Facilitating and Organizing

FACILITATING AND ORGANIZING

I. COMMUNICATION
A process of sending, exchanging, sharing ideas, reports, opinions, reactions and feedbacks between persons and groups.
A. Elements of Communication
1. Sender. Source of the message or who initiates a communication process.
2. Message. The content of the communication
3. Medium. Ways of communicating: words, actions, touch, letters, telephone, tri-media, information technology or computer
4. Receiver. The recipient of the message
5. Response. The answer or reaction to complete the communication process.
6. Condition. The context or the situation that greatly influence the communication process.

B. Barriers/ Hindrances.
This can emerge from any of the elements of communication. This can be a noise that is physical, psychological, technical, emotional or intellectual. This can be unclear report, unclear writing, wrong translation, loss of memory, lack of attention, lack of trust, fear and anxiety. What is important is to determine the barrier or the cause that blocks the communication.

C. Filters
1. How one looks at oneself
2. How one considers the other
3. Analysis of the situation
4. Way of listening
5. Determination of the correctness of the translation
6. Correctness of the expression
7. Sensitivity to the feelings
8. Relevant feedback

D. Agape.
1. Giving information, sending letters or text messages is not communication. To complete the process is the sharing of messages to arrive at a consensus. An effective and true communication can only happen in a situation of love. The Trinitarian communication of agape is the highest form of communication.

II. GATHERINGS

A. Forms
1. Consultation
2. Convention
3. Assembly
4. Symposium
5. Seminar
6. Trainings

B. Considerations
1. Preparation
a) Preparatory Committee. Discusses, plans, organize the details of the gathering. It has the following tasks:
(1) Formulate Objectives
(2) Draft a Concept Paper if needed
(3) Makes schedules and programs
(4) Determines the date and venue of the gathering
(5) Determines whom to invite – participants, resource persons, guests, etc.
(6) Budgeting and Fund raising (letter proposal, registration)
(7) Forms committees
(8) Prepares kit, materials and books
(9) Prepares and sends invitations
b) Participants
(1) Enough participants
(2) Involve all members in the preparatory tasks
(3) Determines members of the secretariat, recorders
c) Financial Consideration
(1) Determine the clear source of funds
(2) Clarify the allotment
(3) Prepare the budget
(4) Do not push through any activity without clear funding
2. Meeting Proper
a) Forming the Steering Committee.
b) Forming other committees needed in the gathering
(1) Socials
(2) Liturgy
(3) Health, etc.
c) Planning / Programming
(1) Determines the content, goal/ objectives
(2) Mechanism to achieve the goal/ objective
(3) Determines the direction of the gathering
d) Evaluation
3. Evaluation/ Assessment. The Prep-Com shall make an over-all evaluation.

C. Tendencies
1. Elite Model
2. Dictator Model
3. Ping Pong Model
4. Clique Model
5. Popcorn Model
6. Chain Model
7. Superstar Model
8. Mr./Ms. Lonely Model
9. Star Group Model

III. MEETINGS

A. Preparation
1. Planning
2. Methods
3. Time Frame
4. Participants
5. Agenda

B. Leading Effectively the Meetings
1. Opening
2. Discussion Proper
3. Conclusion

C. Types of Meetings
1. Brainstorming
2. Informational
3. Decisional
4. Evaluative
5. Organizational
6. Elective
7. Planning
8. Problem Solving
9. Fellowship

D. Facilitating a Meeting
1. Calling to order & Opening Activities
a) Opening Prayer
b) Opening Remarks
c) Objectives / Intentions
d) Attendance
2. Reading of Minutes
a) Amendments
b) Approval
c) Business arising from the Minutes
3. Agenda
a) Going through each agenda
b) Discussion
4. Conclusion
a) Synthesis before adjournment
b) Only the salient points are highlighted in the synthesis
5. Adjournment
a) Schedule of the next meeting
b) Closing Prayer
c) Formal Adjournment

