The skilled facilitator a comprehensive resource for consultants, facilitators, managers, trainers, and coaches
| Otros Autores: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Hoboken, New Jersey :
Jossey-Bass
2017.
|
| Edición: | Third edition |
| Colección: | THEi Wiley ebooks.
|
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009849085606719 |
Tabla de Contenidos:
- The Skilled Facilitator: A Comprehensive Resource for Consultants, Facilitators, Coaches, and Trainers
- Contents
- Preface to the Third Edition
- What The Skilled Facilitator Is About
- Who This Book Is For
- How the Book Is Organized
- Part One: The Foundation
- Part Two: Diagnosing and Intervening with Groups
- Part Three: Agreeing to Work Together
- Part Four: Working with Technology
- Features of the Book
- What's Different in the Third Edition
- Part One: The Foundation
- Chapter One: The Skilled Facilitator Approach
- The Need for Group Facilitation
- Most People Who Need to Facilitate Aren't Facilitators
- Is This Book for You?
- Should I Be a Facilitator, Consultant, Coach, or Trainer to a Group?
- What Should I Pay Attention to to Help a Group?
- What Do I Say When the Group Isn't Working Effectively?
- How Do I Develop an Agreement to Work with a Group?
- What Do I Do When a Group Is Difficult to Deal With?
- The Skilled Facilitator Approach
- It Answers the Questions: What Do I Do? How Do I Do It? Why Do I Do It That Way?
- A Systems Approach
- All the Parts Fit Together
- It's the Same Approach for You and Group Members
- You Can Use the Approach Almost Anywhere
- Experiencing the Skilled Facilitator Approach
- Making the Skilled Facilitator Approach Your Own
- Summary
- Chapter Two: The Facilitator and Other Facilitative Roles
- Choosing a Facilitative Role
- The Facilitator Role
- The Facilitative Consultant Role
- The Facilitative Coach Role
- The Facilitative Trainer Role
- The Facilitative Mediator Role
- The Facilitative Leader Role
- Basic and Developmental Types of Roles
- Serving in Multiple Facilitative Roles
- When It's Appropriate to Leave the Role of Facilitator
- Moving to the Facilitative Mediator Role
- Moving to the Facilitative Consultant Role.
- The Facilitator as Evaluator
- The Group Is Your Client
- What Is Your Responsibility for the Group's Results?
- Evaluating Your Performance Independent of the Group's Results
- Colluding with the Group
- Dealing with Collusion
- Summary
- Chapter Three: How You Think Is How You Facilitate: How Unilateral Control Undermines Your Ability to Help Groups
- How You Think: Your Mindset as an Operating System
- Two Mindsets: Unilateral Control and Mutual Learning
- How You Think Is Not How You Think You Think
- The CIO Team Survey Feedback Case
- Barbara's Contribution to the Team's Problems
- The Unilateral Control Approach
- Values of the Unilateral Control Mindset
- Win, Don't Lose
- Be Right
- Minimize Expression of Negative Feelings
- Act Rational
- Assumptions of the Unilateral Control Mindset
- I Understand the Situation
- Those Who Disagree Don't
- I Am Right
- Those Who Disagree Are Wrong
- My Motives Are Pure
- Those Who Disagree Have Questionable Motives
- My Feelings and Behaviors Are Justified
- I Am Not Contributing to the Problem
- Unilateral Control Behaviors
- Results of Unilateral Control
- Lackluster Performance
- Strained Working Relationships
- Less Individual Well-Being
- Give-Up-Control Approach
- How Unilateral Control Reinforces Itself
- How Did We Learn Unilateral Control?
- Moving from Unilateral Control to Mutual Learning
- Summary
- Chapter Four: Facilitating with the Mutual Learning Approach
- The Mutual Learning Approach
- Values of the Mutual Learning Mindset
- Transparency and Curiosity: Creating a Common Pool of Understanding
- Informed Choice and Accountability: For Better Decisions and Commitment
- Compassion
- Assumptions of the Mutual Learning Mindset
- I Have Information
- So Do Others
- Each of Us Sees Things Others Don't
- Differences Are Opportunities for Learning.
- People May Disagree with Me and Still Have Pure Motives
- I May Be Contributing to the Problem
- Mutual Learning Behaviors
- Results of Mutual Learning
- Better Team Performance
- Better Working Relationships
- Greater Individual Well-Being
- The Reinforcing Cycles of Mutual Learning
- Are There Times When Unilateral Control Is the Better Approach?
- Summary
- Chapter Five: Eight Behaviors for Mutual Learning
- Using the Eight Behaviors
- Three Purposes for the Behaviors
- Behavior 1: State Views and Ask Genuine Questions
- What Stating Your View and Asking a Genuine Question Accomplishes
- What to Be Curious About
- Behavior 2: Share All Relevant Information
- What's Relevant Information?
