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F A C I L I T A T O R G U I D E

Effective Communication (SAMPLE)

©2013 Fannie Mae - For Internal use Only. Trademarks of Fannie Mae.

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Effective CommunicationFACILITATOR GUIDE

TABLE OF CONTENTS

BACKGROUND INFORMATION............................................................................1

COURSE OVERVIEW...............................................................................................1

COURSE OBJECTIVES.............................................................................................1

CLASS SIZE.............................................................................................................1

MATERIALS NEEDED..............................................................................................2

GUIDE ICONS.........................................................................................................4

MODULE BY MODULE OVERVIEW OUTLINE..........................................................5

SESSION PREPARATION.........................................................................................6

EFFECTIVE COMMUNICATION.............................................................................7

SECTION 1: INTRODUCTION AND HOUSEKEEPING................................................7

SECTION 2: FOUR KEY INTERPERSONAL SKILLS...................................................10

SECTION 3: PROVIDING AND RECEIVING FEEDBACK...........................................21

APPENDIX........................................................................................................ 24

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BACKGROUND INFORMATION

COURSE OVERVIEW

This four-hour module continues the management curriculum and is designed to increase each participant’s skills in communication, providing feedback and receiving feedback.

COURSE OBJECTIVES

At the end of this course, participants will be able to:

Use four key interpersonal skills to effectively deliver messages and influence others. Prepare feedback statements to describe performance and impact to the business. Deliver redirecting and reinforcing feedback following the delivery framework and

guidelines. Receive feedback from employees in a professional manner.

CLASS SIZE

[Ideal class size here]

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MATERIALS NEEDED

Materials LIST ALL COURSE MATERIALS REQUIRED—SEE SAMPLES BELOW

Facilitator slides on laptop or disk (alternative: overheads) Participant Workbook (includes all worksheets)—print 2-sided Prework Assignments Evaluations Name Tents Blindfolds (one per person)

Equipment LIST ALL EQUIPMENT REQUIRED—SEE SAMPLES BELOW

The following equipment is needed to conduct the session:

Two flip chart easels with blank pads LCD Projector Screen Colorful Markers (for facilitator) Masking Tape

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Flipcharts List the content of any flipcharts that need to be prepared in advance

PF1. “Welcome” chart with course title and your namePF2. Introductions

Name Communication Challenges

PF3. Ground Rules All questions are welcome Everyone has something to teach Stay focused Look for opportunities to provide feedback to each other

during the session Respect time: breaks and lunch Respect each other: confidentiality, no electronics

PF4. Parking LotPF5. Delivery Framework

Describe the situation Express the business impact Discuss the feedback Discuss next steps

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GUIDE ICONS

The following table outlines some of the icons you may encounter throughout this guide:

Icon Definition

Activity or exercise more suitable for large groups (15 or more participants)

FACILITATOR NOTE

Information specific to assist with conducting an exercise or activity or to provide additional information useful while facilitating.

Transition to next module or section.

Key point that needs to be highlighted. If specific wording should be used, it will be included.

Flip chart used as part of the facilitation or exercise.

Show video clip or DVD

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MODULE BY MODULE OVERVIEW OUTLINE

NameTime (in minutes)

Overview

Section 1: Introduction 8:00 – 8:15(15 minutes)

Introduction and Housekeeping

Section 2: Four Key Interpersonal Skills

8:15 – 10:15(2 hours– incl. 15 minute break)

Overview Immersion Exercise: Campfire Chat Skills Overview: Out of the Box Questions Reflecting Practice Providing Practice: Delivering the

Message Break (15 minutes)

Section 3: Providing and Receiving Feedback

10:15 – 10:45 (30 minutes)

Review and discuss feedback guidelines Delivery framework:

‒ Describe the situation‒ Express the impact‒ Discuss the feedback‒ Discuss next steps

Requesting/Receiving FeedbackSection 4: Skill Practice 10:45 – 11:50

(55 minutes) Communication Best Practices

Brainstorm Trio-Group Real-Play: Providing Feedback

Section 5: Summary & Next Steps

11:50 – 12:00 (10 minutes)

Summary Available Learning Resources Evaluations Conclusion

Total Time 4 hoursincl. break

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SESSION PREPARATION

Use the following checklist to ensure that you are prepared to facilitate the session:

PRIOR TO SESSION

Review facilitator guide, making notes that will help as you facilitate

Review participant guide to ensure that you are familiar with the course materials

Setup and test A/V and other equipment that will be used during the session prior to the start of the session

DURING THE SESSION

Create an environment that allows participants to feel comfortable sharing information and encourages honest communication

Encourage participation

Maintain pace so that course is delivered in the time allotted

AFTER THE SESSION

Follow-up on any questions or issues raised during the session that needed follow-up

Provide feedback on materials to TM via email

Review participant feedback

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EFFECTIVE COMMUNICATION

SECTION 1: INTRODUCTION AND HOUSEKEEPING

[Display prepared flipchart with the title of the session and your name before participants arrive]

[Image of slide 1] Slide 1: Introduction

WELCOME8:00 AM – 8:15 AM (15 minutes)(Welcome statement and instructor introduction goes here.)

