Facilitation Strategies & Activities

FACILITATION STRATEGIES & ACTIVITIES

When working with teams and groups, it is helpful to use strategies and activities to advance participants’ learning. Below, the USHCA compiled the strategies it uses most frequently when working with districts.

CASE STUDY

CONNECTING STORIES

DOT VOTING

FEEDBACK CAROUSEL

FISHBOWL

FOUR CORNERS

GALLERY WALK

GIVE ONE/ GET ONE

HUMAN SPECTROGRAM

JIGSAW

PLUS DELTA FEEDBACK

PROBLEM OF PRACTICE

THINK-PAIR-SHARE

TURN AND TALK

WARM UP

WHAT? BY WHOM? BY WHEN?

CASE STUDY

Purpose: To analyze, explore, and problem-solve a real-world situation to encourage learning

Time needed:60-90 minutes

Group Size: Up to 80, can break into groups of 6-8 for small group discussion

Materials:Case study, guiding questions, chart paper, markers

Instructions:

1. Distribute case study and guiding questions and have all participants read and prepare – often ahead of time.

1. Outline the plan for the time and discuss why we use cases.

1. Based on key learnings, pose key questions to the group about the facts, context, decision points, etc. Encourage disagreement or alternative viewpoints.

1. If warranted, talk with the case protagonists or discuss recommendations for the case protagonist.

1. Spend time summarizing the key learnings from the case and discuss how these learning can apply to their context.

Also see USHCA’s “Why We Teach Cases” and the USHCA’s suite of case studies.

CONNECTING STORIES

Purpose: To allow participants to share information about themselves and find common connections in a new group

Time needed:30 minutes (2 minutes overview, 8 minutes connection, 20 minutes shareout)

Group size: Groups of 6-8

Materials: Post it notes, pens – 1 for each group

Instructions:

1. Divide participants into groups of 6-8.

1. Give instructions: “The goal of this activity is for you to learn about your connections to each other by sharing a little snippet about you or your life and then having other people connect or link on to some part of that story. So… for example… ‘Last Tuesday, I was on a work call and I totally lost track of the day and time and I completely forgot my oldest son at his religion class. Then Katie might say, I also have a son, but I’d only forget about him if I didn’t have my coffee… and then Betsy might say – I am a coffee addict.’ And you’d go on like this until I call time.

Now, to remember the flow of your story, use a few words on the post its to remember the linkages. You’ll have 8 minutes to introduce yourselves and create your story – only rule is that every person in your group must be part of the story. At the conclusion of that time, we’ll tell our stories… Be sure to select one person to tell your story. The group with the longest chain of connecting stories wins bragging rights.” :)

1. Complete activity and have designated team members share out your connecting story in 1-2 minutes.

Adapted from

DOT VOTING

Purpose: To prioritize choices or determine which ideas/options have the most interest and/or should be pursued

Time needed:10 minutes

Group Size: 5 or more

Materials: Sticky dots – multiple colors (red, yellow, green) if warranted, chart paper, markers

Instructions:

1. Brainstorm a set of things to vote on – e.g., conference topics, ideas to pursue – and provide 1-5 sticky dots to individuals to express their preferences or interests.

1. Allow individuals to review the topics or ask questions prior to voting.

1. Vote. Note: Individuals may weight their votes by using more than one dot for a particular option.

1. Tally votes and note which items received the highest votes. If warranted, reflect on those topics that were not selected.

Otherdot voting ideas:

• Use Red, Yellow, and Green dots to understand how an interview team feels about a particular candidate or group of candidates
• Red – Do not hire
• Yellow – I have reservations and need additional information
• Green – Hire!

Adapted from For additional details, see

FEEDBACK CAROUSEL

Purpose: To instruct HR teams (or individual) on how to present a major idea for improvement and seek multiple sources of feedback

Time needed:60 minutes

Group Size: 4 or more

Materials: A room with wall space and enough space for free movement, chart paper, markers, post its, pens

Instructions:

The Feedback Carousel is a two-part activity consisting of:

1. A team documenting a major idea with key details; and
2. A structured approach for that team to receive a variety of feedback on their major idea.

The outcome of this activity is to provide teams with a variety of direct and detailed feedback on their idea so that they can emerge from the process with a stronger idea and plan accordingly.

EXAMPLE OF HOW TO USE THE FEEDBACK CAROUSEL TO IMPROVE IN A PRIORITY AREA

Part 1: Chart your ideas for improvement

On one piece of chart paper, teams should write/draw/depict important elements of their plan for improvement. Be creative with colors and images. Chart paper should be self-explanatory.
Elements should include:

• Key priority area
• Problem they’re trying to address & current data if available
• Main action steps for improvement
• Who else they’ll engage
• Measures of success
• What 1-2 questions can this group of other districts help answer?

