?

Would you be interested in that?

We use the open-ended questions to get more information and the closed-ended questions to focus in on one area.

Probing questions

Sometimes you ask an open-ended question to get more information and you only get part of what you need. Now its time for a probing question. A probing question is another open-ended question, but its a follow-up. Its narrower. It asks about one area. Heres an example:

What topic areas are you interested in? (This question would be better than reading off 50 topics to the caller. Its a probing question.)

A few other examples are:

Are you able to tell me more about the form you received?

What did you like best about Paris?

Probing questions are valuable in getting to the heart of the matter.

Echo questions

Heres a good technique for getting more information. You can use this like a probing question. The idea is to use the last part of a phrase the caller said. Slightly raise the tone of your voice at the end of the phrase to convert it to a question. Then pause and use silence like this:

The bill you received?

An echo question repeats part of the phrase that the caller used, using voice inflection to convert it to a question. Some people call it mirroring or reflecting. Others call it parroting. We call it echoing. Whatever you call it, its a valuable technique to use.

Leading questions

Many things can be good or bad. Take fire for example. Fire warms our home, cooks our food, and does many other useful things. Uncontrolled, it can burn down our houses.

The reason we use that example is because leading questions can also be good or bad. Leading questions, if used improperly, can be manipulative because youre leading the person to give the answer you want. When they are used properly, youre helping that person. Some examples of proper leading questions are:

You understand what Im saying, dont you?

Youll want to know about our same day delivery service, right?

Youll want to go ahead with this, won't you?

Leading questions often end with suggestive nudges toward the desired answer. Some ending phrases would be, Dont you?, Shouldnt you?, Wont you?, Havent you?, and Right?

So where are leading questions useful? Well, theyre useful in helping someone whos undecided make the right decision, a decision that will benefit them. You use a leading question ethically when you help someone do the right thing. Some folks call this technique the tie down technique because youre actually trying to tie down the caller's needs.

The bottom line is to practice using a variety of questioning techniques. It will help you help your callers more effectively. After all, you want to provide the very best customer service, dont you?

Facilitation Aids / Creative Review

While facilitators are considered to be process experts, using materials to assist in the facilitation process should not be ignored too. When materials are being used for this purpose, they are known as facilitation aids. There are many reasons for these materials to be there. The deciding factor usually lies with the facilitators intend in conducting the session. Lets look at some common reasons for the use of facilitation aids.

Alternate means of expression; not everyone is comfortable in verbal expression let alone trying to describe tacit learning.

Augment visibility in learning; many meaningful conversations are usually not recorded. Out of sight can lead to out of mind. Flipchart does a great job in displaying words that are relevant to clients learning.

Enhance learning, kinesthetic; people learn better through engaging in kinesthetic activity. Allowing participants to handle small objects or props during facilitation can greatly enhance the process of transfer of learning.

Invariably, when the materials are used creatively during the facilitation process, sometimes it is know as the creative review process.

Here is a list of materials for your consideration.

Materials

Recommended Applications

Markers

Can be used for writing and drawing of content that might enhance the program.

Flipchart Paper

Excellent for displaying. Anything relevance can be presented to the learners.

Short Strings

Can be used for expressing high points and low points. Tying knots can also represent reaching out to one another.

Soft Toys

Only share your thoughts when you are holding the soft toy.

Ball

Any kind of spherical object can be used to represent unity, never ending relationship, etc.

Postcards or pictures

Can be used as a vehicle of expression.

Poker cards

The various suite or numbers combinations can be used to represent the team or certain real situation.

Lego bricks

The use of lego bricks can effectively inspire new ideas and paradigm. It is founded on the principle of constructionism.

Used magazines or newspaper

Making collages can be very useful in summarizing learning.

Blank Cards

Blank cards of various sizes can be use to record personal insights.

Identify some creative reviewing (debrief) methods you have used before. Take this opportunity in recording your ideas below. Dont let slip away.

Activity Name:

No of Pax

Learning Objectives:

Giving Instructions

Probably the first thing any rookie facilitator would learn is giving proper instructions. With proficient instructional skills, conducting a good teambuilding program is 50% achieved, right?

In short, this is what Instruction means;

Instructions; A message describing how something is to be done, or the activities of educating or instructing; activities that impart knowledge or skill.

If I want to be the best guitarist, I play only guitar and listen to guitar music, and nothing else. Would you agree? You may learn that many great jazz guitarists get their major influences not from other jazz guitarist but from other forms of music. Imagine when jazz was yet to be invented, where would those guitarists who later became jazz greats get their musical inspiration and influences from? E.g. the late Joe Pass, touted as one of the best jazz guitarist in the way he improvised. At the time his style was evolving, there were not other guitarists who played with such style. It turned out that his primary influence was from Art Datums playing who was a progressive jazz pianist in the 60s. Joe Pass skillfully translated Art Datums piano work onto his guitar, overcoming the difficulties in playing piano styled music on guitar that later grew into a genre by itself known as finger-style jazz.

Facilitators commonly discuss methods of facilitation in great depth. They will spare no effort in learning the art of facilitation, even pursuing it to personal mastery. In the book of Fifth Discipline, it focuses on the inter-relations of all things being married by a huge complex system. By the same token, a good facilitator should focus solely on facilitation methods. Facilitators who isolate themselves to honing only facilitation skill may overlook the need for other complimentary skills. Likewise, an accomplished guitarist listens to a wide range of music.

The Art of Instructing

When facilitators give instructions, they were actually making deliberate attempts to solicit expected behaviors from the participants. The instructions were meant to influence the participants to response in certain ways as structured by the facilitator. It is common for many inexperienced facilitators to view giving instructions as a routine to the whole of running any teambuilding activity. This erroneous view of giving instructions lies in not understanding its potential. When a facilitator views giving instruction as a routine, its importance will inevitably be relegated to the standing of auxiliary. What facilitation cannot achieve may be achievable by giving instructions appropriately.

Example one: if a client wishes to promote stronger collaboration among the members through teambuilding activities; a good way to deliver the learning objective is to inject unspoken competition to create greater contrast between the competitive paradigm and collaborative paradigm. The greater the contrast, the higher the visibility in observable behaviors which would be used as discussion points thus leading to deeper learning.

