EFFECTIVE FACILITATION SKILLS

CONDUCTING CONVERSATIONS: GUIDING

DISCUSSIONS AND KEEPING PEOPLE ON TRACK
Mr. Hernando H. Espiritu

March 3 – 5, 2020
The Discovery Suites, Pasig City
 TERMINAL OBJECTIVE

By the end of the three-day Course on Developing

Learning Facilitation Skills, participants will be able to
apply the PSTD Learning Facilitation Framework in
facilitating learning sessions based on a training
activity plan.
 DAY 1
Module 1: Learning Facilitation Perspectives
1. Value and Goal of Learning Facilitation
2. Assumptions about Adult Learners
3. Adult Learning Principles and Conditions
4. Roles of a Learning Facilitator

PROGRAM Module 2: The Person of the Facilitator

1. Personal Attributes of a Facilitator
FLOW 2. Group Leadership Function Scale

Module 3: Managing the Learning Journey

1. The Learning Journey – Unfreezing,
Assimilation, Re-entry
2. Stages of Group Development
 DAY 2
Module 4: The Basics of Facilitation and
Managing the Group Process
1. Attending, Listening, Observing, Questioning
(ALOQ)
2. Managing the Group Processes – Task
Behaviors, Maintenance Behaviors, Self-
Oriented Behaviors
PROGRAM 3. Process Observation Analysis (POA) – Process
versus Content
4. Managing Challenging Learning Situations and
FLOW Behaviors
5. The Adult Learning Cycle

Module 5: Facilitating Structured Learning

Experiences (SLE)
1. Four A Model – Activity, Analysis, Abstraction,
Application
2. Principles of Psychomotor Learning
 DAY 3
Module 6: Simulation Exercises

Module 7: Conducting Formative Evaluation

1. Definition, Purpose, and Value of Training

PROGRAM Monitoring and Evaluation
2. Formative versus Summative Evaluation
3. Levels of Evaluation (by Donald Kirkpatrick)
FLOW 4. Formative Evaluation
HOUSE RULES
E O
N J Y
7
Parking Lot
PSTD Learning Facilitation Framework
Adult
Learning
Principles and
Conditions

The Learner
Facilitation and the The Person of
Proficiency Learning the Facilitator
Journey

Group Process
Management
 MODULE 1

Learning Facilitation
Perspectives
SUB -T I T LE, I F AN Y
Enabling Objectives

By the end of the session, participants will be able to:

• Explain the value and goal of learning facilitation
• Discuss the implications of adult learning principles and
conditions on learning facilitation
• Differentiate the roles of learning facilitators
GTKY A Little Better: Find your corner
Four Corners

If your were to go for a vacation where would you prefer to go

A. Asia
B. Africa
C. America
D. Europe
Four Corners

The pet I would prefer

A. Spider
B. Snake
C. Rat
D. Lizard
Four Corners

The pet I would prefer

A. Spider
B. Snake
C. Rat
D. Lizard
Four Corners

Today I would rather be

A. Seeing a movie
B. Home
C. At the beach
D. At the office
Four Corners

A Facilitator is:
A. A Trainer
B. A Coach
C. A Guide
D. A Mentor
…It is more than just doing
things differently.

…It is also about seeing things

differently.
Facilitation

Goal: help learners acquire, retain, and apply knowledge,

perspectives and skills
• Engaging participants in creating, discovering, and
applying learning insights
• Providing a “guide on the side” who asks questions,
moderates discussions, introduces activities, and helps
participants learn, not just a “sage on the stage” who
delivers content to the audience,
I am always
ready to
learn
although I
do not
always like
being
taught.
~Winston Churchill
Andragogy
Art and science of adult learning
Assumptions about Adult Learners

Motivation
to Learn

Self- Orientation
concept to Learning
Adult
Learner
Experience
Readiness
to Learn

https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Adult Learners
Self-Concept
From being dependent
to being self-directed

Readiness to learn
Increasingly oriented to
developmental tasks of
social roles
Adult Learners
Learner Experience
Accumulates growing
reservoir of experience
that becomes an
increasing resource for
learning

Motivation to Learn
Becomes increasingly
internal
Adult Learners Orientation to Learning
• From postponed
application of knowledge to
immediacy of application
• From content-centeredness
to problem-centeredness
Adult Learning Principles and
Conditions
(Gerald Pine and Peter Horne)
Learning Is Highly Personal