Part 2: Receive a variety of structured feedback to improve your ideas

Place a blank and separate piece of chart paper next to your team’s ideas (from Part 1). Divide the chart into four quadrants. Distribute post-its to all participants and ask them to rotate through the plans, leaving comments in the appropriate boxes.

Adapted from

FISHBOWL

Purpose: To encourage rich discussion and active observation through a formal process

Time needed:20 minutes or more

Group Size: 10 or more

Materials: Chairs arranged in inner and outer circles

Instructions:

1. Pick a topic for discussion – and perhaps one or two guiding questions.

1. Arrange speakers – oftentimes experts of customers – in the inner circle and observers in the outer circle. For example, the fishbowl can be used by HR teams to hear from key customers – like principals or principal supervisors.

1. Encourage discussion in the inner circle and only observations from the outer circle.

1. At the conclusion of the inner circle’s discussion, debrief the observations from the outer circle.

1. Plan any next steps or document key insights.

Adapted from

FOUR CORNERS

Purpose: To quickly show individual positions on a specific statement

Time needed:Flexible

Group Size: 6 or more

Materials: A room with four corners and enough space for free movement

Instructions:

1. Label/designated the four corners of a room with the stances – oftentimes Strongly Agree, Agree, Disagree, and Strongly Disagree.

1. Generate a list of statements related to the material being studied. For example, “Principals should have full autonomy in every hiring decision.” Consider printing the statements for quiet reflection before encouraging movement to one of the four corners.

1. Facilitator reads a statement aloud and encourages individuals to move to the area that corresponds with their position.

1. Encourage intra- and inter-group discussion. Allow individuals to move positions if swayed.

1. Debrief the process. Did any individuals change positions? Why? Why not? What do they take away from this activity?

Adapted from

GALLERY WALK

Purpose: To share work, thinking, or strategies with peers

Time needed: 20 minutes or more

Group Size: 8 or more

Materials: A room with wall space and enough space for free movement, chart paper, markers, post its, pens

Instructions:

1. Have teams of 2-6 individuals chart up their thinking, plan, strategies etc. based on the relevant topic. For example, what are your key recruitment strategies?

1. Then, have each team rotate clockwise to the next team’s station. Rotate 3-4 times or as much as time allows to discuss the general trends and themes.

1. *Optional*Reviewing teams can post questions or add their own ideas using post it notes/ markers. Otherwise, they can simply discuss what they found, using guiding questions, if appropriate.

1. Hold a large group debrief to discuss trends.

Variation:

Members of the team rotate to another table while one team member stays to explain the product to visiting teams.

GIVE ONE/ GET ONE

Purpose: To share tools or strategies with peers

Time needed: 30 mins (5 min for initial brainstorming, 5 minutes for each round of sharing)

Group Size: 6 or more

Materials: Paper, post its, pens

Instructions:

1. Ask participants to take a sheet of paper and fold it the long way. On the top of left side of the paper, write Give one. On the top of the right side of the paper, write Get One.

1. Give participants 5 minutes to quietly brainstorm any best practice tools or strategies they want to share about the topic at hand - usually about 3-5. They should note these tools or strategies on the left side of the paper.

1. After 5 minutes, they each pick a partner and discuss what's on their sheet. Each partner notes which tool they'd like to see and notes it on their Get One side of the paper (e.g., Shelby's retention tool). [We also recommend that the sender notes what they are going to send and to whom at the bottom of the paper.]

1. Once the conversation is done, move on to a new partner. 3 rounds isoften enough.

1. Remind individuals to share their resource by email by the end of the day.

Variations:

Individuals brainstorm their list on individual stickies and then just share one sticky with a partner and move on more quickly. This could make each round move faster and could be used for best practice strategies (not just tools).

Adapted from

HUMAN SPECTROGRAM

Purpose: To surface similarities or differences in groups and get individuals up and moving as an icebreaker

Time needed: 10 mins

Group Size: 6 or more

Materials: Floor space

Instructions:

1. Designate an imaginary straight line on the floor. Explain that the line is a continuum between two answers – often agree or disagree.

1. Ask various questions, allowing individuals to line up on the imaginary line. The facilitator can ask individuals at various points on the line why they positioned themselves in that location.

1. Encourage individuals to notice who is where on the line.

Adapted from

JIGSAW

Purpose: To encourage individuals to become experts in one area and share their expertise and learning with others

Time needed: 30-60 mins

Group Size: 2 or more

Materials: None, but groupings are needed

Instructions:

1. Consider the content you have to master, as well as the number of individuals in your group. Jigsaws work best when each individual or team splits approximately equal amounts of content to review and master. As an example, if you have two topics to master, you can split as few as two individuals up to each master one topic.

1. Once you have split individuals or teams into groups based on your content, assign each individual or team a content topic to learn about and become an expert in.

