Library of facilitation techniques

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Thiagi Group

Missing Step

processissue analysisthiagiteamwork
Many training topics involve procedures or processes (e.g. Team formation process; a product launching process, etc.). Here's an interactive lecture design that encourages the participants to go beyond the content of the presentation and critically examine the steps of the procedure or phases of the process. Use This Strategy When: * The training content is a procedure with different steps or a process with different phases. * The participants know something about the procedure or process and can conduct a group discussion.
Thiagi Group

Triads

thiagiactionidea generationproblem identification

Triads is a structured sharing activity for identifying the advantages and disadvantages of an object (examples: iPad, chicken soup) or a process (examples: meditation, conflict management). It also enables the participants to leverage the advantages and to reduce the disadvantages.

Thiagi Group

Workers and Watchers

thiagidebriefingenergiserclosing
Blindfold half of the participants and ask them to lay a rope on the floor in the form of a circle. Conduct a quick debriefing involving the blindfolded workers and the watchers. Blindfold the other half and give them the task of laying the rope on the floor in the form of a triangle. Continue with the debriefing discussion.


Thiagi Group

Big changes

thiagiactionchange management

In a brain-pick activity, participants interview people who share a common experience or background. (These people are called informants.) Participants interact with these informants—and with each other—to collect and organize useful information.

This activity uses people who have undergone major organizational changes. Participants interview them to come up with a list of guidelines for coping with change.

Thiagi Group

Group Development Stage Directions

group developmentteam dynamicsstructured sharingthiagiissue analysisteamwork
Different teams receive envelopes labeled with the names of different stages in the development of a team. Participants brainstorm guidelines for facilitating a team at a specific stage, record the guidelines on a card, and place the card inside the appropriate envelope. Teams rotate the envelopes and generate guideline cards for other stages in the life cycle of a team. During the evaluation round, team members comparatively score the guideline cards generated by other teams.
Thiagi Group

Triple Nine

thiagiskillsanalysis

The key to such procedures as need analysis, market research, and evaluation is the ability to find patterns in available information, collect additional information, and come to logical conclusions. We devised a game with a pocket calculator to teach this type of logical thinking.

Thiagi Group

2 Minute Drill

thiagiissue analysisactionreview

Textra Games combine the effective organization of well-written documents with the motivational impact of training games. Participants read a handout, booklet, reprint, or a chapter in a book and play a game that uses peer pressure and peer support to encourage the recall and transfer of what they read.

Here is a fast-paced textra game for reviewing training content from product-knowledge booklets or technical reference manuals.

Thiagi Group

Little-Known Facts II.

get-to-knowicebreakerteamthiagi
People enjoy learning little-known facts (LKFs) about each other. (E.g. I have a twin brother / I always need to know which direction North is / etc.). They also enjoy revealing such facts to total strangers--perhaps because it makes them feel like celebrities. In this exercise teams match LKFs with participants.
Thiagi Group

Rapid Responses

thiagistructured sharingissue analysisquestions and answers

Here's an experiential introduction to this activity:

What is your preferred technique for learning something new?

Write your answer on a piece of paper. If you don't have a piece of paper, just say your answer out aloud.

I am now going to ask you a different question. Once again, write down your answer (or say it out aloud).

What method do you usually use to train other people?

Compare your answers to the two questions. Are they consistent with each other? If not, why is there a discrepancy between the way you like to learn and the way you train others? Should you not help others learn the same way you like to learn?

Does this inconsistency exist because you believe that training is different from learning? Don't you believe that training has to result in learning?

Does this inconsistency exist because you believe that your learning preference is unique only to you? Don't you think that other people may have unique learning preferences? How does your training accommodate these individual differences?

Thiagi Group

Certificates and Advice

closingdiversityteam
Here's a closing activity that combines awarding certificates and giving advice. Each participant picks up someone else's certificate. She hands over the certificate along with a piece of personal advice.
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