Facilitation 101

This page was created to provide tips and suggestions for activists related to facilitating meetings and events. This guide reflects several questions the HUB community has raised on facilitation. 

The information included comes from existing organizer databases and resources and advice from movement thinkers. A special thanks to HUB advisor Amara Possain, who thoughtfully shared their expertise with the HUB team. Their knowledge is shared throughout. We encourage readers to share further ideas on how this page can be expanded upon and improved.

This guide includes... definers of good vs bad facilitation, tools for good facilitation, suggestions for increasing participant engagement and suggestions for managing group dynamics.

What do we mean by facilitation?

The role of a facilitator is to drive meeting or event participants towards clarity. Facilitation move things forward and build momentum. Facilitators also bring participants back to the purpose of the event/meeting. Remembering your purpose is key, so that when someone is taking up too much space, the facilitator can remind that you'd like to bring us back to the purpose and our goals. -Amara Possain, HUB advisor

In other words, the role of a facilitator and the purpose of facilitation is to: Source: adapted from Meeting Facilitation: The No-Magic Method (Berit Lakey) and Seeds for Change.

• Take responsibility for helping the group stay on track and move through the agenda within the available time.  

• Suggest how to move the group forward, rather than making decisions or plans for the group.  

• Regulating the flow of discussion
  

• Track decisions and milestones, providing clarity on the group's journey, clarifying and summarizing points

• Prioritize the collective needs and goals of the group over individual within the group. 

Note: A person who has strong opinions or significant investment in the decisions being made may find it challenging to facilitate effectively. In some situations, it can be helpful to have an external facilitator.  

Key facilitation skills

• Active listening enables us to hear what others are saying;
• Questioning helps clarify what people are saying, or supports people to explore their needs and come up with new possibilities;
• Summarising helps remind us of the key points in the discussion and check we have the same understanding;
• Synthesising is the skill that allows us to draw together different views and ideas to form one proposal that works for everyone.

Good facilitation should result in good meetings with  :

• Clearly defined and mutually understood goals.
• A well-defined process for effectively achieving those goals.
• Recognition that participants bring their personal preoccupations and emotions alongside their interest in the subject matter.
• Fostering a sense of involvement and empowerment, allowing participants to feel ownership over the decisions and able to take necessary actions.

What makes for poor facilitation?

The following reflections were raised by CAN-RAC and HUB team members in a joint workshop developed and delivered by Amara Possain:

• No agenda, no steering, lack of organization
• Repetition 
• Lack of momentum 
• Not stepping in to help pull out the positives (groups tend to focus on negatives)
• Not stepping in when some people are taking up too much space
• Not knowing the audience and how to tailor facilitation 
• Not stepping in to get people back on track, when people hijack space
• Low engagement and energy, lack of initiative
• Not being able to move past certain items
• People weaponizing meeting rules and knowledge of process
• Passive aggressiveness
• Unclear roles in non-hierarchical structure
• Interrupting each other
• “Outfacilitating" the facilitator - often around an unbalanced power dynamic 
• Miscommunications / inability to diagnose where we departed in understanding

Tools for good facilitation

The following tools were suggestions from HUB advisor Amara Possain.

Stop and POP

Source: adapted from The P-O-P Model (Social Transformation Project, Leslie Sholl Jaffe & Randy Alford)

Purpose: Why? Why are we having this meeting? What is the purpose?

Outcomes: What do we want to accomplish as a result of this meeting?

Process: What steps will we take to achieve these outcomes and fulfill the purpose?

Structuring your agenda

1) Opening: Something to help gather people, focus on the meeting, to make them feel connected to  each other.

2) Agenda review: Make the agenda visible for participants with time markings. Review, make any changes,  then agree to move ahead with meeting. Ideally include approx. time parkings. 

• Note: Consider the dance of time; give a range of time to help people get a sense for how long you'll spend on things, but also balance when more or less time needs to go to certain things

3) Main items: Start with something easy to build momentum, then move on to harder items. Finish with something short and easy to provide hope for next time.

4) Evaluation and closing: A quick opportunity for people to express their feelings, provide a sense of closure, and help improve the next meeting.

Suggestions for increasing participant engagement

From Amara Possain, HUB advisor:

• Use the opening to build trust and ground attendees. 
• Engage people early and often - set the tone in the first few minutes.  
• Alternate structures / modes so there are many ways to participate.
• Break things up and take breaks, especially in longer meetings with many big and/or difficult items.
• Break up who is speaking - arrange for others to present whenever possible.
• Probe and test for agreement - be suspicious when agreements are reached too easily.
• Notice and celebrate when we do get agreement — even small ones!

Online tips: Turn on captions, stay off mute in smaller groups, have people call on the next person in a go-around.

Suggestions from Daniel Hunter (350.org's training director).

 *Note these are appropriate for both in-person and online meetings/events!