N.B: Considerations:
1. Sharing
a) Request recognition from the presiding officer before speaking
b) If many are raising their hands for recognition, prioritize on the topic or main points of the discussion

2. Speaking up
a) Duration or length of time in speaking up has to be indicated
b) Focus on important points brought up
3. Motion
a) Request recognition from the presiding officer before passing a motion
b) Follow parliamentary law procedures

E. Decision Making
1. Types of decision making
a) Drip /”Plok”
b) One-man decision
c) Beautifully presented so approved
d) Manipulative decision
e) Influential few decision
f) Majority decision
g) Quiet consensus
h) Well-discussed consensus
2. Hindrances in decision making
a) Fear in the result of the decision
(1) Unsure of the success of the decision made
(2) Insecurity and anxiety on the decision
(3) Skepticism on the effects
b) Objectives to be achieved
(1) What is our direction, where are we bound?
(2) What do we want to happen?
(3) Are there alternatives?
c) Plans
(1) How successful are our plans?
(2) What methods are proper for the plans?
d) Freedom of those who are involved
(1) How free are the participants to come
(2) Is there freedom in sharing of ideas & opinion?
e) Determining the process
(1) Where are we now?
(2) Focusing on successes & failures
f) The result of the decision
(1) What have we achieved?
(2) Have we realized our goals & objectives?

IV. FACILITATING

A. Group facilitating tasks
1. Initiator
2. Regulator
3. Information Giver/Seeker
4. Supporter
5. Evaluator

B. Types of Leadership
1. Dictator
2. Laissez Faire
3. Democratic

C. Factors in Decision Making
1. Good information
2. Good data analysis
3. Group Consensus

D. Types of Groups as seen in the interaction of members
1. Cliques
2. Isolation
3. Ping-pong
4. Starring
5. Pop corn
6. Star

E. Qualities of a Good Facilitator
1. Confident with what is expected of him/her
Ø Develops sense of self-confidence
Ø Knows what is expected of him/her
Ø Familiar with the topic/ problem
Ø Prepared to do the task
2. Sensitive to others’ feelings / opinions
Ø Has had processing of oneself
Ø Respects the rights / dignity of others
Ø Does not force opinions
Ø Is not rude/proud/a show off
Ø Listens intently to others

3. Projects an open, friendly, affectionate personality
Ø Befriends everyone in the group
Ø Shows openness to listen to all
Ø Expresses support/encouragement
Ø Does not get angry/frustrated
Ø Draws the trust of every one
Ø Show sincerity in dealing with others

4. Creative in approaching his/ her task
Ø Always looks for alternative means
Ø Provides a conducive atmosphere
Ø Manages to have a dynamic process
Ø Draws creative participation

F. Functions of a Facilitator

1. Provider of Ice Breakers
Learn to lead in action songs, games
2. Chairman of Steering Committee
Learn how to facilitate meetings
3. Resource Person
Learn how to give input while being process-oriented
4. Collator
Learn how to collate reports, sum up, to recap
5. Chairman of Discussion/ Technical Matters
Learn how to facilitate meetings with proper procedures

G. Characters One Encounters in Groups

1. Ass = Hardheaded, never changes his ideas or decisions.
2. Cat = Always seeks sympathy for his views.
3. Chameleon = Vacillating, always ready to change his position depending on which side can influence him most
4. Elephant = Provides the obstacles so that the group can’t move on, since he would rather that everyone follows his position
5. Frog = Croaks on a topic over and over again
6. Giraffe = Condescends on the other, shows that he is far superior than the others.
7. Lion = Always ready to fight with everyone who does not share his plans or objects to his suggestions.
8. Monkey = Always disturbs the process with mischief and being a comic.
9. Ostrich = Refuses to face the truth and pretends that everything is fine.
10. Owl = A show off, pretends to be great, uses big words and deep thoughts but are just confusing.
11. Peacock = Proud, egoistic, seeks attention from others.
12. Rabbit = Avoids problems or conflict situations, deviates the discussion into other areas.
13. Rat = is lazy to say anything, hopes no one sees him.
14. Rhinoceros = insults everyone in the group and will look down on everyone.
15. Snake = most of the time stays silent, but when he attacks it can be terrifying.
16. Turtle = walks out of the group, refuses to give his ideas or opinions.