- Share Information Consistent with Your Facilitative Role
- Don't Carry Others' Water
- Share Information That Doesn't Support Your View
- Share Your Feelings
- Behavior 3: Use Specific Examples and Agree on What Important Words Mean
- Say What You Mean to Say
- Name Names
- Use Specific Examples
- Behavior 4: Explain Reasoning and Intent
- Be Transparent about Your Strategy
- Take the Transparency Test
- Behavior 5: Focus on Interests, Not Positions
- Behavior 6: Test Assumptions and Inferences
- How You Make Meaning: The Ladder of Inference
- Your Inferences Become Data
- Lower Your Ladder: Make Your Inference Testable
- Decide Whether to Test Your New Inference
- Testing Your Inference: The Mutual Learning Cycle
- The Mutual Learning Cycle Uses Most of the Eight Behaviors
- Using the Mutual Learning Cycle to Diagnose and Intervene in Groups
- Behavior 7: Jointly Design Next Steps
- Beginning Meetings: Purpose before Process before Content
- Agreeing on Whether Someone Is Off Track
- Designing Ways to Test Differences about the Facts
- Degrees of Joint Design
- Behavior 8: Discuss Undiscussable Issues.
- The Problem with Not Discussing Undiscussable Issues
- How to Raise Your Undiscussable Issue
- Learning to Use the Behaviors
- Summary
- Chapter Six: Designing and Developing Effective Groups
- How a Team Effectiveness Model Helps You and the Teams and Groups You Work With
- The Difference between Teams and Groups-and Why It Matters
- What Makes a Team?
- Why Interdependence Matters So Much
- Teams Aren't Better than Groups: It's a Matter of Fit
- A Better Question: For What Tasks Do We Need to Be a Team?
- How Interdependence Affects Your Work with Teams and Groups
- The Team Effectiveness Model
- What Makes a Good Team Effectiveness Model
- The Team Effectiveness Model: The Big Picture
- What's Your Mindset as You Design?
- Team Structure, Process, and Context
- Team Structure
- Clear Mission and Shared Vision
- Motivating Task
- Appropriate Membership
- Clearly Defined Roles, Including Leadership
- Effective Team Culture
- Team Norms, Including Mutual Learning Behaviors
- Reasonable Workload
- Team Process
- Effective Problem Solving
- Appropriate Decision Making
- Productive Conflict Management
- Balanced Communication
- Clear Boundary Management
- Team Context
- Clear Organizational Mission and a Shared Vision
- A Supportive Organizational Culture
- Rewards Consistent with Objectives
- Information, Including Feedback
- Resources
- Training and Consultation
- Physical Environment
- Interorganizational Teams and Groups
- Helping Design or Redesign a Team or Group
- Helping Design a New Team or Group
- Helping Redesign an Existing Team or Group
- Summary
- Part Two: Diagnosing and Intervening with Groups
- Chapter Seven: Diagnosing and Intervening with Groups
- What You Need to Diagnose
- What You Need to Intervene
- The Mutual Learning Cycle
- Step 1: Observe Behavior
- Step 2: Make Meaning.
- Step 3: Choose Whether, How, and Why to Intervene
- Step 4: Describe the Behavior
- Step 5: Test Your Inference
- Step 6: Jointly Design Next Steps
- Sharing Your Reasoning and Intent
- Summary
- Chapter Eight: How to Diagnose Groups
- Step 1: Observe Behavior
- Remember Behavior as Behavior
- Use Diagnostic Models to Decide What Behaviors to Look For
- Step 2: Make Meaning
- Making Meaning
- Making Process and Content Inferences
- Recognizing Our Inferences as Inferences
- Moving Back and Forth between Observations and Inferences
- Making Low-Level and High-Level Inferences
- Step 3: Choose Whether, Why, and How to Intervene
- Deciding Whether to Intervene
- Principles for Choosing among Possible Interventions
- Principles for Deciding with Whom to Intervene
- Deciding What Type of Intervention to Make
- Challenges in Diagnosing Behavior and How to Manage Them
- Observing and Making Meaning at Different Levels Simultaneously
- Diagnosing at the Speed of Conversation
- Needing to Attend Constantly to the Group
- Being Comfortable with Ambiguity
- Reducing Cognitive Bias
- Being Drawn in by the Content
- Being Limited by Your Diagnostic Frames
- Summary
- Chapter Nine: How to Intervene with Groups
- Key Elements of the Intervention Steps
- The Intervention Steps Parallel the Diagnostic Steps
- Mutual Learning Behaviors and Mindset Are Embedded in the Intervention Steps
- Using the Mutual Learning Cycle to Intervene: An Example
- Step 4: Test Observations
- Begin by Addressing Members by Name
- Share Your Observations without Adding Meaning
- Consider Explaining the Intervention You Are About to Make
- Be Prepared for Members to Disagree with You
- Step 5: Test Meaning
- Be Prepared for Group Members to Disagree with You
- Don't State Your Inference as a Question.
- Consider Explaining Why You Are Testing This Inference.