Would the participant naturally engage into a competition without any intervention?

Sure chances can make it happen but for the paying client to accommodate this uncertainty will not be possible by any common industry standard. Creating the intervention starts from delivering the activity instructions. However with some careful thinking, facilitator could deliver a set of instructions to implicitly drive competitive subtlety. If they ended up competing, the facilitator gains, if they collaborated, the facilitator gains too.

Example two: a client may wish to surface some underlying assumptions at the workplace as a mean to diffuse tension between colleagues. Assumption is tacit and there is no good way to demonstrate the effects of underlying assumptions other than inducing them to make some assumptions that result in diminishing of results. To do so, the instructions need to deliberately crafted, using the right words, right tone and right demonstration. Imagine if the activity is left to its natural evolvement and making assumption was not illuminated in anyway. Even with good debriefing ability, the task of achieving the learning outcome through facilitation alone will not be easy.

Instructing and Debriefing

From the behavioral school, carefully crafted instructions are able to condition the participants to act in the way as structured by the design of the activity.

Ensuring success in any debriefing session definitely has a lot to do with the questioning skill of the facilitator. Without a doubt, asking the right question is the key to unlock the reservation in participants sharing but the overall success should not be solely linked to questioning alone. What make debrief rich are the learnable moments that occur during the activities.

One should not take for granted that any teambuilding activity will deliver the right amount of learnable moments all the time. When facilitators intervene, essentially they are creating those learnable moments. However, interventions like this are active and highly visible. As for giving instructions, it is done at the beginning of each activity. Subconsciously, this important part is commonly perceived as a routine and gradually subordinated to debrief.

Only when giving instructions is given its fair share of attention would the facilitators craft the instructions carefully. While interventions are explicit, the art of giving instructions that influence is implicit. Giving attention to both so will create the right amount of contrasting behaviors / assumptions thus providing sufficient learnable moments for the participants to infer upon. When the facilitator is able to identify these moments, the debrief session will have adequate and relevant topics to be worthy and meaningful.

If the facilitators overlooked the importance of giving instructions, it is easy to imagine how many potential learning opportunities are lost. The art of integrating the principles of conditioning into giving instructions is done by giving instructions explicitly but carrying implicit meanings. As a result, influencing is being achieved unobtrusively.

Next Time

Use the below rule of thumb the help you in crafting the instructions the next time you are planning for a program.

Always know the key desire outcomes of the activity

Be familiar with the activity flow and sequences

Instructions can be delivered in one attempt or in parts

Prior to execution, get an unsuspecting victim to test the instructions

The next time when you give instructions or training another rookie facilitator, accord giving instructions the emphasis it deserves as like washing your hands before meals.

Use the blanks space provided to craft a set of instructions of an activity you are most familiar with. Use the rule of thumb to guide you thinking process whilst conceiving the instructions.

Activity Name:

No of Pax

Learning Objectives:

Program Design Principles

This section focuses on the proposal presentation format used by FOCUS Adventure. In Annex B, there is a sample proposal for your perusal. We will be covering some rules of thumb in designing of teambuilding programs. As the program unfolds we can together analyze the underlying design principles from the proposal and compare it with our actual experiences.

Progressive is the key to any success program design. It would not make sense to place the participants in a complex situation without letting the group time to sort out the transient nature of the forming phase of any teams. However, there are some unique programs were designed to upset the rhythm and place participants in a state of flux at the outset, though not all that common.

In the opening of FOCUS Adventures program, Bruce Tuckmans team development model is used frequently. The frequent usage is indicative of the progressive nature of FOCUS Adventures programs. Consistent with this principle, the activity selection for any conceived programs would start with demands of simple and straightforward to difficulty and complicated respectively.

To be specific, it is not about packing many activities within a program, it is about structuring the experiential learning activities. A facilitated learning session is one that capitalizes on the prime characteristic of an adult learner, i.e. self directed learning. Kolbs experiential learning cycle works very well in illuminating progressive learning. As such, in designing experiential learning programs, space and time must be catered for facilitation.

Is buffet the best way to appreciate fine gourmet? Suffice to say that cramping 6 activities in one morning would effectively choke the execution of the program which renders it ineffective due to the lack of time to process the possible learning. In a nutshell, the number of activities should not be more than what the program deserves.

Teambuilding is not new to most people. Clients have gradually grown savvy; their expectations on such programs have been escalating. This acute awareness has allowed them to differentiate a generic program and one that is customized. Moreover, expecting some forms of measureable learning outcomes are not uncommon in todays market. When customizing a program, the developer needs to comprehend the clients wants and needs. This can be achieved through the learning needs analysis process. A well-trained program developer would be able to make relevant connections between the clients learning objectives to both the sequence and activities selected for the program.

Putting the abovementioned principles in perspective, they are,

Be proficient in the models

Progressive experiential learning activities

Suitable number of activities

Cater time for facilitation

Connect learning outcomes to program activities

In summary, facilitators should recognize these principles easily. They should be able to fluently apply these principles when designing a program too.

A standard program template can be found in Annex C.

OPTIONS Form The Way of Business

Any transaction in FOCUS Adventure starts with the incoming inquires from prospective clients. Inquires can stream in by different channels like, phone calls, emails through referrals and captured by online form. Regardless the incoming channels, all the information will be recorded in a standard way, i.e. the OPTIONS form. The form aims to elicit clients learning needs. Briefly, the OPTIONS form is,

Objectives refer to things like learning outcomes, purposes, etc.

People refer to group size, demographic of participants, special physical needs, etc.

Time refers to amount time to be invested, date and time of the proposed program, etc.

Investment refers to the budgeted funds for the impending program

Other considerations refers to less common items like special dietary needs, physical conditions of the learner, critical coordination with other agencies, etc.

New Ideas offer an opportunity for the clients to become creative. Some experienced clients could transfer some brilliant ideas from previous programs that might work well for the impending program.

Site refers to preferred venue for clients.