H. Helps in Facilitating Good Group Sharing

1. Keep the group as small as possible, but not too small. The ideal number is between 6 to 8 persons.
2. In assigning people to groups, do not always rely on the random method. See to it that the groups had a good mix.
3. If needed assign the facilitator and secretary beforehand. But better leave the choice with members of the group.
4. Give the groups enough time to share or discuss. Time limit depends on several factors and it is always good to give the groups a warning before time is up so that they can wrap up their discussion
5. Guide questions are useful and limit it only up to three. The best is only to have only one question.
6. Be clear as to expectations from the small group.
7. The members of the small group should be seated comfortably and facing each other.
8. Give the participants proper orientation on group dynamics in small group discussion / sharing.
9. A member of the Preparatory Committee or Steering Committee must monitor the groups for proper guidance.

I. Some Procedures on Facilitating Gatherings

1. Agree on what are your ground rules (e.g. who can vote..)
2. Take the items for decision-making one at a time to avoid confusion.
3. Where there is a stalemate in the discussion, declare a recess and get the opposing parties to come to an agreement.
4. See to it that no one is marginalized in the discussion.
5. When voting comes, facilitate the counting and have a COMELEC.
6. Get everything in writing. It is always better to discuss motions which are written down.
7. To save time in deciding on a position paper, get the assembly to approve only the substance.

V. ORGANIZING BEC/BCC

A. Nature: Basic Ecclesial Communities / Basic Christian Communities have the following character:
1. Local and the members know one another
2. A community that is searching, witnessing, serving and celebrating
3. A community that is self-supporting, self-nourishing, self-governing, and self-extending

B. Steps in BEC / BCC Organizing
1. Integration
2. Social Investigation
3. Setting up a Tentative Program
4. Laying the necessary ground work
5. Setting up and facilitating meetings
6. Education/ Formation program
7. Organizing activities / mobilizations
8. Conducting assessment / Evaluation (Later: Summing Up)
9. Holding Reflection Sessions
10. Setting up the Organization

C. Leadership Training

1. A BCC/BEC worker once fully immersed in the community can easily spot potential leaders. Given an adequate time for integration, he or she can tap potentials with the following minimum criteria:
a) Can read and write
b) Can spare time for meetings, seminars, etc.
c) Show a pro-people orientation
d) No prominent political involvement
e) Show interest in taking an active part in BCC/BEC activities
f) Have a decent life, respected and have good family relations

2. Informal formation or orientation. The BCC/BEC worker can facilitate an informal type of training where the potential leaders are given tasks. If they live up to minimum expectations, they can further be trained.

3. Formal training. A curriculum on basic seminar training for leaders can have the following content:
a) Facilitating skills
b) Communication Skills
c) Group Dynamics
d) Developing a Training Design for Education purpose
e) Conducting Planning, Programming, Evaluation sessions
f) Setting up contextualized cultural program and liturgical celebrations
g) Facilitating social analysis sessions
h) Deepening Knowledge in the following areas:
(1) Bible
(2) Vatican II Documents
(3) Church’s Social Teachings
(4) Church/Ecclesiology/BCC
(5) Christology
(6) Sin/Grace/Salvation
(7) Liturgy and Sacraments
(8) Mariology
(9) Family Life/ Relationship
(10) Grassroots Theology