1. Individuals or teams then move to their new “expert” grouping. In this grouping, individuals could answer a series of questions you provider OR the facilitator could allow time for the “expert” group to simply determine and discuss what are the most important takeways to share with others about the specific topic.

1. Have each individual or group share out their learnings with their original grouping or the larger group as a whole.

Adapted from the Expert Group Jigsaw found at

PLUS/ DELTA FEEDBACK

Purpose: To gather feedback from a group on what worked and what could be improved in future sessions

Time needed: 10 mins

Group Size: 6 or more

Materials: Chart paper or index cards

Instructions:

1. At the end of a day or session for which you would like feedback, ask individuals to provide group or individual level comments on what worked for them and what could be improved. All feedback is encouraged – from content to logistics to facilitation.

1. For individual feedback, hand out one index card per person. Ask participants to put a + on one side of the card, and a  (delta) on the other side. For the plus side, individuals should note what worked for them. For the delta side, individuals should note what would be even better if for them… encourage them to use a verb to start their sentence.

1. For group feedback, split a piece of chart paper down the middle, with a + on the left-hand side and a  (delta) on the right-hand side. Solicit feedback from the group, jotting down key phrases.

1. After each session, tally up responses and see what the main trends were. Make appropriate changes, where possible.

1. As a reminder, if you ask for feedback, be sure to use it and share it back with the group, ideally at the next session.

PROBLEM OF PRACTICE

Purpose: To tap the expertise of a group regarding a challenge and receive thoughtful responses

Time needed: 60 mins

Group Size: 12 or more

Materials: Problem of Practice Protocol, Facilitator

Instructions:

1. Select individuals to present a challenge that is puzzling them about their practice.

1. Allow each individual to share a 30 second elevator pitch about their problem so group members can determine to which problem they’d like to go. Alternatively, create a one-page sheet with brief summaries of each Problem of Practice.

1. Take a quick count or ask individuals to sign up for the problem they’d like to attend on chart paper.

1. Follow the Problem of Practice Protocol.

1. YOU give a quick overview of the work, highlighting the major issues or problems with which you are struggling, and frame a question for the consultancy group to consider. (10 minutes)
2. The GROUP asks clarifying questions of YOU—that is, questions that have brief, factual answers. (5 minutes)
3. The GROUP then asks probing questions of YOU—these questions should be worded so that they help you clarify and expand your thinking about the issue or questions you raised for the consultancy group. (10 minutes)

• The goal here is for you to learn more about the question you framed or to do some analysis of the issue you presented. YOU respond to the GROUP’S questions, but there is no discussion by the larger group of YOUR responses.

1. The GROUP then talks with each other about the work and issues presented. (20 minutes)

• What did we hear? What didn’t we hear that we needed to know about? What do we think about the question or issue presented?
• Some groups like to begin the conversation with “warm” feedback—answering questions like: “What are the strengths in this situation?” or “What’s the good news here?” The group then moves on to cooler feedback—answering questions like: “Where are the gaps?” “What isn’t the presenter considering?” “What do areas for further improvement or investigation seem to be?”
• Sometimes the group will raise questions for you to consider (“I wonder what would happen if?” or “I wonder why…?”). The presenter is not allowed to speak during this discussion, but instead listens and takes notes.

1. YOU then respond to what you heard. (10 minutes)

• A whole group discussion might then take place, depending on the time allotted.

1. The FACILITATOR leads a brief conversation about the group’s observations of the process. (5 minutes)

1. If time allows, ask presenters to share any new learnings they came away with from their session.
   

THINK-PAIR-SHARE

Purpose: To allow pre-thinking before a larger group discussion

Time needed: 5-10 mins

Group Size: 4 or more

Materials: None

Instructions:

1. When facilitator asks a question, encourage participants to think about their response.

1. After the participants have individual time, then encourage them to turn and talk with a partner.

1. After pairs have discussed, encourage a few individuals to share their conversations or hold a broader group discussion.

TURN AND TALK

Purpose: To encourage smaller group discussion in a large group

Time needed: 2-5 mins

Group Size: 4 or more

Materials: None

Instructions:

1. When facilitator asks a question, encourage participants to turn and talk with a partner.

1. Share out a few responses.

WARM UP

Purpose: To engage participants quickly in the topic at hand

Time needed: 2-10 mins

Group Size: Flexible

Materials: None

Instructions:

1. Consider your purpose for your session or activity as you determine what warm up will work best, as well as the amount of time you have available. For example, are you hoping individuals will get to know each other and understand their similarities? If so, the Connecting Stories may work well. Tip!The warm up should match what you are trying to accomplish in the session and be relevant to your topic.

1. Once you have selected the warm-up that matches your goals, implement it. As a reminder, warm ups should be brief and provide you a fun, relevant way to get into a topic.

EXAMPLES OF WARM UPS