Clients who contact us through phone would have all these information filled up by a project staff but those who visit the website can complete the online OPTIONS form. Suffice to say that with the information, drafting the first-cut proposal would be possible. Once the inquiries are recorded, they will be distributed to the respective project staff as main contact points. Also referring to the OPTIONS form, the suitable facilitator can be selected to represent FOCUS Adventure for subsequent engagement activities.

The appointed project staff would engage the clients by initiating a meeting. Meetings are not restricted by in-person. It can be carried out via tele-conferencing or video conferencing. At the first contact (meetings or tele-conference), the facilitator would walk through the OPTIONS form to clarify with the client for any discrepancies. The walk through process will also help to surface new needs which were not conceived of at the point when the OPTIONS form was being filled up.

The outcomes of those meetings should provide adequate information for the program developer (facilitators/trainers) to develop the program. Sealing the deal within one meeting is possible provided the requirements are straightforward. When dealing complex learning issues, more than one meeting may be needed. Eventually, the project staff will send the completed proposal to seek for clients inputs and approval. If necessary, subsequent meetings can be initiated. Once the clients have approved the proposed program, the required resources would be secured.

From the helicopter view, the OPTIONS form represents the starting point of the Learning Needs Analysis (LNA) of the business of the process. In order for the programs to be considered suitable, it is essential for LNA to be carried out at the onset of the inquiry. The information captured by the form when being used properly in program design can produce desirable outcomes for the clients.

From the training perspective, it is useful for new Projects partners to step onto the steep learning curve. The form provides an adequate coverage for any new Projects partners to start serving the clients without having to learn through the arduous process of trial and errors. Using the form as a guide, reasonably accurate information can be obtained. As mentioned, just from the OPTIONS form, we do not expect 100% coverage. However, it can certainly help to generate an initial draft to maintain the interest of the inquiry. One of the key reasons is respond time to the clients. Even if the initial proposal sent is not totally customized, it does create an impression that FOCUS Adventure is paying keen interest in the inquiry. That is important from customer service point of view.

More from the training aspect; Senior Projects partners can evaluate the competence of the new Project partners from the entries made onto the OPTIONS form. This can serve as a consistent gauge when measuring progress and competence of the new Projects partners.

Click this link to see the online OPTIONS form: http://www.focusadventure.com/contactus.asp or a sample of the form at Annex B.

Type of Activities

The table below presents the collection of activities in FOCUS Adventure. They are being categorized for ease of distinction when comes to activities selection or programs design. However, the list is not exhaustive. We constantly create new activities and you can look forward to more. We make no attempt at this point to make you a guru in conducting them. The purpose is to allow interested parties to obtain this valuable overview of the entire suite.

Energizers

Mobile Adventure Programs

Low E & Outdoors

Challenge Ropes Course

Profiling & Discussion

Water Based

Backside

Blindfold Squares

Giants Finger

Abseiling

DISC Dominance, Influencing, Steadiness and Compliance

Rafting

Canvas Drop

Building Blocks

Horizontal Spiders Web

High Elements

Myers Briggs Type Indicator (MBTI)

Jet Ski

Circle the Circle

Cats Cradle

Low Wall

Rock Climbing

Strength Deployment Inventory (SDI)

Banana Boat

Color & Body Parts

Cultural Jam

Mohawk Walk

Team Challenge Pyramid

Herrmann Brain Dominance Instrument (HBDI)

Sailing

Hunter, Fire & Earthquake

Diamond Maze

Nitro Crossing

Team Challenge Hourglass

Leadership Practices Inventory (LPI)

Kayaking

Evolution

End of The Line

Vertical Spiders Web

The Shackleton Story

Flying Fish

Handshake Challenge

Footza

TP Shuffle

The Story of Charlene

Water Theme Park

Yes or No

Helium Hula

Whale Watch

The Sailormoon

Water Scooter

International Handshake

Hex Mex

Wild Woozey

VisualSpeaks

Water Ball

Knotty Situation

Key Punch

Paintball

Knowing Me, Knowing You

Lego Serious Play

Laser Guns

Loose Change

Life Me Up

4-Ways Volley Ball

Pirates Walked the Plank

Mission Impossible

Beach Handball

Synergy

Octopus Doodle

Zorb Balls

Team Formation

Pathfinding

What is This?

Rollin

Fingerblasters

Tangram Tango

Tower of Hanoi

Combat Tank

Cooking

Mouse Traps

Turning Point

Warp Speed

Creative Clay

Roller Coaster Construction

Models and Anecdotes

This section covers the common models used in our programs. They will be demonstrated to the participants. Learning these models not only provides facilitators with content-based knowledge, the models help to put participants behaviors in perspectives thus making sense of it. The models also provide the contrast between what we perceive about ourselves and how we are in reality. As facilitators, possessing sound knowledge of the models will greatly enhance the program design and execution of the activities. Also critically, it augments the quality of the debrief.

A food for thought (FFT) when you read each model; always ask how is it related to the activities or program flow?

Experiential Learning Cycle

David A. Kolb (with Roger Fry) created the popular model for learning out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle. (See below)

Concrete Experience (1) Nothing beats feeling the real thing. There is a saying that goes; you got to climb the mountain to know the mountain. Although humans have the ability to simulate experiences in our mind that we have yet to receive, the real stimulus from the mountain is still missing. As it is not possible for any cyclists to forget how to ride a bicycle, it imperatives for the team to hands-on the experiences in order to optimize what can be learn from the experiences.

Observation and Reflection (2) Having tasted the experiences, the team would be able to talk about the taste and feel. Reflection is part of thinking process; by reflections the team can discover new perspectives and ideas that lead to learning.

Forming Abstract Concepts (3) With the abundance learning through reflections, the team can form generic concepts and principles to make things better. The concepts and principles may be both non-specific and specific to other situations.

Testing in New Situations (4) Forming the concepts and principles without applying them is useless. Any brilliant idea kept in the head is a dead one. Application of the concepts and principles to new situations is imperative to the development of the team.

FFT: How do you use this model during debriefing?