Occurs inside learner and

activated by learner

Involves discovery of
personal meaning and
relevance of ideas

No one directly teaches

anyone anything of
significance
G. Pine and P. Horne (1990)
Learning involves multi-dimensional
processes

Evolutionary more than

revolutionary

Both emotional and

intellectual
Learning involves multi-dimensional
processes

Consequence of learner’s
experiences

Interdependent more
than independent
Four Corners
Feeling

Watching

Doing

Thinking
Four Corners
Feeling
Emotional
response

Perception

Watching
Doing

Processing

Continuum
Continuum

Approach

Thinking
Kolb’s Learning Styles
Feeling

Accommodating Diverging
(Feel and Do) (Feel and Watch)

Watching
Doing

Converging Assimilating
(Think and Do) (Think and Watch)

Thinking
 Accommodating Diverging
(Feel and Do) (Feel and Watch)

Diverging
Converging Assimilating
(Think and Do) (Think and Watch)

• Views situations from many

perspectives
• Observes events and people rather
than acts
• Likes cooperative activities such as
brainstorming
• Interested in people; more feeling-
oriented
 Accommodating Diverging
(Feel and Do) (Feel and Watch)

Assimilating
Converging Assimilating
(Think and Do) (Think and Watch)

• Synthesizes different
observations and thoughts
• Likes to reason inductively
• Enjoys formulating theories
• Likes to design projects and
models
 Accommodating Diverging
(Feel and Do) (Feel and Watch)

Converging
Converging Assimilating
(Think and Do) (Think and Watch)

• Emphasizes practical
application of ideas
• Likes decision-making and
problem-solving
• Prefers working on technical
problems
 Accommodating Diverging
(Feel and Do) (Feel and Watch)

Accommodating Converging Assimilating

(Think and Do) (Think and Watch)

• Tends to use intuition in solving problems

• Good at adapting to changing
circumstances
• More at ease with people
Time to Stop and Think…

What are the implications

of differences in learning
styles when facilitating
learning activities
Conditions that Facilitate Learning

Diversity is Ambiguity is
valued tolerated
Conditions that Facilitate Learning

Okay to make Ideas can be

mistakes challenged
Conditions that Facilitate Learning

Discovery of personal meaning of

ideas is facilitated

Uniquely personal and subjective

nature of learning is supported

Evaluation by self and others is

facilitated
Conditions that Facilitate Learning

People …

•Feel respected and accepted

•Are engaged
•Are encouraged to trust self and
others
I never teach my pupils. I only attempt to
provide the conditions in which they can
learn.

Albert Einstein
Time to stop and think…

If the goal of the facilitator is to

help learners acquire, retain and
apply new knowledge,
perspectives and skills, what roles
should he or she be able to
perform?
EFFECTIVE FACILITATION SKILLS
CONDUCTING CONVERSATIONS: GUIDING
DISCUSSIONS AND KEEPING PEOPLE ON TRACK
Mr. Hernando H. Espiritu

3 March 2020
The Discovery Suites, Pasig City
BEST?
WORST?
 Engaging

Supporting Clarifying

6 Facilitator 6
ROLES
Roles
Synthesizing Gate-keeping

Processing
Pop Quiz
What is one way by which the Facilitator can
engage learners?
Engaging

Provides optimum and equal

opportunities for participation

Solicits ideas, questions,

observations, etc.

Asks relevant and challenging

questions
 INVOLVEMENT
is the Facilitator’s first
choice
What Facilitator role involves addressing
confusion and providing information?
Clarifying

Addresses confusion, provides

accurate information and responds
to relevant issues

Solicits questions during and after

presentations or discussions

Provides clear instructions when

administering activities
Ok to SHARE
thoughts, feelings and
rationale…

But exercise GOOD

JUDGMENT
What is the value of gate-keeping when
facilitating?
Gate-Keeping
NORM
S
Uses process skills to keep sessions
on track and manage learning
tempo

Helps group manage learners who

may railroad discussions

Sets time limit for breaks and

activities and ensures this is
observed
What facilitator role involves helping
participants find the personal
meaning of concepts and
activities?
Processing

Helps participants find personal

meaning of concepts and activities

Encourages individual and group

reflection

Guides participants in moving along

learning cycle (4As) during
structured activities
What does synthesizing involve?
Synthesizing