[Image of slide 2] Slide 2: Learning Outcomes

SAYAs a Result of Participating in This Workshop, You Will Be Able to: Use the four key interpersonal skills to effectively receive

and deliver clear, focused messages. Prepare feedback statements to describe performance and

impact to the business. Deliver reinforcing and redirecting feedback following the

delivery framework and guidelines. Receive feedback in a professional manner.

[Explain that the purpose of the session is to expand on their current communication skill set to increase the effectiveness of the messages they receive and deliver. ]

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SAYWhile we often talk about feedback in a generic sense, we will be looking at using feedback in a much more strategic way in this session:

Opportunities to provide feedback How to provide and receive feedback

SAYLet’s take care of some housekeeping before we move on.

[SHOW PF2: Participant Introductions]

ASKAsk each participant to introduce him or herself by providing the following: Name Communication challenges

SAYLet’s take a quick look at our agenda for the day.

[Image of slide 3] Slide 3: Agenda

SAY Introduction Four Key Interpersonal Skills

‒ Practice sessions Providing and Receiving Feedback

‒ Delivery framework‒ Managing difficult conversations‒ Requesting/Receiving feedback‒ Trio-Group Practice

Summary and Conclusion

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FACILITATOR NOTE: Emphasize that the timing of the day is very tight and that everyone must return from the break on time, or we will run past our scheduled ending time.

[Show PF3: Ground Rules]

SAYHere are some ground rules for the session that will help ensure a positive learning experience for everyone.

DOWrite these on a flipchart: All questions welcome Everyone has something to teach Stay focused Look for opportunities to coach during today’s session No electronics Respect timing of breaks Respect confidentialityASKDoes anyone have any other ground rules to add before starting the next section?

[Show PF4: Parking Lot]

EXPLAINTell class that there is a Parking Lot flipchart to note any questions or concerns that do not directly relate to this session or need to be discussed offline.

We’re going to start off with an exercise where you can put the communication skills you read in your Prework to work.

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SECTION 2: FOUR KEY INTERPERSONAL SKILLS

8:15 – 10:15 AM (2 hours; includes 15-minute break)

[Image of workbook page]

[Image of slide 4]

ACTIVITY: Group Exercise: Campfire Chat8:15 – 8:30 AM (15 minutes

FACILITATOR NOTE: Introduce the group exercise for interpersonal skills: A Campfire Chat.

DORefer participants to the exercise in their workbooks on page 3.

SHOWSlide 4: Group Exercise: Campfire Chat

SAYThis exercise will give you a chance to try on the interpersonal skills you read about in your Prework assignment.

CONDUCT activity and keep track of time. End the exercise after 5 minutes. Use the following steps:

Have participants bring their chairs into a circle (or 2 circles if that is more practical).

Assign participants their discussion topic: What are the greatest challenges facing you in these times of change?

Explain that participants should discuss the topic for 5 minutes.

Hand out the blindfolds and instruct participants to put them on.

ASKHow did the blindfolds affect the use of your interpersonal skills? Elicit responses, such as:

Had to listen more carefully

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Couldn’t interrupt as easily No body language involved Didn’t always know who was talking

EXPLAINExplain that the use of interpersonal skills does not always come naturally, that they require focus and effort.

Let’s quickly review the four interpersonal skills outlined in the Prework…

[Image of slide 5]

ACTIVITY: Interpersonal Skills Overview, Out of the Box Questions, Activity and Debrief8:30 – 8:50 AM (20 minutes)

Slide 5: Four Interpersonal Skills

EXPLAIN that the four interpersonal skills are listening, probing, reflecting and providing.

DODiscuss the listening skill and the campfire chat outcomes related to listening.

Explain the four listening techniques:

Body Language Verbal Behavior Awareness Interest

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KEY POINTOne of the strongest questioning tools that managers can use to elicit information is an “out-of-the-box” question.

[Image of slide 6] Slide 6: “Out-of-the-Box” Questions

SAY Out-of-the-box” questions prompt an individual to:

– Think– Speculate– Go beyond the obvious– Be creative– Take some time to answer

Provide examples of this type of question, such as: “What would an ideal project team look like to you?” “What would you do if you had one more hour in a day?” “If I could do any one thing to help you embrace the

changes we have been experiencing, what would it be?” “What one thing would make your job more satisfying for

you?”

ASK When would you use out-of-the-box questions? How could you use these questions without sounding like

an interrogation? What would be the impact to the employee of asking

these out-of-the-box questions? How do you think employees will respond to out-of-the-

box questions? (People may need to think about the answers and get back to you.)

