This document provides an introduction to group facilitation. It discusses key facilitator roles and features of the skilled facilitator approach. A group effectiveness model and mental models theory are presented. Model I and Model II behaviors for mutual learning are defined. Nine ground rules for effective groups are listed. Balancing advocacy and inquiry is discussed, including forms of skillful and dysfunctional dialogue. The ladder of inference concept is introduced for applying advocacy and inquiry.

1. Introduction to
Facilitation
ADLT 612
Learning in Groups and Teams

2. Agenda – Class 9
Developing Skills as a Group Facilitator

3. What is group facilitation?

4. Choosing Among Facilitator Roles

5. Key Features of the Skilled Facilitator
Approach

6. A Group
Effectivenes
s Model

7. Mental Models

8. Rules Governing Theories-in-Use
From the
work of
Chris
Argyris,
1978

9. Model I Behaviors (unilateral control)

10. Model II Behaviors (mutual learning)

11. Nine Ground Rules for Effective Groups

12. Testing: “Here’s
what I say, “What An artist’s
do you think of it?”
High
pallet of
g Asserting: “Here’s
llin
what I say and advocacy
Te
here’s why I say it.”
and inquiry
ADVOCACY
Explaining: “here’s how the
world works and why I can
see it that way.”
Low

13. Clarifying: “What is the question
we are trying to answer?”
Interviewing:
Exploring others’
points of view, and
the reasons behind
them
k ing
As
Low
INQUIRY High

14. High
ADVOCACY
Bystanding: Making
comments which pertain
to the group process, but
not to content.
Sensing:
Watching the
conversation flow
Ob
without saying
much, but keenly
se
aware of all that
transpires
rv
ing
Low
INQUIRY High

15. Ge
Skillful
n
Dialogue
High
era
(Balancing
Advocacy
tin
and Inquiry):
Genuinely Dialogue:
g
curious, Suspend all
ADVOCACY
makes Assumptions,
reasoning creating a
explicit, asks “container” in
others about which collective
assumptions thinking can
emerge.
Low
INQUIRY High

16. Dysfunctional Forms of Advocacy and Inquiry
Dictating: “Here’s Politicking: Giving
what I say, and never the impression of
mind why.” balancing advocacy
(Dysfunctional)
and inquiry, while
ADVOCACY
being close-minded
(Dysfunctional)
Withdrawing: Interrogating:
Mentally “Why can’t you
Checking out of see that your
the room, and point of view is
not paying wrong?”
attention (Dysfunctional)
(Dysfunctional)
INQUIRY

17. Ge
Testing
ng
High Skillful
n
li
er
el
Dialogue
at
T Asserting (Balancing
ing
Advocacy and
ADVOCACY
Explaining Inquiry)
Dialogue
Bystanding Clarifying
Interviewing
Sensing
Ob
ing
s er
k
As
vin
g
Low
INQUIRY High

18. Ladder of Inference
 Take action base on belief
 Adopt beliefs
 Draw conclusions
 Make assumptions
 Add meanings
 Select data
 Observable data and
experience

19. How Do You Apply the Ladder of Inference
by Using Advocacy and inquiry?
Walk “Down” the Ladder.