Integrates inputs, discussions and

processes at end of module or
major learning topics
Reviews learning objectives and
how sessions and learning
processes are progressing

Uses variety of techniques and

tools for synthesis
How can the facilitator demonstrate
support for learners?
Supporting

Maintains/enhances group’s
self-esteem

Provides or directs group to

resources

Checks group’s needs without

removing responsibility
Managing the Learning
Journey
Management of Learning
A Framework

Unfreezing Assimilation Re-entry/

Integration

• Beginning of • Body of • End of

Intervention Intervention Intervention
 Unfreezing
Participants’ Needs and Desired Outcome
Concerns
• I feel I can’t I have some • I am okay!
personal commitments. • My co-participants are okay.
• What’s in it for me? • This program is okay.
• Can I cope with the
requirements of the program?
• I might not belong here.
• What will they expect of me?
• I do not know anyone here.
• I hope they’re all the experts I
expect.
What would you do?

When participants say…

I have so much pending work left

undone.
I am scared of speaking in front of
other people.
I have very limited experience in the
topics to be covered.
 Unfreezing
Facilitator’s Objective

Enable learners to recognize the need to

learn, appreciate the relevance of the
learning activities, and value own and
others’ contributions towards the
attainment of each one’s learning objectives
 Unfreezing
Facilitator’s Response
• Create a climate of trust and respect
• Unload mental baggage
• Help participants define their learning styles, needs,
and goals
• Introduce participants to learning environment
• Prepare them for the learning process
• Engage them in planning the learning process
• Help participants see the relevance of the intervention
to them personally and to their work
• Communicate to them with honesty about all the facets
of the program
 Assimilation
Participants’ Concerns Desired Outcome
and Needs
• What do these mean to • Learning is okay. I am progressing.
me? • The learning process is not at all
• I am getting more threatening.
confused. • I am becoming inspired and interested
• Where are these because of what I am learning.
leading me to? • The training inputs are really useful to me.
• I am tired. This is too
much.
• I am bored.
• I am sleepy. I don’t
think I can concentrate.
What would you do?

When participants say…

I am too tired and sleepy.

I do not understand what the

facilitator is talking about.
I do not see how this is relevant to my
work.
 Assimilation
Facilitator’s Objective

• Sustain motivation to learn

• Facilitate internalization of concepts, ideas and processes
• Build learners’ responsibility for their own learning
 Assimilation
Facilitator’s Response

• Involve participants
• Encourage participation
• Maintain a climate of trust and respect
• Give concrete feedback about their performance
• Help participants recognize and process their own learning
difficulty
• Solicit feedback and consult them on what can best be done
• Provide needed support.
 Re-entry/Integration

Participants’ Needs and Concerns Desired Outcome

• Something has to be done back • I feel good and I am ready to

home, but will my boss support me? go back to work.
• I feel good! How will I sustain this • I know how to apply what I
feeling? have learned.
• How can I apply all these learning?
There are a lot of possibilities, but
where will I start?
• My boss expects some change as a
result of this training. What will I do
now?
• I know the task is difficult. Where
could I get help?
What would you do?

When participants say…

There is so much I can do back in my

workplace. Where do I start?

I am so optimistic! How will I sustain

this feeling?

I expect resistance from my boss if I am

to change things. What should I do?
 Re-entry/Integration
Facilitator’s Objective

• Enable learners to draw personal meaning from learning experiences,

and translate learning into action
 Re-entry/Integration
Facilitator’s Response

• Help participants:
- see and prepare for realities back home
- explore possible application of learning
- plan immediate next steps
- commit to continue to learn
 Management of Learning

• Facilitate learning
Assimilation • Prepare learners for “re-
climate entry” to workplace:
• Prepare participants for • Provide activities that synthesizing learning and
the learning process facilitate reflection and planning for applications
discovery of personal
meaning of ideas and
learning event
Re-entry/
Unfreezing
Integration
EFFECTIVE FACILITATION SKILLS
CONDUCTING CONVERSATIONS: GUIDING
DISCUSSIONS AND KEEPING PEOPLE ON TRACK
Mr. Hernando H. Espiritu

3 March 2020
The Discovery Suites, Pasig City
Stages of Group Development
Bruce Tuckman
 5 Stages of Group
Development

Source: https://pressbooks.bccampus.ca/technicalwriting/wp-
content/uploads/sites/296/2018/05/Tuckman_CC-1024x981.png
Card-Storming

