Facilitator Competency Framework

Facilitation Framework Policy and Guidance Document

Facilitator Competency Framework (v2)

Contents

1. National College definition of facilitation 3

2. Overview of the Facilitation Competency Framework 3

3. Applying the competency framework 5

4. Self-awareness domain 6

4.1. Emotional self-awareness 6

4.2. Accurate self-assessment 6

4.3. Self-confidence 7

5. Self-management domain 7

5.1. Emotional self-control 7

5.2. Achievement orientation 8

5.3. Adaptability 8

6. Social awareness domain 9

6.1. Empathy 9

6.2. Contextual awareness 9

7. Relationship management domain 10

7.1. Developing others 10

7.2. Partnering 11

7.3. Non-possessive warmth 11

8. Skills 12

8.1. Group management 12

8.2. Enquiry strategies 12

8.3. Designing learning experiences 13

1.  National College definition of facilitation

Facilitation creates a dynamic, personalised process that empowers and challenges individuals and groups to engage in significant learning. This learning leads to meaningful change in behaviour in relation to professional practice. The key features of facilitation include:

·  Reflection

·  Mutual learning

·  Probing

·  Scanning

·  Modelling

·  Dialogue

·  Interventions

·  Co-facilitation

2.  Overview of the Facilitation Competency Framework

The definition of the term competency used in this framework is based upon an adapted version of that which was developed by David McClelland: ‘a competency is a personal characteristic, evidenced in (patterns of) behaviour(s) that differentiate levels of performance in a given, job, role, organisation or culture’. Daniel Goleman built on McClelland’s work by identifying a particular set of competencies for Emotional Intelligence that underpin effective performance in roles that involve relationships and leadership.

Facilitators delivering National College provision are expected to perform highly against 11 core competencies. These derive from competencies across the four Emotional Intelligence domains and from updated research by Daniel Goleman and colleagues on Social Intelligence. The framework explains the importance of the each of the competencies and provides behavioural indicators for four ‘levels’ of performance. The competencies are supported by skills, knowledge and understanding as shown in the diagram 1: Overview of the competency Framework on the following page.

Diagram 1: Overview of the competency Framework

3.  Applying the competency framework

The competencies and skills are only of use when displayed. The four levels for each competency are described in ascending order of potential impact and complexity. Facilitators who apply behaviours appropriately to the situation are most able to maximise their impact and develop the learning environment.

Facilitators of National College provision should consider their typical behaviours in relation to this framework and review how this impacts on the learning and development of individuals and groups. The process may seem complicated but the competency framework is in place for all facilitators develop. In considering behaviour against the framework, it is helpful to understand that it is usual for facilitators to have particular competencies which are strengths and others which require development. This is illustrated in the table below.

FOUNDATION / EFFECTIVE / HIGHLY EFFECTIVE / OUTSTANDING
Someone who has been in the role some time and is proficient may have some typical behaviours at this level. / It would be usual for someone who is a highly effective facilitator to have some typical behaviours at this level. Even outstanding performers have ongoing development needs / Someone who is highly effective is likely to have most of their typical behaviours here. / Someone whose overall facilitation is considered to be outstanding is likely to have many but by no means all their typical behaviours here.

The tables in the following pages define each of the Facilitation Framework competencies and skills. They explain why each competency is important and they contain behavioural indicators for each of the four levels. When reading the behavioural examples it is important to note that these were intended to be illustrative and not to summarise the entire range behaviours which may be displayed by a facilitator in relation to a particular competency.

National College facilitators are expected to have a strong grasp of current national and local education and children service contexts and issues. This should be supported by a strong understanding of the principles and issues relating to the areas of leadership, learning, impact and facilitation.