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[Image of slide 7]

[Image of workbook page 9]

Slide 7: Individual Exercise: Out-of-the-Box Questions

The Out-of-the-Box Questions Worksheet on page 9.

SAYThe purpose it to create some “out-of-the-box” questions to prompt people to think creatively and improve performance.

Step 1: List three or four questions that will encourage people to openly discuss a situation and how to improve or enhance performance.

CONDUCT the exercise and keep track of time. End the exercise after five minutes.

ASKWhat questions did you come up with?

SAYIt may be difficult to think up really thought-provoking questions, but the information that you get will be much more valuable than a simple open-ended question.

Now that we have asked questions that prompt individuals to talk, let’s build skill to make them feel heard…

[Image of slide 8] Reflecting8:50 – 9:25 AM (35 minutes)

Slide 8: The Reflecting Skill

SAY Reflecting involves:

– Listening for facts and feelings– Using empathy to acknowledge the feelings– Probing for and summarizing the facts

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DODiscuss the key aspects of reflecting, which participants read about in their Prework.

Provide examples of what reflecting sounds like in practice, such as: “That must be very frustrating for you” “I can understand your anger about the situation” “Let me see if have heard all the facts of the situation

correctly…” “As I understand it, your plan is to…”

Provide non-examples—what reflecting does not sound like, such as: “So you were stuck on the train for 90 minutes when your

commute should only be 30.”– Parroting, or repeating exactly what was said, is

annoying and does not convey an understanding of the facts or feelings

“You were stuck on the train for 90 minutes?”– A good reflection is a statement, not a question.

“You’re right!” Or “I disagree.”– Agreement (or disagreement, is not reflecting. It is a

response. You can (and should) reflect a statement you do not agree with, to make sure you understand the person’s point of view.

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SAYHere is another tip. Use “equal energy” when reflecting. For example, if the person is very emotional, your reflecting statement should contain an equal level or balance of energy—if you sound too passive or calm, you could be perceived as not taking the person seriously. Also, if someone is very low key and you come across very excited and high-energy, you will lose credibility.

Now, why don’t you try this out for yourselves?

[Image of slide 9]


Slide 9: Individual Exercise: Reflecting Skill Practice

DORefer participants to their Workbooks, page 11: Individual Exercise: Reflecting Skills Practice

SAYThe purpose is to practice using the reflecting skill to restate facts and feelings Individually, craft your responses to the statements on

page 9. Don’t spend a lot of time writing your responses. Keep

them brief.CONDUCT the exercise and keep track of time. End the exercise after 5 minutes.

ASKWhat were some of your responses?

DOAsk for volunteers to give their responses to the statements. Elicit one or two responses at the most for each statement.

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PROVIDESample responses: It must be frustrating for you when you can’t see a

project through to the end. You sound shocked that I would say that. You seem worried about your own situation with all the

changes going on.SAYSince this is a difficult skill to get comfortable with, we are going to practice it more in the large group.

[Image of slide 10] Slide 10: Large-Group Exercise: Reflecting Facts and Feelings

SAYThe purpose is to practice reflecting facts and feelings.

CONDUCTRead a statement to particpants.

Have participants reflect facts and feelings until you are satisfied that you have heard and understood the issue and feelings.

Timing: 25 minutes

SAYWe will now have an opportunity to practice reflecting the facts and feelings of an employee out loud.

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ACTIVITY: Reflecting25 minutes

CONDUCT Ask for a volunteer to begin the exercise by reflecting the

facts in feelings in your statement. Read a statement, modeling the emotion shown in

parentheses. Provide some quick feedback for each participant after he

or she has responded. Continue around the room, acting out a statement for as

many participants as time allows. Conclude the exercise after 25 minutes with a brief

summary of the importance of reflecting in effective communication.

SAYWe often ignore the emotional aspect of our communication and just concentrate on facts. However, if you don’t deal with the emotions, no matter what they are, the emotions will eventually cloud or over power the facts.

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Statements for Large Group Reflecting Exercise

1. The project was cancelled? But that was one of my objectives for the year! (Anxious)

2. Another change, more work to do for us. Just another day in paradise! (Sarcastic/Angry)

3. That was a great meeting. I have all the information I need to get this project completed on time (Excited)

4. We had a great meeting. The client is happy and had only good things to say. (Happy)

5. It’s a shame that project had to be cancelled. I was really looking forward to working on it. (Disappointed)

6. I need to leave. I have a family emergency. (Worried)

7. Did you have a chance to look at my report? I e-mailed it yesterday. (Anxious)

8. We just planned our vacation – scuba diving in Hawaii! Stress is water soluble! (Happy)

9. Oh, another project! Good thing I’ve just been twiddling my thumbs hoping for more work. (Sarcastic)

10. I hear you. I’m just not sure what I’m going to do to fix the problem. (Thinking)

11. Is it only Wednesday? Could’ve sworn it was Friday. (Tired)

12. Do you believe it took me almost 2 hours to get here? It’s supposed to be a thirty-minute commute! (Stressed)

13. How am I supposed to get this done without the client’s feedback? If I don’t hear from them today, I’ll never meet the deadline! (Stressed)