• Use the circle up tool so participants know who is in the room. You can use it for things such as introductions.
  
• Use the spectrum tool to gauge where people are at. You can also do this anonymously with figures instead of names.
  
• Use stickies to allow participants to share ideas.
  

The following are some 'energizer' activities that can help increase engagement''':

• Sam Went to Venus…
  • Have the group stand in a large circle. Explain the first person will say: “Did you hear?” The second person (the person to their right) says: “What?” First person: “Sam went to Venus.” Second: “Really how?” First person: “She went to Venus like this!” – and the first person proceeds to make some repetitive motion. Everyone in the circle repeats the motion (and continues repeating the motion). Then, the person to the left of the first person repeats that same series: “Did you hear?/What?/Sam went to Venus./Really, how?/She went to Venus like this” and makes his/her own motion (which the whole groups repeats). The process continues around the entire circle until ending when everyone has done it. (In large groups, this can be done in several separate groups simultaneously.)
• Something True About Yourself (from Gerald Gomani, Zimbabwe)
  • Have each participant write down something true about themselves (anything), without their names, on a piece of paper. Then, have them wad it up. Then, throw snowballs at each other! After a few minutes of play, have the group read the snowballs.
• Strategy Stretch (from Erika Thorne, USA)
  • A simple stretching activity, but laced with activist principles. Start by having people get some space from each other. Each stage involves a new direction to physically have people stretch their bodies. “Stretch upwards towards your vision / [while bending halfway at the waist] stretch your arms out towards your allies and colleagues / [while bending down at the waist] stretch down towards the grassroots, the source of your nourishment / [bending backwards] and bend backwards towards your ancestors, those people who support you from behind.”
• Why… Because… (from Gerald Gomani, Zimbabwe)
  • Have people on one half of the group write down a Why question (“Why is the grass green? Why is there suffering?” etc.). Have the other half write down a Because answer (“Because I said so. Because it can float.” etc.). Give no indication for the purpose or what types of why questions or because answers people should write. Then – and this can be a hilarious exercise – go around the room and have the Why’s ask a question and get their answer from the Because’s.
• Check in questions - a chance to hear everyone’s voice on something that’s not a work topic. Examples include: what’s a song that represents you? What’s an object around you that says something about you? What’s one thing you’re proud of from last week? What’s something people might not know about you? What do you appreciate about another team member?

Suggestions for managing group dynamics

From Amara Possain, HUB advisor and Meeting Facilitation: The No-Magic Method (Berit Lakey)