• In your table groups, list down as many participant behaviors in each

stage:
1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning
• Post on labeled easel sheets
Forming (Orientation)

• Group just starting to come together; usually described with anxiety

and uncertainty
• Members have need for acceptance and tend to be discreet with
their behaviors
• Members start to form impressions of each other
• Conflict, controversy, misunderstanding and personal opinions usually
avoided
• Members start to gain an understanding of the group’s task, how it
will operate, what is expected, and what is acceptable

Source:
https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_d
evelopment.htm
Time to Stop and Think

What facilitator behaviors will

help the group during the
Forming stage
Storming (Power Struggles)

• Members have greater understanding of the work and a general

feeling of group belongingness
• Dominating members emerge, while the less confrontational
members stay in their comfort zone
• Stage where dispute and competition can be at its greatest
• Questions on leadership, authority, rules, norms, responsibilities,
structure, evaluation criteria and reward systems tend to

Source:
https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_d
evelopment.htm
Time to Stop and Think

What facilitator behaviors will

help the group during the
Storming stage
Norming Stage (Cooperation)

• Members see the group as fun and enjoyable

• Interaction a lot easier, more cooperative, and productive, with
weighed give and take, open communication, bonding, and mutual
respect
• Disputes and disruptions are easier resolved and group able to get
back on track

Source:
https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_d
evelopment.htm
Time to Stop and Think

What facilitator behaviors will

help the group during the
Norming stage
Performing (Synergy)

• Group’s capacity, range, and depth of interactions expand to true

interdependence
• People able to work independently, in subgroups, or as a total unit
with equal facility
• Group identity is complete, group morale is high, and group loyalty
can be intense
• Goal is productivity through problem solving and work.

Five Stages of Group Development,

http://www.gmu.edu/student/csl/5stages.html
Time to Stop and Think
What facilitator
behaviors will help the
group during the
Performing stage
Adjourning (Closure)

• Involves termination of task behaviors and disengagement from

relationships
• Closure usually includes recognition for participation and
achievement and an opportunity for members to say personal
goodbyes
• Adjourning can be difficult for some as it is a “regressive movement
from giving up control to giving up inclusion in the group”

Five Stages of Group Development,

http://www.gmu.edu/student/csl/5stages.html
Time to Stop and Think

What facilitator
behaviors will help the
group during the
Adjourning stage
Session Objective

By the end of the session, participants will be able to expound on the

purpose and guidelines in applying four facilitation core skills:
• Attending
• Observing
• Listening
• Questioning
+
4
Fundamental
Skills

Attending

Observing

Listening

Questioning
Attending

• Presenting yourself
physically in a
manner that shows
you are paying
attention to
participants
Purpose of Attending

Build rapport

Connect with learners

Communicate that you value

them
Time to Stop and Think…

What behaviors can indicate

that a Facilitator is
“ATTENDING” to you
Attending Guidelines
Position body so you face all
learners

Maintain eye-contact

Move toward learners

Use pleasant facial

expressions

Maintain open stance and

posture
Some more tips…

Watch your
Use natural
Smile non-verbal
expressions
expressions
Some Don’ts…

Stare at individuals

Avoid eye contact

Turn back to part of group

Shuffle papers or look at watch while

someone is talking
Observing

• Watching for cues

to gain feedback
on how
intervention is
received, and to
make necessary
adjustment
Purpose of Observing

Provide
Adjust Respond to
accurate and
approach learners’ needs
timely feedback
 Guidelines in Observing

Making
•Visually scan room inferences
•Move around
•Note learners’ non-
verbal
•Observe interaction
patterns

Data Taking
gathering action
 Guidelines in Observing

• Visually scan room

Making
• Move around inferences
• Note learners’ non- • Respond based on
verbal • Use data and cues inferences
• Observe interaction to infer how
patterns learners are
responding to
process and inputs
Data Taking
gathering action
Options

Continue learning
process as planned

Observed
Learner
Behaviors

Modify approach to
respond to emerging
needs
Some learners

May
Indicate… •Continue
•Smiling •Make
•Nodding •Interest mental note
•Leaning •Enthusiasm that training
forward •Understandi is well-
•Eye ng received
Learners’ Facilitator’s
contact
Behaviors Response
One or two participants…

May
•Yawning Indicate…
•Vacant stare •Continue
•Boredom
•Shuffling •Make
•Lack of
feet mental note
interest
•Leaning back to check
•Clock- again later
Learners’ Facilitator’
watching
Behaviors s Response
•Leaving
room
Many participants…