National College Facilitation Competency Framework - January 2010 (Final) Page 1 of 3

4.  Self-awareness domain

4.1.  Emotional self-awareness

Emotional self-awareness is awareness of how emotions affect performance
It is important because it alerts the facilitator to the signs that indicate what they are feeling, and use them as a continuing guide to how s/he is doing
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Shows awareness of own feelings. / Understands the connection between what is happening and the emotions they are feeling. / Able to describe how own feelings affect own actions. / Can describe underlying reasons for those feelings.
Example of behaviour(s) / Reflects on what has happened and the feelings that accompanied it. / Identifies prompts from inner self and external factors which impact on feelings in particular situations. / Is able to describe how their actions were prompted/ motivated/ affected by specific feelings. / Is able to articulate the deep driver behaviours and the underlying triggers for their feelings.

4.2.  Accurate self-assessment

Accurate self-assessment is being aware of our own strengths and limitations
It is important because it enables the facilitator to target areas for change and enhance performance
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Has realistic sense of own strengths and weaknesses as a facilitator. / Is open to positive and critical feedback and seeks clarification when necessary. / Doesn’t take self too seriously, is able to be light-hearted about their capabilities. / Seeks positive and negative feedback from a range of sources.
Example of behaviour(s) / Is able to critically evaluate their performance when asked. / Carefully listens to feedback from others and asks questions to gain clarity to enhance future performance. / Is able to place feedback into perspective and consider it professionally to support own development. / Actively seeks feedback from others without prompting and provides a helpful frame to gather ongoing evidence.

4.3.  Self-confidence

Self-confidence is a sense of self-worth and self-belief.
It is important because it enables the facilitator confidently to deal with a variety of situations and help delegates get the most from their learning experience
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Displays a sense of self-efficacy and self-belief. / Is open to challenge and able to use this to generate learning for others. / Appropriately challenges participants. / Has ‘presence’ so that people want to listen.
Example of behaviour(s) / Presents self confidently to group, appears confident in their role as facilitator and manages states of anxiety well. / Listens carefully to others to discern the nature of the challenge and the opportunities to build insights. Responds openly and positively to challenge. / Pitches challenge appropriately to the situation and needs of the group. Is confident to challenge the group norms or an individual’s thinking in order to enhance learning. / Tone of voice and body language indicate that the facilitator is fully present and engaged with the group. Is well focused at all times on group and individual needs.

5.  Self-management domain

5.1.  Emotional self-control

Emotional self-control is the ability to keep disruptive emotions in check
It is important because it allows the facilitator to focus effectively on the learning needs of the group by not allowing their emotions to impact on the learning
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Shows restraint - does not react emotionally to difficult situations. / Demonstrates patience in challenging circumstances. / Responds calmly to challenge and emotional situations. / Stays composed and positive in stressful situations.
Example of behaviour(s) / Allows group and individuals to have emotional experience and to articulate strong feelings –either positive or negative. Manages own emotions well in difficult situations. / Presents a positive approach to giving adequate air time to discuss difficult issues which arise in different situations. / Makes time for feelings to be declared and involves other group members, to check out the sense of what is being expressed. / Maintains a positive, open and invitational demeanour when under pressure.

5.2.  Achievement orientation

Achievement orientation is the focus on standards of excellence and motivation to set challenging goals to improve performance
It is important because it provides the motivation to constantly enhance performance and deepen the learning of others
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Seeks ways to improve own performance. / Sets measurable and challenging goals. / Anticipates and deals with potential obstacles to achieving goals. / Takes calculated risks to reach goals.
Example of behaviour(s) / Tries out new ways of doing things to get better results. Takes steps to learn about what excellent facilitation and its impact look like. / Uses evaluation of performance to set challenging goals for improvement. / Assesses things that could go wrong, and makes plans to respond to difficulties. / Does things that they consider to be personally risky in order to improve performance.