Tuckmans Team Development Model

The four stages of team forming is an evergreen model used by countless facilitators who conduct teambuilding or leadership related workshops. Frequently, it is the tip of the iceberg of the model that is being used. In fact, beneath the iceberg, it holds great substance and relevance to the activities conducted day to day. Lets dive deeper to make more discoveries of this wonderful model.

Overview

In 1938, Dr. Bruce Tuckman, a renowned psychologist introduced a 4-stage team developmental model. Less common to most, Dr. Tuckman has added a fifth stage to the model in 1965 which is the adjourning. Lets walk through the 5 stages.

Performance

Time

Forming

Storming

Norming

Performing

Adjourning

Infant

Puberty

Adolescence

Maturity

Reversion

At Communication Level

Courteous, Hierarchical

Broken down, unstructured

Structured and reflective

Generative, productive, creating network

Purposeful, conclusive

At Relationship Level

Polite, curious, wary, awkward and tense

Stressful, fiery, clique forming, disagreements

Stable roles, rules defined, reflective, WE before I

Seeks for development, trusting, openness, enabled

Bonded memories, maintains connection, anxiety, insecure

At Task Level

Information gathering, adjustments

Define boundaries

Structured, organized, clear goals and targets

Task oriented, creative, PDCA, driven

Handing over, concluding

Leadership Style

Directing (telling)

Coaching (advising)

Participative (facilitating and enabling)

Delegating (overseeing)

Directing (concluding)

The diagram above presents the 5 stages and its relation to one another. Notice the various perspectives expounded from the model. The table displays the observable norm behaviors within each perspective and within each developmental stage. In this way, the distinction between each stage is illuminated adequately.

Forming

Forming is the initial stage for all team formation. Members are curious about each other; communication is generally superficial and courteous. It can be hierarchical especially for some new teams that were formed with a defined structure. Occasion awkwardness can be felt as the each member is adjusting to the new team atmosphere. If a leader has been appointed, the situation calls for a directive style in leading as the team is in a volatile stage, waiting for someone to shine the light.

Storming

Getting into disagreement is inevitable for teams. As part the growing stage, if the storm did not sink the ship, it will make the crew stronger. It is common that intra-communication is broken down and it bears no structure too. Cliques started forming to establish pecking order, frequent disagreements result tension to fill the team atmosphere. Boundaries are taking shape but it is still very vague to the members. A leader under such situation should play as a coach, giving timely advices to the members, as such taking the team out of the storm gradually.

Norming

Out of the storm, come the still waters. Progressively, intra-communication of the team takes on a clearer structure. Crucially team members are reflective of their behaviors that led or lagged the teams performance. Roles and responsibilities are in placed, stability is felt by all. Imperatives to the team, goals and targets are well defined and accepted by the members. A leader should facilitate and enable the members to act at this stage.

Performing

Most wanted by all teams, the stage of performing. Generative and productive is the way they would communicate. The trusting attitude and openness enabled them to resolve any conflicts without needing intervention from the leader. Not only the team is task oriented and drive, each member is also well equipped with the required functional skills to act and perform. Seeking for development opportunities from the leader is common in this stage. The leader takes a back seat by delegation of tasks to the members and things will get done.

Adjourning

This stage signifies each members departure from the team. Usually, the required tasks have been completed and the purpose has been achieved. Members can now move on to new tasks or another team. It is common to hand over the incomplete tasks to another team. However, the members will retain the memories of their successful journey. Adjourning also means changing and inadvertently, this would induce uncertainly and anxiety to some members. The exiting leader should exercise resolution and firmness when communicating the impending changes.

Tuckmans Application

Do we consciously observe how we tie our shoe laces? Unlikely I reckon. However when our shoe laces keep coming undone while we walk, would curiosity arouse us to re-look at how we do it? While we are very familiar with the Tuckman model, it is a constant challenge for us to innovate about its applications in our activities; especially in various aspects like frontload, debrief or framing of the activity.

If we think that hammer is the only tool, we tend to see every problem as a nail. To explore Tuckmans model further, think along the line of crafting debriefing questions around it. To align your effort to achieve seamlessness, create isomorphs in your activity that are parallel to the Tuckman model. By this, participants will feel the direct relevance between the activities to the model. Good frontloading means half the battle won; there is always room to innovate. Lets learn the technique of fishing instead of waiting for others to fish for us.

FFT: When might you ask the participants; Which stage is your team in now?

Johari Windows

Johari Window is a communication model that can be used to improve understanding between individuals within a team or in a group setting. Based on disclosure, self-disclosure and feedback, the Johari Window can also be used to improve a group's relationship with other groups.

Developed by Joseph Luft and Harry Ingham (the word Johari comes from Joseph Luft and Harry Ingham), there are two key ideas behind the tool:

1. That individuals can build trust between themselves by disclosing information about themselves; and

2. That they can learn about themselves and come to terms with personal issues with the help of feedback from others.

By explaining the idea of the Johari Window to your team, you can help team members understand the value of self-disclosure, and gently encourage people to give and accept feedback. Done sensitively, this can help people build more-trusting relationships with one another, solve issues and work more effectively as a team.

Concept of Johari Windows

The Johari Window model consists of a foursquare grid (think of taking a piece of paper and dividing it into four parts by drawing one line down the middle of the paper from top to bottom, and another line through the middle of the paper from side-to-side). This is shown in the diagram below,

Using the Johari model, each person is represented by their own four-quadrant, or four-pane, window. Each of these contains and represents personal information - feelings, motivation, etc. - about the person, and shows whether the information is known or not known by themselves or other people.

Quadrant 1: Open Area

What is known by the person about him/herself and is also known by others.For example knowing each others names. After self-introduction, everyone will know each other and the information will be in the open. From the newspaper, anything being reported in newspaper remains in the open.

Quadrant 2: Blind Area (Feedback)

What is unknown by the person about him/herself but which others know. This can be simple information, or can involve deep issues (for example, feelings of inadequacy, incompetence, unworthiness, rejection) which are difficult for individuals to face directly, and yet can be seen by others. Commonly known as Blind Spot; when driving, blind spots are inevitable. Only when the driver look over his/her shoulders, the content in the blind spots can be seen. Likewise, with peer-to-peer feedback we will can find out the strength and weakness of each other in terms of skills, knowledge and attitude.