May •Take a break

•Yawning Indicate…
•Change pace
•Vacant stare
•Boredom •Check
•Shuffling feet methodolog
•Lack of
•Leaning back interest y
•Clock- •Involve
watching learners
Learners’ Facilitator’
•Leaving room
Behaviors s Response
Learner Behaviors

May
•Frowning Indicate… •Solicit
questions
•Head
scratching •Confusion •Clarify
•Pursed lips •Not being •Talk with
able to learner
•Vacant
follow during break
stare
(if 1Facilitator’
or 2)
Learners’
•Avoiding s
eyeBehaviors
contact Response
Listening

Obtaining verbal information and verifying that you understand the

information
Purpose of Listening

Understand learners’
perspective

Show you understand “where

learner is coming from”

Gain verbal feedback on how

session is received
Tips to Good Listening

Paraphrase
what was
Listen to said to
Confirm
words clarify or
understandi
being demonstrat
ng
expressed e
understandi
ng
Some Listening Tips
Stop talking

Focus on person not your

response

Suspend judgment

Listen to what is not said

Ask questions to clarify

Avoid distractions
Some Listening Tips
Use time differential between:

rate of rate of
speech (140- thinking (400-
160 wpm) 600 wpm)
to seek important themes and listen thru words
for meaning
Psychological Air

To listen well is the

psychological
equivalent of giving air
to someone who is
oxygen-deprived…It
meets a deep,
profound human need.
Questioning

• Asking questions and

responding to questions
from learners
Purpose of Questioning

Determin
Allow Enhance
e what
learners to learner
learners
assess own involvement
already learning
know
Three Questioning Skills

Handling Respondin
Asking
answers to g to
questions
questions questions
Guidelines in Asking

Clear and
concise
Single issue

Reasonable

Challenging

Relevant
Types of Questions: OPEN
Requires more
than “yes” or
“no” answer
Stimulates
thinking
Elicits
discussion
. Usually begins
with Why,
What, How
Types of Questions: CLOSED

Requires
one-word
answer
Tends to
close off
discussion
Usually
begins
with Do,
Are, Can,
. Will
Questioning Techniques
Ask a question to group if you want to…
• Stimulate thinking of all learners
• Allow learners to respond voluntarily
• Avoid putting an individual on the spot

“overhead’
questioning
Questioning Techniques
Ask a question to an individual if you want to…
• Encourage particular learner to think and respond
• Tap resources of known “expert” in class

Also known as
“direct”
questioning
Handling Learner’s Responses

Correct
response

Provide positive
reinforcement
 Handling Learner’s Responses

Partially
correct
response

Recognize correct
part - Then redirect
question to same
learner or to
others; or answer
yourself
Handling Learner’s Responses

Incorrect
response

Acknowledge
effort - Then
redirect
question to
other learners,
or answer
yourself
Responding to Learners’ Questions
Provide answer if
you are the only
one who knows or
can provide answer
Responding to Learners’ Questions
Redirect question to
same learner or
another learner if
there is high
probability that
learners can come up
with correct answer
Redirecting
Redirect question to group if you want to…
• Tap on the group’s expertise
• Solicit ideas/opinions from others

“relay”
questioning
+

Process
Observation
Analysis
(POA)
 WHAT IS PROCESS?

Process is any interaction of forces or

energies called process elements that
occur in a given period of time
- Lewin
 How will you see Process?

These forces or energies are

manifested in behaviors and
inferred from emotions that
influence the individual, group,
and the whole situation
Why is attention to process
IMPORTANT
in Facilitation?
 Two Ingredients in
ALL Human Interaction

Content Process
How do we deal with process?

Gather data (facts

Understand the
Process
Make SENSE of the
data
How?

Help / assist / TAKE ACTION when

intervene in the necessary to IMPROVE
process the situation
 How do we deal with process? Needed
Competency

Gather data (facts POA

1. Understand the
Process
Make SENSE of the
data
How?

2. Help / assist
/ intervene in
the process TAKE ACTION when
necessary to IMPROVE
the situation Facilitation;
Hosting
Why Observe and Analyze Process?
(Ortigas, 1990)

• When Something is happening, but the group is not

seeing it or is not moving forward, LOOK AT THE
PROCESS!