Describing disability justice	"All bodies are valuable, hold beauty, and are deserving of care. This extends to our community bodies, to the bodies of our plant and animal kin, and to our shared planetary body itself, the earth." -Sins Invalid Every body is integral to any movement toward justice. Ableism believes that some bodies are superior to, and thus more valueable than, other bodies. -Sins Invalid "Disabled people are not disabled due to their impairments, rather they are disabled by structural and systemic barriers within society." -Jake Clarke
Disabled people are marginalized and are deserving of liberation	80% of disabled people live in the Global South, regions most impacted by the climate crisis and exploitation. "From homeless encampments to local jail cells, the social, political, and economic disparities among disabled queer and trans people of colour put our communities at the frontlines of ecological disaster.” -Patty Berne
Environmental racism and natural disasters cause disabilities	"If we ask ourselves why Black and brown communities have higher rates of asthma, we also must look at where they live." -Daphne Frias for Stanford Social Innovation Review. Injuries obtained living through a natural disaster (e.g. earthquakes, hurricanes etc) or from being exposed to toxic chemicals (e.g. Mercury, see environmental racism) may cause acute or chronic disability.
Natural disasters disproportionately harm disabled and other marginalized people	Structural barriers become a matter of life or death during disaster. People with disabilities are 2-5 times more likely to die in a natural disaster. "When we aren’t included before disaster strikes, how will we be effectively accommodated during a crisis?" "Risk is created that could have been planned for and perhaps avoided."-Daphne Frias for Stanford Social Innovation Review  Disability justice is migrant justice. "Climate change is accelerating forced migration at a time when disabled people find it increasingly difficult to cross borders — not simply because of the physical demands, but also because of political opposition." -Julia Watts Belser Disabled people may be unable to enter countries because their diagnosis or condition is considered 'burdensome'. -Julia Watts Belser Migrants may struggle to access the services they need (health services and long-term medical, financial, and social support). -Tiffany Yu Specific examples include: "Some members of the disability community are especially vulnerable to extreme heat events due to increased sensitivity to keeping our body temperatures cool enough." -Tiffany Yu Natural disaster can cut electricity, "which is especially problematic because so many disabled people need electricity-powered medical equipment to survive." -Tiffany Yu Droughts and flooding cause food and water insecurity. "Because of other social factors like thedisproportionate number of disabled people who are caught in an endless poverty cycle, the disability community is especially vulnerable during these shortages." -Tiffany Yu Disabled people may be unable to evacuate from disaster and/or may lose "critical mobility and accessibility devices (wheelchairs, scooters, walkers, canes, hearing aids, communication devices)." -Tiffany Yu Post-disaster, "the prospect of rebuilding a home that had been built around an individual disability can also be daunting and expensive ― particularly considering disabled workers typically earn significantly less than their able-bodied counterparts." -Jenavieve Hatch for Huffington Post
Avoid eco-ableist messaging	"Prioritizing personal ownership of environmental impacts over corporate responsibility fuels ableism and discrimination toward people with disabilities."-Daphne Frias For example, many disabled people rely on delivery services for food, personal items and other things. It is not the fault of disabled individuals that large corporations do not use environmentally-friendly packaging. See our eco-ableism section of ableism for more. Disability is one of the first forgotten or first attacked experiences when discussing climate accountability or solutions. It's important to recognize disabled people caring for their needs are not to blame for the climate crisis. True accountability lies in those hoarding resources and wealth (the ultra rich).
Address immediate survival needs	"Disabled people are so busy just surviving. We have to self advocate all the time for access to employment, education, benefits or healthcare. It means unless there is a flood at my door I’m not thinking about the climate so much. We need to get people out of poverty because you can’t do anything about the climate if you are completely ostracised from participating in regular life.” -Pauline Castres "When issues like discrimination, access to adequate healthcare, unemployment, and poverty are among our top concerns, climate change tends to be an afterthought. When we are fighting for basic human rights and equality, how do we have time to think about climate change?Being concerned about and fighting for climate justice is a privilege." -Tiffany Yu
'Survival of the fittest' is an oppressive mindset	Accepting the loss of some lives to the climate crisis as 'inevitable' is oppressive. "We aren't just talking about physical vulnerability; ableism, racism, class inequality and other forms of oppression work together to compound and intensify risk." -Julia Watts Belser Access to wealth makes it easier to evacuate, and white supremacy translates "into the political clout and communal resources that make climate disruptions more survivable in the first place — better infrastructure, less exposure to environmental hazards and more robust public assistance during and after crisis." -Julia Watts Belser We all deserve to have our needs met on a planet that has enough resources, but that are hoarded by a minority. Capitalism describes disabled individuals as a drain on our resources. In contrast, it is capitalism that drains us, and drains the earth's resources.

• Setting the tone
  • Start with confidence and energy 
  • Establish consent to hold people to group agreements (seethis examplefrom Adrienne Marie Brown'sEmergent strategy)
  • Push for specificity and test for alignment. Be suspicious of agreements reached too easily – test to make sure that people really do agree on essential points. Try something like 'there's a lot of great knowledge in the room. Is there anything we're missing, anything we haven't considered?"
    
  • Assign observer roles (vibes, process). Helpful on zoom and/or when the #'s are large.
    
    • See [How can we incorporate space watchers and holders into our groups without veering into policing?] for more on space watchers.
    • A process observer looks for things such as... 
      • What was the general atmosphere in which the group worked? relaxed? tense?
      • How were the decisions made?
      • If there was any conflict, how was it handled?
      • Did everybody participate? Were there procedures that encouraged participation?
      • How well did the group members listen to each other?
      • Were there recognized leaders within the group?
      • How did the group interact with this facilitator?
        • "When you as process observer (whether appointed or not) are paying specific attention to patterns of participation, an easy device would be to keep score on papers. In a small group a mark can be made next to a person’s name every time they speak. If you are looking for differences in participation patterns between categories of people, such as around gender, race and ethnicity, new members-old member, etc, keeping track of number of contributions in each category is enough." -Berit Lakey, Training for Change
          
  • Journalling before coming into discussion is helpful. Or pairing in small groups for reflection.
    
  • Look for minor points of agreement and state them. This helps build the group's morale.
    
• Handling specific situations
  • There is no silver bullet (sorry!) - it depends on the facilitator’s ability to interpret the situation and ability to intervene accordingly, the participant, and the group - but it’s helpful to keep tools in your back pocket and to practice. 
    • You have to assess what's going on. Are they a jerk? Are they feeling unheard? 
      
    • Shift the format/structure first. Break things up in pairs or try something else. Help get a sense for what's going on.
      
    • Sometimes need to intervene directly with the person, sometimes need to include the whole group.
      
    • Jokes and affirmation can help depending on the situation. 
      
    • Ask for others input if a conversation is being carried out by 2 people only.
      
  • Some approaches: shift format/structure, energizer, break, 1:1, remove them, make the group a part of it, humour, affirmation, the list goes on.

If you have any suggested revisions or additional resources to share related to the above content, please email them to kenzie@lehub.ca.

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