Quadrant 3: Hidden or Avoided Area (Disclosure)

What the person knows about him/herself that others do not. By getting to know a person better, more exchanges of information will take place. You may discover about the smoking habits of a colleague, his likings in movies, food, etc.

Quadrant 4: Unknown Area (Potential for Discovery)

What is unknown by the person about him/herself and is also unknown by others.

The process of enlarging the open quadrant vertically is called self-disclosure, a give and take process between the person and the people he/she interacts with. As information is shared, the boundary with the hidden quadrant moves downwards. And as other people reciprocate, trust tends to build between them.

FFT: Which windows are we trying enlarge?

The 4 Ms

The 4 Ms is an effective model to emphasize on mindset change; the 4 Ms are, Mission, Members, Methods, Mindset; the need to adapt to the changing environment can never by over stated. What drives our actions is our thinking. The way we think correlates the kind of mindset we hold. Some people would refer to mindset as worldview, fundamental beliefs, belief system, etc. Although differently termed, they are common in its meaning and essence. These beliefs formed the bedrock values for each person. Collectively, the bedrock determines the way we interact with the real world in both aspects of sensing and thinking. Perhaps it is easier to say that we have unique personalities that set us apart psychologically.

When there are noticeable changes in some distinct behaviors in people, there will be cognitive changes in those people. Some changes may be profound while some are skimming the surface. Nevertheless, the changes are brought about by change in thinking. For changes to take place, the right impetus must be present.

Presenting the 4 Ms model is most fitting for activities that emphasize on mindset change. The helium hula is a good example to introduce the 4 Ms. Read further for the illustration of the process.

Allow the helium hula to progress as its usual structure up to round two. At round two, pause for a process debrief to introduce the 4 Ms. Make sure you have a flipchart ready to write the 4 Ms. Start by asking,

Facilitator: What is the mission? For the helium hula activity I mean.

Participants: To lower and rise the hula hoop once.

Facilitator: Can we change the mission according to our preference?

Participant: By and large no. There may be exceptions. In society, there are many surprises.

Facilitator: For the helium hula activity, can we change the mission?

Participant: For this activity, there is no indication that it can be changed.

At this instance, the facilitator should write the word mission on the flipchart.

Facilitator: Who will accomplish this mission?

Participant: It would be us, right?

Facilitator: Can we change the current member?

Participant: Probably not.

Write the word members on the flipchart

Facilitator: To get the hula hoop to work for your team, did you develop ways to achieve that?

Participant: Yes, we did come out with several methods.

Facilitator: Methods you mentioned?

Participants: Thats right.

Write the word method on the flipchart paper.

Facilitator: Can we change the method?

Participant: Sure we can.

Facilitator: Changing the methods are overt behaviors, the actions we can see, but what drives the change of method?

Participants: Perhaps, our thinking.

Facilitator: What about the rest? What do you think?

Most would agree with it. Look for verbal confirmation.

Facilitator: Would be appropriate to use the word mindset?

Participants: That would fit.

Write the word mindset on the flipchart.

Facilitator: So the mindset must change before the method, right?

Reading the non-verbal signs from the participants, there is no need to solicit a loud verbal agreement on the mentioned insight. When the facilitator could feel the implied agreement from the participants, move on with the activity.

Go on and challenge them to cut down their current helium hula timing to one that almost sounds insurmountable. You would expect doubts to be cast on your challenges by participants. This is evident of resistant to changes as their established process is a comfortable and safe one. Emphasize on the essence of the 4 Ms model, the initial resistance should subside. While enthusiasm is still high, announce that the next few minutes are granted for R&D. Using the 4 Ms, it is usual to yield the expected outcome. To demonstrate the benefit of changing mindset, start the next official round. Make sure the timings are being recorded. When all teams have achieved a quantum leap in their timings, the facilitator can solicit for the critical success factor. With little hesitation, the participants would be able to identify it as the change in mindset that leads to a better method. As the facilitator deems fit, the activity can continue or terminate. The facilitator should latch on to the momentum and process the experiences.

FFT: What is another term to describe mindset change?

Success Engine

There are numerous models and theories that emphasize on the recipe to success. Which one will work? It is a question of skill, knowledge or attitude? The most common reply is probably a blend of the three. In theory, if all contributing factors are being observed and practiced, success would be eminent, isnt it? This model is actually a reinforcing loop that illuminates four major elements relating to achieving success in working teams.

The Model

The model centers on the word quality and mutual reinforcements. The diagram below shows the four elements that made up the model. The block arrows formed a loop in which the elements are related to each other. Interdependent as they are to one another, they also reinforce each other in an infinite loop.

SHAPE \* MERGEFORMAT

In brief, with quality relationships among team members, it will augment our quality of thinking. When our thinking is of quality, it will lead to quality actions during execution. Without a doubt, quality results will be inevitable. The loop completes when quality results are achieved, the interpersonal relationship gets enhanced.

What if we have to force rank the four elements? Which one will come out on top? Not conclusive but very common, the quality of relationship will.

More than often, we will wish to focus on the four elements to achieve perfection. However, perfection is a mirage. Reaching the perfect spot will never happen. Humans have channel capacity; it is an inherent limitation. E.g. there are only 7 numbers in our telephone numbers. It is not limited by technology but rather by humans. Research has shown humans inability to properly recall number sets containing more than 7 random numbers. Henceforth, telephone numbers started with just 7 numbers. Likewise, we will not be able to focus on all four elements simultaneously. One may argue that there only four elements and it is not too heavy for humans to look into. In reality, relating to the four major elements, there are plenty more sub-factors from each element to consider.

So how would focusing on relationships bring about cross augmentation to the other three elements? Although not backed by empirical data, there numerous anecdotes to convince many skeptics. The Maslow Hierarchy of Needs, a five-stage model illustrates humans enduring desire to seek for basic needs like food, shelter, air, etc. progressively to some higher order needs like self-esteem, creativity, self-actualization, etc. Cutting through all the five stages, the impetus for the search is to obtain a state of cognitive equilibrium that is extraverted in the form of happiness and peace.