14. On that “Who Moved My Cheese?” book on change – I forgot to mention that I’m lactose intolerant. (Sarcastic)

15. Now that we’re finished reorganizing, maybe we can get some work done around here. (Relieved)

16. I waited for this information until the 12th hour; and now it’s not what I need!” (Frustrated)

17. Another deadline down the drain. I don’t know why we establish deadlines—no one ever meets them! (Angry)

18. Hey, thanks for getting this to me on time. I really appreciate the effort. (Grateful)

19. Did you see my report? It is a work of art! (Proud)

20. It takes two days to turn the report around. There are a lot of dependencies—I know this is important, but I don’t know how to get it done faster… (Thinking)

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[Image of slide 8] Providing9:25 – 10:00 AM (35 minutes)

Slide 11: The Providing Skill

SAY Providing involves:

– What you have to offer– How you provide it—linking to the receiver’s issues

Providing tips:– “Three Clear Points” to communicate and influence

others– Word choice matters: Don’t say, “If I don’t have the

information on Tuesday, you can’t have the report on Thursday.” Instead say, “It takes two business days to create the report.”

DODiscuss the key aspects of providing, which participants read about in their Prework.

KEY POINTSuggest the communication tip as noted on the slide: Distill “providing” into three clear points. If you are communicating to influence others; state the issue, define alternatives and make your recommendation. Above all, keep it brief to hold your audience.


SAYNow, why don’t you try this out for yourselves?

DORefer to Workbook, page 13, for the individual exercise.

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[Image of slide 12]

ACTIVITY: Individual and Partner Exercise: Providing—Delivering the Message

Timing: 15 minutes individual preparation; 5 minutes each partner. Total time: 25 minutes

Slide 12: Individual and Partner Exercise: Providing—Delivering the Message

SAYThe purpose of this exercise is to use providing skills to deliver a message and influence others.

CONDUCTHave participants think about a situation about which they would like to influence the outcome and craft three clear points to clarify the issue and recommend their solution.

Pair up participants to practice delivering their messages and revise accordingly.

Keep track of time. Circulate to offer feedback.

End the individual preparation after 15 minutes. Signal partners to switch after 5 minutes

ASKDebrief the activity by asking two or three volunteers to share their messages.

That concludes our discussion of the four key interpersonal skills. After our break, we’ll apply these skills to providing and receiving feedback.

Break10:00 – 10:15 AM (15 minutes)

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SECTION 3: PROVIDING AND RECEIVING FEEDBACK

[Image of slide 13] Providing and Requesting Feedback10:15 – 10:45 AM (30 minutes)

Slide 13: Feedback: Review

SAYBefore we practice preparing feedback statements, let’s review what you read in your Prework about feedback.

Feedback is given to improve performance for two purposes:– To reinforce: To increase the confidence, encourage

that performance level, and leverage what is being done effectively.

– To redirect: To identify learning and changes that will improve performance and increase the individual’s sense of competence.

Reinforcing feedback comes easier than redirecting feedback.

Feedback is equally as important for the high performer as it is for the low performer.

DOPoint out that feedback is critical to the evolution of our company’s culture. Giving feedback is a key skill in management competencies; and receiving feedback helps us increase our skills in another competency area—personal effectiveness.

Describe the two purposes of feedback.

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DOPoint out that many people focus the majority of their feedback on redirecting behavior; however, reinforcing behavior is just as important.

Point out that candid feedback is important for all populations. Be aware of those populations that you might have more difficulty giving feedback to; and think about how you will handle it.

[Image of slide 14] Slide 14: Pinpointing Performance

SAYYou also read in your Prework about Pinpointing Performance.

Identify performance (behaviors) in specific, clear and action-oriented terms.

Vague descriptions tell the individual very little about their performance.

Performance is pinpointed when you can clearly link it to the role’s established performance measures and results.

It is important to specifically pinpoint the performance issue or opportunity so that the individual is clear about the reason for the feedback.

DODiscuss the examples of feedback that is not pinpointed. For example:

You did a great job. You did not give me the information I need.

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ASKHow would you make these statements of performance pinpointed?

Let’s look at the Delivery Framework as our guide to providing feedback.

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Appendix

[Add additional information facilitator may need to conduct an activity or that may be background or research for a particular topic.]

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Documents

Merrill Lynch New IG Template - crsol. Web viewUse four key interpersonal skills to effectively deliver messages and influence others. ... [Image of workbook page] [Image of slide