• This is often the major cause of group ineffectiveness

• Often, people are only concerned about what others

are saying (content) and very little attention is given
to how they say it (process)
POA Exercise: Fishbowl Activity

• Two Groups:
• Fishes
• Process Observers

• Fishes: Pick a side and discuss the topic, ”Yung mahal

mo, or yung nagmamahal sayo?”

• PO Task: Observe
• What do you see?
• Hear?
• But not what you “think”
 PROCESS ELEMENTS

What goes on in groups?

What to look for in
Groups: Various Process
Elements
(J.W. Pfeiffer)

This Photo by Unknown Author is licensed under CC BY-SA-NC

Group Norms Participation
Self oriented Behavior Communication
Task Function

Influencing style

Decision Making

Feelings Group Atmosphere

Leadership This Photo is licensed under CC BY-NC-ND

Membership Maintenance function

 Communication
(J.W. Pfeiffer)

- Describes how people talk to each other

- Looks at the quality of Conversation and non verbal
- Reveals patterns of communication present in the group
Participation
(J.W. Pfeiffer)

- Shows the involvement of participants in

the group
- Usually inferred from the frequency and
quality of verbal participation
Influence
(J.W. Pfeiffer)

- Gives idea on who are the “power”

brokers or leaders in the group and how
do they use or exert their power
- Indicates various styles of influence:
- Autocratic
- Peace Maker
- Lassiez Faire
- Democratic
DECISION-
MAKING
(J.W. Pfeiffer)

- Looks at how the group decides on an

issue
- Shows the different styles of decision-
making and its effect on the members
- Self Authorized
- Handclasp
- Majority Support
- Consensus
- Plop
Group
atmosphere
(J.W. Pfeiffer)

- Looks at the general mood of the group

and the underlying feelings and dynamics
Membership
(J.W. Pfeiffer)

- The degree of acceptance or inclusion of

members of the group
- Glean from how people are seated or
standing next to each other, where they
move vis-a-vis the other members
Feelings
(J.W. Pfeiffer)

- ▪ Feelings are seldom talked about when

groups work together
- ▪ Observer may discern feelings based on
tone of voice, facial expressions, gestures,
and many other forms of nonverbal cues
Norms
(J.W. Pfeiffer)

- ▪ Standards or group rules that control

participants behavior
- ▪ Maybe explicit (i.e. expressed) or
implicit/implied
- ▪ Important to analyze if these norms
promote or hinder effective group
performance
PROCESS
(Reddy, 1994)

- TASK PROCESS - MAINTENANCE

- The HOW that is PROCESS
Focused on getting - The HOW that is
the WORK of the focused on
group accomplished satisfying the
psychological and
social NEEDS of the
group
Individual Behaviors to Observe
(J.W. Pfeiffer)

- TASK Behaviors: - MAINTENANCE

- Initiative Behaviors:
- Seeking - Harmony
info/opinion - Gatekeep
- Giving info/opinion - Encouragement
- Clarifying - Compromise
- Elaborating - Standards
- Summarizing
- Consensus Testing
POA is basically
“MIRRORING”
I see + I hear
Describing a group (observing)
- What is happening to them?
- What are they doing?
Reading a group (analysis) I think
- Who do they affect the group /
task?
POA is basically
“MIRRORING”

Describing a group (observing)I see + I hear

- What is happening to them?
- What are they doing?
Reading a group (analysis)
- Who do they affect the group I/think
task?
 APPLICATION:

Practice during the practicum

Guidelines in Observing Process
(Ortigas, 1990)

• ü Withdraw from active participation in the group so that you can

watch the group in action and take note of what you SEE
• ü Put aside pressing personal concerns, that is, be mindful of and
firmly grounded in the events of the here-and-now.
• ü Take note of the “I SEE” and “I HEAR” data only.
• ü Do not interpret what is happening while you are observing.
• ü Find a strategic position (not too near nor too far) where you can
see what is really happening.
PROCESSING

• • What was your key take-away from POA session?

• • How can POA be useful in your OD-HR work? (some possible
applications)
• • Are there questions or concerns regarding POA?
Value of POA

• • Acts as a mirror to reflect to a person or team a description of their

individual or group behaviors and their equivalent consequences
• • Shows where the group is in terms of group development.
• • Provides valuable information about a group member’s strengths
and areas for improvement
• • Provides insight on group’s relationships
KEY TAKE AWAYS