What can bring give us happiness and peace? From the pragmatic school, it would be from abundance of material wealth, absolute authority, prominent social status, awards and accolades, etc. that will give us happiness and peace. Material wealth is temporary; if our concept of happiness is founded upon such temporal materials, the happiness will automatically cease to exist when the materials vanish. Moreover, there are many anecdotes to show us otherwise.

Lifeless materials offer us temporary happiness and peace; unlike humans who can offer much more. No man is an island, this notion depicted our desire to build connections between people to people which is all about building relationships. In order for a family, an organization, a sport team, an expedition team, etc. to succeed in achieving their common goals is to foster quality relationships. Weak or hostile relationships breed negative energy among team members which is usually subterranean. These are intangible obstacles that will block or inhibit the communication flow between members. With frequent destructive communications, the connections between team members soon turn into gaps even taking opposite stance. The progression of towards their common goals will be shackled by this subterranean negative energy. Not much progression to discuss about, merely damage control measures as interventions.

Placing weight on building quality relationships will lead to positive thinking which is an indication of quality thinking. A positive mind will translate to quality actions. Executing quality actions will assuredly achieve quality results. In turn, the quality results will reinforce the belief of building quality actions. The loop continues

FFT: What one is most important to you?

The G.R.I.P.

Getting a GRIP! Sometimes we need to get a grip on things. It can mean seizing control of a certain situation, to remain compose, to be focused, etc.

The model G.R.I.P. suggests a diagnostic framework for identifying the priority areas. It identifies the key elements of team performance as goals, roles, interpersonal relationships and processes (GRIP) as a basis to serve for diagnosis of priority issues to be addressed in a team development event.

SHAPE \* MERGEFORMAT

Goals

It depicts what the team wants to achieve. This will determine the emphasis, directions, resource allocation, feasibility, etc of the journey to be embarked by the team. Goals can be long or short term, major or minor, critical or auxiliary, etc. Goals are usually visible and not difficult to determine. By and large, most goals can be measured by putting an appraisal mechanism in place.

Roles

In the effort to achieve the goals, the available manpower and talent need prudent deployment to achieve optimal. Liken to any organizations, each person has his/her organic roles and responsibilities to be fulfilled. Delineating roles can help in prioritizing issues to cover thus leading to tasks completion without any duplicated effort or resources. Determining the effectiveness of the created roles is easily achieved by measuring productivity.

Interpersonal Relations

Whilst achieving the set goals, co-workers will interact, discuss, meet, argue, etc. Good results doesnt equate to strong team. A group of well trained mercenaries can surely achieve many goals assigned to them but making little or no mileages in building relations. Not giving adequate emphasis to building relations, a fuzzy element will breed undisclosed task expectations among co-workers and these things will turn into assumptions. Needless to elaborate what assumptions will yield.

Processes

With goals set, manpower deployed, roles delineated, the team needs a route that will lead to the goals step by step. Developing a smooth process allows optimal manpower engagement. The process acts like a thread, weaving through all individual roles into an integrated sum. Putting in place key indicators along the process is one sure way to measure its effectiveness.

Application

Many organizations will place emphasis in setting goals, defining roles and developing processes while giving very little effort and resources to relationship building. The driving forces exerted by achieving revenue can easily overshadow the needs to build relations. The ease in measuring goals, roles and process far supersedes the ease in measuring relations too. Unobtrusively, we are being conditioned to the obvious and tangibles i.e. the goals, roles and processes while we become less sensitive to the need for building relations. To build a team is fostering relations, without this fuzzy bond, the team can only norm but hardly perform. Facilitators can use the G.R.I.P. model to debrief the Blindfold Square activity. Not the only but a typical debriefing flow when using the model.

Facilitator: What are the goals?

Participants: Each team to form a square and overlap both squares by 50%.

Facilitator: Are their roles being assigned?

Participant: Yes there are.

Facilitator: Did the team develop steps to get the square formed?

Participant: Yes.

Facilitator: Please allow me to share a model with you. This model provides a diagnostic framework for teams to prioritize their team issues. (use the flipchart to draw the model but leaving the I not explained)

Ask the participant what they think I is. You would expect responses like Instructions, Intelligence, etc. Allow them to think a little. The next part is critical; getting the participants to prioritize which is the important issue for building teams. In any team building programs, building relations is the key and it is important for them to acknowledge how little attention most people have gave to it without even realizing.

Facilitator: Do you think goals have feelings? Will goals adjust itself to fit the team?

Participant: Unlikely.

Facilitator: What about roles and processes? Are they so different from goals?

Participant: They are similar.

Facilitator: Lets look at the I. When we work on a task together, other the goals, roles and processes, what brings you all together? (Expect a momentary of silent as they are thinking)

Participant: Should be our interaction. Is that right?

Facilitator: What do the rest think? (Look out for non-verbal agreeing cues)

Facilitator: Earlier we mentioned that goals, roles and processes have no feeling. Would you agree that the feelings can be found in I which is the interpersonal relations?

Participant: That makes sense to us.

The facilitator could emphasize on how little effort most people would place in building relations at workplace. With this awareness raised, the facilitator could get the participants to give concrete examples on how interpersonal relationships can be augmented at workplace

FFT: Which activity appears to fit the GRIP model?

Old to New Shoes

Nobody can avoid the initial discomfort of fitting into a new shoe. To some, departing with the old shoes seems difficult. It is also inevitable that sores and blisters will develop as one wears the new shoe and that makes you wonder if the selected new shoes are the right one. Feelings of wanting back the old shoes will continue to cast doubts in the suitability of the new pair. Such paradox; getting new shoes is unavoidable but letting go the old pair is difficult is common to us and it can paralyze our decision-making ability. Letting go isnt an easy thing for all. By the same token, why is it so tough to let it go? It is always between the clobber and new shoes.

