When designing an agenda, a facilitator considers:
- Issues, conflicts, feelings in the community.
- What the group has tried before.
- Skill level of the group. Sometimes the group can benefit from sharpening their skills.
- Methods that the group is used to using. Sometimes the group can benefit from learning new methods.
- Where the group is in their overall process. Are they a new group? Experience?
- What the group needs to accomplish.
- How much time they have to meet.
- The ebb and flow of energy levels throughout the meeting.
- The ebb and flow of “divergence” and “convergence” throughout the meeting. Ideally, you want to end on convergence.
- The ebb and flow of “process” and “action.” Each meeting has its own ideal balance.
- Accounting for all of the learning styles—feelers, observers, thinkers, and doers.
- Planning to make space for all voices are heard—especially minority voices.
- Go-rounds
- Large group processes
- Small group processes
- Dyad processes
- Brainstorming
- Card storming
- Prioritizing
- Voting (there are many kinds of voting)
- Consensus (there are different versions of this as well)
- Problem solving processes (again, there a several)
- Sharing circles
- Fishbowls
- Kinetic mapping
- Guided meditation
- Role play
- And also a variety of openings, transfer-ins, “light and livelies,” closings
- Privacy, interruptions, noise
- Set up, furniture, energetics, sight lines, wall space
- Easels, flip charts, tape, pens, any props or supplies needed for exercises
- Writing up agenda, groundrules, instructions, etc. on flip charts and hand outs
- Make sure that the notetaker, scribe, greeter, timekeeper, coffeemaker, presenter, heart-keeper, etc. roles are filled
- Make sure the comfort factors are handled (food, drink, bathrooms, temperature, accessibility)
- Lead the opening
- Lead the transfer-in
- Review the agenda
- Explain the activities
- Provide instruction (training is a whole other skill set, but one that the facilitator should have)
- Contact statements (“getting” where each person is at, so that they know they are heard, and the group gets it too)
- Summaries
- Weaving (connecting individual statements to each other)
- Groping (if it is not clear what is being said)
- Delegating
- Conflict management
- Invite the whole person (including intuition, emotion, heat, body—not just mind)
- Be “content neutral”—not have a stake in the particular outcome
- Find the common ground
- Be everyone’s ally
- Remember: it’s not about you
- Know what you don’t know
- Model an eagerness for new information, be curious
- Admit your mistakes and be open to feedback and where you are at your own learning edge
- Service—always be in the question: “what does the group most need in this moment?” and then do that
- Where are we in the agenda?
- How much time do we have left?
- What is going on with each person?
- What is going on with the whole group?
- How can this increase the groups capacity to work together?
- What is coming “around the bend”—what is this interaction going to lead to?
- Is everyone participating equally?
- Are the minority voices being heard?
- Are all the learning styles getting their needs met at some point?
- Are both the “process” and the “action” people getting their needs met?
- agendas
- brainstorming
- note-taking
- parking lots
- graphics to highlight, weave, etc.
- non-verbal representation
- group recording and reporting back
- the current interaction
- the ebb and flow of the meeting
- the place of the meeting in the greater process--especially, what skills can the group be learning now, that will help it down the line?