4. Values to be inculcated among the leaders
a) Respect for the dignity of others
b) Service-oriented
c) Commitment to justice, peace and integrity of creation
d) Total discipleship (strong commitment & self-giving)
e) Living Gospel values:
(1) service and not act like kings (Mt 18:1-5; Mk 10:41-45; Lk 22:25-27; Jn 13:2-7)
(2) good shepherd: care for others (Jn 10:11; Is 40:11)
(3) Humility (Mk 9:33-37; Lk 9:46-48)
(4) Just, loving, unselfish (Titus 1:5-9; I Tim 3:1-13; Jn 10:11-15)
(5) Good example (I Pet 5:1-14)

5. Formation towards a democratic and liberating ways
a) Thinks of the good of all
b) Consults everyone before a decision is made
c) Sensitive to the feelings of others
d) Open to suggestions of others
e) Willing to accept critique, negative feedback
f) Draws, encourages people’s participation
g) Plans and implements these with the people
h) Can share time, talent and treasure
i) Willing to give way to second-liners when time comes
j) Able to phase out of leadership role by training others to take over

D. Speakers’ Training

1. Getting to know the other. Clear and with good body posture
2. Expectation check
3. Problems to draw out contents and methods

4. Breathing: to be in control of it helps you to a) think better, b) speak louder and with a pleasant pitch, & c) have poise

5. Voice = right functioning of diaphragm, shoulders, stomach & lungs

6. Other elements that influence your speech power

a) Eyes: look at the crowd, towards the middle
b) Hands: use to stress a message but use these properly
c) Face: don’t cover with hands or look at empty blackboard
d) Feet, knees & the rest of the body: under control and move along with the message
e) Microphone: try it out before the speech

7. Four types of a speech

a) Impromptu
b) Memorized
c) Written
d) Extemporaneous: outline & main message are mastered

8. The objective of a speech

a) Particular objective
b) General objective
c) The three elements: Action, Feeling & Knowledge
(1) Action – One hopes to move the audience to action which will be concrete, possible, simple & helpful
(2) Feeling – One hopes to move the audience to feel genuine sympathy for the cause one is advocating
(3) Knowledge – One hopes to bring the audience to a better understanding based on the presentation of well-researched data and arguments which should be honest, clear, and if possible comprehensive.

9. Steps in preparing a speech

a) Choice of topic: What will I talk about?
b) Decide on the objective: Why will I talk?
c) My audience: To whom will I direct my speech?
d) Context: What is the occasion and where will I give my talk?
e) Time: When will I talk, at the end or beginning of the program?
f) Input: Is there a need for research, social investigation, or an interview?
g) Limit or focus on an Idea: What will be the ideas I’ll develop?
h) What will be the flow of ideas?
i) The writing and the practice of my speech.

10. Method for an effective action-oriented talk

The Speaker The Listener
a) Attention getting………………………I want to listen
b) There is an important need…………There’s a need for action
c) This is the solution……………………So that’s what’s needed
d) Look (visualization)…………………..I see. That’s it. OK
e) Appeal…………………………………I’ll do it (decision)

11. Practicum

a) The participants choose a “speaking engagement” occasion that fits their interest, the venue, the audience, the topic/issue and the expected outcome.
b) Groupings and group preparation for sharing of data and ideas.
c) Individual preparation, writing of the outline and particular objective of the talk, practice.
d) Delivering the talk in front of the participants

12. Assessment

a) Voice: clear / modulated / pitch / speed
b) Body: straight / poise / eye contact / hands
c) Content: opening /closing/ structure/ objectives/ convincing/ adjusted to audience
d) Listeners: attentive
e) Action: effective
f) Other remarks

13. Summing-up

E. Lecturers’ Training

1. Practical Considerations

a) Focus: The participants and not the contents of his lecture are the primary concern of the instructor
(1) The registration form is a help in the initial “getting to know” of the participants.
(2) The use of a meaningful language for the participants

b) Method: The end-result of understanding by the learners will define and decide which method to use.

c) Direction: It is important in the learning process

2. Method proper

a) Definition: The method is a series of organized and connected actions of the instructor and the participants in view of attaining the general and the particular objectives of the lecture.