New Shoe

Old Shoe

Cognitive Level

Uncomfortable

Does not conforms to wearers feet

Uncertain about its performance

Comfortable

Adapted to wearers feet

Emotional attachment

It has worked, it should continue to work

Systemic Level

Lacing system may not be like the old pair

Perceived performance

Initial investment on new shoe

Design may be drastically different from the old pair

Initial sores and blisters

Familiar with lacing system

Proven performance record

Undergone repairs

Repair costs manageable

It is a clique to say that our personalities differ but it is the fundamental truth that resulted in the ways we think of new and old shoes. Our worldview a.k.a. beliefs are made up of a collection of anecdotes and knowledge of what we know at both conscious and subconscious level.

The beliefs drive our decision-making process and the product is a reflection of our behavior, whether appropriate or not. In corporate learning, the essence of this anecdote is the ability to let go of the old system and embrace the new one across all hierarchy levels. The anecdote is most applicable when an organization is undergoing major changes in manpower structure, company policies, business processes or information technology.

For any change process to achieve completeness, the process has to be led and managed. Usually the leaders are responsible to lead and manage the change process and it is also when they failed to do so the change process failed. The failure in the change process will result in widespread of uncertainties, apprehensions, anxieties, etc at the workers level and predictably, the organization will suffer a dive in performance. It would be like the new shoe fails to perform at its intended or designed level without knowing the reasons for it.

The root of such failure is usually the communication process which is also a subset of managing change. Change has to be effectively communicated to all levels. The communicator plays a critical role in steering the change process to success and the attention and preparation for its communication can never be overly emphasized.

Facilitators can use this anecdote to illustrate the various aspect of change process and solicit their views and understanding hence generating useful discussions among participants. Remember to focus on the use of keywords to invoke thoughts and insights from participants, summarizing the share insights to conclude the discussion.

Below illustrates one version of the story,

Far away in the horizon formed by the Gob desert and the skyline, there are two persons walking on the dry and hot sand, making their way to the promise land where they can find abundance of food, water and advance habitats.

Their names are Hmm and Ah. They have been walking for months but they still see no signs of the promise land told to them by their elders. Not conceding defeat, they continue to push on with their will.

Not relenting to the scotching heat of the sun and desert, perseverance had carried them miles after miles and suddenly, Ah had discovered that his shoes are showing signs of depreciation after the prolonged usage. The left outsole is on the verge of detaching from the shoes body, he can no longer feel the dampening and insulating effect from the shoes as he began to feel closer to the sand as if there wasnt any protection to his feet.

Ah then looked at Hmms shoes and they look exactly the same; they were depreciating too. This sets AH to think; how long can this pair of shoe last? Can he still go on without the shoe? Uncertainties started to cloud his mind and simultaneously he worried for Hmm.

Ah is very determine to reach the promise land but he knew if their shoes retired on them, it may affect their chances of reaching the promise land. Ah brought to Hmms attention about his shoes conditions but Hmm brushes it off by saying; This pair of shoes had brave all storms and heat with me for many years, it is the most comfortable shoe I have owned. It will last and I have no intention to change a new pair.

Silenced by Hmms remarks, they continued with their journey to the promise land. Suddenly Ah spotted a little hut, in it he saw many pair of shoes being displayed. Ah was delighted and quickly rushed towards the little hut. Hmm was not least interested in the hut, so he moved on.

In the hut, Ah was given VIP treatment by the hut owner and he quickly drops off the worn-off shoes and used almost all his valuables to exchange for a brand new and better-designed pair to meet the desert challenges. As Hmm walked pass the hut, Ah waved at him with great excitement, inviting him to change a pair of better-designed shoes. Hmm replied; With new shoes, you will bound to be uncomfortable, moreover it is likely to cause you blisters. No amount of positive thinking will get you through the pain from blistered feet. I am comfortable now, I will continue the journey and see you later, alligator.

Ah thinks; It makes sense, if I have blisters, that would means I cant walk anymore. How can I ever make it promise land? Immediately, he asked; How to prevent blisters from forming? The owner confidently said; Preparation and knowing the new shoes well are the keys to blisters prevention. First you must learn how to walk in the new shoes, and pre-taped the anticipated hot spots on your feet. That will give a pleasant journey ahead. Remember, bring extra tape with you to re-taped the worn off first layer. I can teach all I know about walking in this new shoe now but you must understand the essence through practice and eventually manage the new shoe on your own. I cant fish for you, I can only teach you the fishing skills. Your journey is still young, many things can happen. Last but not least, wear socks.

Ah armed with the new found knowledge, surged ahead toward the promise land while Hmm has already made certain headway during Ahs stay in the hut.

On the horizon, Hmm started to detect signs of the promise land. He was overjoyed to see it and he step up his tempo to get there as fast as he could. Unexpected to Hmm, his shoes ripped apart into pieces. The beatings have finally taken its toll on his shoes and now the shoes are unusable. Although Hmms shoes were out, he refused to stop. Discarded his beloved shoes, he carried on with the journey. Shortly into the journey but now without the protection of shoes, he began to feel the heat and the abrasive sand attacking his feet with each step he took. Hot spots started to form, it then progressed to blisters and finally the blisters were ripped opened by the abrasive actions of the sand. To the point of unbearable, Hmm halt and looked at his heavily battered feet. Still refused to give up hope on the promise land, he limped slowly ahead, with excruciating pain on every landing of each foot. As slow as a snail, the hopes and positive self in the beginning have dwindled down to desperations and prayer of reaching the promise land soon so to end all agony.

Meanwhile, Ah was feeling unfamiliar when he started walking in his new shoe. There were doubts in his head that this new shoes were the right decision he had made. Nevertheless he kept in mind what was taught to him and moves on. Gradually, he could feel a different form of comfort that was offered by the new shoes. His mood has been lifted as he became more comfortable with the new shoes he has. His pace was increasing at a steady rate, his hopes in getting to promise land were greater too, things seems so fine to Ah.

Finally Ah has the promise land insight. Ah was also told by his elders that if he failed to reach the promise land before the sunset from the first sight, it will move away from him. Ah was not going to accept the failure to reach the promise land. Fueled with excitement and adrenalin, Ah surged ahead with great speed and with his new shoes. Not long after, he finally reached the promise land and he could feel the live and the joyous atmosphere.