5.3.  Adaptability

Adaptability is openness to new thinking and behaviour, and being able to respond to changing circumstance
It is important because it enables one to think and act flexibly in order to meet the diverse needs of learners
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Is open to new perspectives and adapts ideas based on input from others. / Adapts to situation by applying standard procedures flexibly. / Adapts in the moment by smoothly juggling multiple demands. Can tolerate ambiguity and manage complexity. / Adapts overall strategy, goals and plans to fit the situation and to cope with unexpected events or occurrences.
Example of behaviour(s) / Non-defensive and open to feedback/ideas from others and adapts ideas accordingly. / Responds where possible to requests for variation in style and structure to suit the needs of learners . / Can devise on the spot tactics to help learners with differing learning habits and varied agendas for learning. / Can change plans for learning activities, objectives and strategies at short notice in the face of unforeseen difficulties or challenges while preserving the essential learning agenda and opportunities for participants.

6.  Social awareness domain

6.1.  Empathy

Empathy is the ability to sense and understand the feelings and concerns of others
It is important because it helps the facilitator to identify effective means of developing the learning of individuals and groups
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Actively listens and takes careful note of what is said to develop understanding. / Accurately reads moods and feelings, drawing on verbal/ non-verbal cues to understand their needs. / Accords respect and relates well, to people of diverse backgrounds, showing awareness of their uniqueness as individuals. / See things from others perspectives.
Example of behaviour(s) / Provides space for learners to express their expectations and concerns, using questions sensitively to guarantee that they have been understood and noted. / Tentatively shares ‘hunches’ with the group which are formulated from evidence. Reflects back moods and feelings and checks ‘hunches’ for accuracy. / Affirms contributions without judgement. Displays thoughtfulness in any response. Responds to stereotyping by stating a person’s uniqueness. / Openly acknowledges and supports others perspectives. Makes it ‘ok’ to disagree with the facilitator.

6.2.  Contextual awareness

Contextual awareness is understanding and responding to the immediate group climate and the wider context in which the individuals and groups work on a daily basis
It is important because it helps the facilitator to manage the group and their learning needs both during and after the event
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Understands the formal and informal structures and forces present in the group and in their work contexts. / Understands the values and culture of the group and their work organisations, and uses this to promote learning. / Understands the dynamics of the group/wider organisational context. / Observes or challenges the prevailing culture, values, norms and unspoken rules of the group when necessary to generate learning.
Example of behaviour(s) / Displays a genuine interest in group members and their context. Can articulate the formal and informal dynamics at play. / Responds explicitly to positive values and norms, and where relevant acts to clarify values and norms that are implicit.
Can articulate their observations of the group culture/ norms and how this is helping/ hindering learning. / Understands the power relationships and politics that are influencing the group dynamic/ learning (both in the group and the wider context). / Questions prevailing cultures and values (within the group and in the wider context) either to reinforce those that strengthen the learning and professional contexts, or to scrutinise assumptions that may hinder learning.

7.  Relationship management domain

7.1.  Developing others

Developing others is the desire to help and support others to increase their capabilities and fulfil more of their potential
It is important because it creates a cycle of positive expectations, providing opportunities for learning and improving outcomes. It enables others to learn and grow.
Level / Foundation / Effective / Highly Effective / Outstanding
Level descriptor / Conveys positive expectations of others, and affirms their potential. / Creates a safe environment to provide others with opportunities to learn and practise new skills and capabilities. / Generates timely, individual and specific behavioural feedback on what is done well and where there is opportunity for further improvement. / Helps and encourages others to create their own learning strategies and partnerships.
Example of behaviour(s) / Makes clear to others the value of the experience and insights they bring, and encourages them to share these. / Establishes a clear learning contract, aligning expectations with the aims and objectives of the programme. Creates an effective climate for taking risks and practising new skills. / Encourages critical reflection, contributing as necessary to help identify further learning and points for action. Affirms achievements by learners and challenges them to build on their successes. / Prompts recognition for individuals as to how they learn best (styles, behaviours, environment and other strategies). Helps them to build and develop understanding on these within and beyond the event.

7.2.  Partnering