b) Methods of Teaching:
(1) Inductive: from the particular to the general
(2) Deductive: from general to the particular

c) Exposition agitation and formal teaching

d) Teaching Techniques
(1) While facing the participants
(i) voice
(ii) language
(iii) body language
(iv) answering questions
(2) According to the topic under discussion
(i) role-playing
(ii) case-study
(iii) buzz session
(iv) workshop

e) “Multi-sensory” tools in teaching
(1) Printed materials
(i) Teaching text
(ii) Reference materials
(2) Visual helps
(i) Blackboard
(ii) Graphic materials: charts, maps, diagrams, drawings, grafts, etc.
(iii) Slides

f) Team Teaching
(1) duties of the main instructor
(2) duties of the assistant instructor
(3) duties of the participants

3. Preparing the Teaching guide
a) The actual making of the teaching guide
(1) Objective
(2) Topic
(3) Introduction
(4) Exposition
(5) Discussion
(6) Summary and/ or application
(7) Ending

4. Practicum
a) Objectives
b) Actual exposition of the assigned topic
c) Synthesis

F. Module Making

1. Objectives
To enable the participants to assume agreement on the guiding
a) principles of people-oriented module making.
b) To surface the participants’ experience in module-making.
c) To draw up specific modules the participants can use in their formation work.

2. Introduction. The seminar-workshop is divided into three components:
a) The assumptive component – uncovers basic assumptions or guiding principles of people-oriented module making.
b) The practical component – surfaces the participants’ experience in module making and subjects it to collective critiquing.
c) The “outputting” component – facilitates actual module-making participants
Points to consider: the difference between a module and a lesson plan:
a) A module is an educational unit which covers a single subject or topic.
b) A lesson plan is a plan either for the entire subject or for subjects or sub-topics related to the main one.
c) A course design or curriculum usually covers a number of subjects or topics.

3. Component One: Assumptive Component
a) Workshop 1
(1) Workshop guideline: What specific assumptions or guiding principles do you keep in mind whenever you draw-up a module?
(2) Workshop proper
(3) Reporting / Synthesis
(4) Deepening / Intervention:
(i) Module making is as much a matter of skill as a question of standpoint
(ii) Pro-people means people-oriented module making
(iii) It is facilitative of people empowerment
(iv) It responds to people’s issues

Points to take note:
(5) Perception – perceiving from the actual life-situation
(6) Conception – from raw materials from life-situation
(7) Praxis – producing/ testing/ improving a module

4. Component Two: Practical Component

a) Workshop 2

(1) Workshop guideline: “In your experience, what are the various steps you take in drawing up a module?”
(2) Workshop proper
(3) Reporting/ Critiquing/ Synthesis
(4) Deepening / Intervention: The following basic steps may be submitted to the participants for discussion:
(i) Needs assessment (needs identification & assessment)
(ii) Participants’ Profile Gathering
(iii) Evolving Content & Methodology
(iv) Resource Appraisal
(v) Structuring the module
(vi) Different models
(vii) Charting model
Sub-topic : objective : method : AV needed : Time frame : Facilitator
----------------:---------------:----------------:-------------------:------------------:-----------------------------------------------------------:----------------:---------------:------------------:-----------------:--------------------------------------------------------------:----------------:--------------:-----------------:----------------:-----------------------------------------
(viii) Amplified Outlining Model
- Module Title
- General Objectives
- Sub-topics
-------------------------------------------------------------------------------------------------------------------------------
Stress How to discuss A.V. needed Time needed
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
(ix) Building Block Model

5. Component Three: “Outputting” Component
a) Workshop 3
(1) Workshop Guideline – The participants are asked to draw-up a module according to common concerns, needs and situation.
(2) Workshop Proper
(3) Reporting and Critiquing. At this point a “no-holds-barred” critiquing must be conducted based on the first two components.

6. Summation – A creative summing-up of the seminar-workshop can be made in order to tie the loose ends and highlight inter-relatedness of the three components.

7. Evaluation