He was overwhelmed by the fact he has reached the promise land after all the hard work and persistent effort he had put into. Ah started to wonder Hmms whereabouts as he could not see Hmm around.

Back in the desert, the sun is setting into the horizon, as the sun descent, the promise land seems to move away from Hmm. He was struggling hard to inch forward, every step was simply unbearable and he was no longer positive and hopeful. Eventually Hmm stopped, both in his legs and his mind.

FFT: Recall you personal shoe change experience.

Using the Models or Anecdotes

Nothing is more important than using the models to augment programs quality. Firstly, as facilitators we should invest enough time to internalize these models as the applications of these models are virtually unlimited. Learning them well will equip any facilitators to take on a myriad of participant types. Perhaps, it might not be useful to prescribe the commandments of using the models. I will simply suggest the recommended attitude in mind to adopt when using them. Here goes,

1. Respect its origin

2. Avoid distorting facts

3. Adapt with respect

4. Understand the essence of the models before attempting to present them

5. Able to articulate the essence clearly

6. Discern for connectivity between activities structure and the models

Execution - The FOCUS Adventure way

The effectiveness of our programs lies in structuring them into progressive stages. Success breeds confidence, accumulating small wins form the foundation to teambuilding. Our programs are structured in such manner that creates multiple and progressive stages to reinforce learning.

The facilitators skillfully influenced the participants to display certain behaviors which will enhance the activities. Skillfully, the facilitator delivers the activities instructions to influence the participants behavior. In essence, it is the art of emphasizing and omitting of some carefully selected instructions while briefing the participants of the activities objectives and regulations. This effect takes place unobtrusively that is not obvious to the participants; like Law Eight in Peter Senges book, Fifth Discipline, which is not obvious.

The progressive stages create contrast that is evident to both facilitators and participants. The contrast provides sources for debriefing topics as long as the facilitators can discern it.

Create new paradigms or making paradigms shifts are what FOCUS Adventure does well. This is achieved by introducing subtle changes to the activities flow, props set up or regulations that the participants least expect. Such subtle changes are introduced with the aim of creating astounding learning because the feeling of breaking free from their underlying assumptions of the activities is usually evidently felt by the participants.

Timely intervention is skillfully executed during the activities. The interventions have great augmentation effects to the desired outcome of the activities. Again, these are not some highly visible efforts but are carefully identified actions; synonymous to Law Eight. What are interventions for FOCUS Adventures activities? Typically, they can be broadly grouped into the following,

Asking leading questions to jump-start a stalled program situation.

Making connections of the observable behaviors to some models discussed earlier.

Inject humor that carries learning insights or simply to make the atmosphere light, funny and enjoyable

To execute a planned intervention e.g. swapping ownership to any construction based activities to create cognitive dissonance to the participants.

An effective opening is half the battle won. FOCUS Adventures programs opening template has been perfected after years of honing. Even a rookie facilitator with limited exposure or experiences can provide a good experience for the participants by just stick close to the template.

The high fun factor generated by both the facilitators and activities is primary the major reason to why FOCUS Adventures program sticks with people. Coupled with the skillful facilitators integration of the sure-fire humor at the right time, remember our programs arent a surprise.

Facilitators are discerning of the participants evolving needs. Adaptability is an evident strength of FOCUS Adventure. The facilitators will too go to great length to accommodate the participants requests. Usually the facilitators are expected to cover the activities executed and learning transfer. In FOCUS Adventure, the facilitators can adapt into other roles whenever necessary for the reason of delighting the participants beyond what the activities could offer.

Skills Bay

What are the perceived possible strength and gaps in the field of facilitation?

Sometimes, we are well aware of what we know but sometimes we dont. In all learning matters, there are four quadrants of competency proposed by Gordon Training International. See diagram below.

In short each quadrant means,

Conscious Competence

youre well aware of what you are capable of.

Unconscious Competence

hidden capability you have yet to discover. Others may know about but youre oblivious or generally unsure. The person may come across as not confident.

Conscious Incompetence

youre well aware of what are not capable of.

Unconscious Incompetence

you assume to possess certain capabilities that are not true. Others may know about but youre oblivious to it. This trait is a potential source of failures.

In FOCUS Adventure, we take a serious view in developing the partners. We would like to think that the environment FOCUS Adventure has created is one that advocates creativity and progressiveness. Facilitators should be growing constantly. They should always find passion in the things they do. We are well aware that learning and development is a critical component in their personal development in relation to the career therefore FOCUS Adventure would do its best to provide a developmental path that is clear, achievable and inspiring.

In FOCUS Adventure, we call it the Facilitator Route Map (see details in Annex D). The route map is designed with progression and distinction as its cornerstone. It is presented that even a rookie can easily perceive the journey and its requirements. The translated effort to be invested when crossing between significant levels is by no mean mediocre. Progressing from one level to another is likened to pursuing for personal mastery. Without creating the personal vision, without passion, one may not breakthrough to the next level. Being self-directed and resourceful are imperatives. There is no hand-out in FOCUS Adventure but it is also not something unattainable. We wish all the best in your pursuit for mastery.

Below is a skill checklist for learners to uncover the various competency strength and limitations. The discovered competency gaps should be turned in coaching activities and personal developmental goals.

Owners Name in FULL

:

Date

:

Scale

No

Competency Elements

Dont Know

Unsure & Tentative

Relatively Able

Good

Effective & Fluent

Exceptional

Additional comments

1

2

3

4

5

6

1.

Conducts experiential based activities

2.

Conducting Outdoor Activities

3.

Conducting CRC

4.

First Aid Responder

5.

Pleasure Power Boat Driving

6.

Conducts Activity Risk Assessment

7.

Knowledge on Local SOP

8.

Knowledge on Activities

9.

Engaging participants

10.

Response to contingencies

11.

Facilitation Skills

12.

Giving Instructions

13.

Observation Skills

14.

Basic Writing Skills

15.

Presentation Skills

16.

Engage Clients in Meeting

17.

Rudimentary Program Design

18.

Knowledge on Preparation and Post Program Activities

19.

Performs Pre Program Activities

20.

Performs Post