001

Table of Contents
 
Praise
Also by Roger Schwarz
Title Page
Copyright Page
The Jossey-Bass Business & Management Series
Dedication
Editors, Authors, and Contributors
Introduction
THE PURPOSE OF THE FIELDBOOK
WHAT TO EXPECT
WHO THE FIELDBOOK IS FOR
HOW THE FIELDBOOK IS ORGANIZED
HOW TO USE THE FIELDBOOK TO ENHANCE YOUR LEARNING
 
PART ONE - Understanding the Skilled Facilitator Approach
 
Chapter 1 - The Skilled Facilitator Approach
 
WHAT IS GROUP FACILITATION?
KEY FEATURES OF THE SKILLED FACILITATOR APPROACH
INTEGRATING THE SKILLED FACILITATOR APPROACH WITH OTHER PROCESSES
THE EXPERIENCE OF FACILITATION
 
Chapter 2 - The Group Effectiveness Model
 
WHAT IS A WORK GROUP?
GROUP EFFECTIVENESS CRITERIA: PERFORMANCE, PROCESS, AND PERSONAL
FACTORS CONTRIBUTING TO GROUP EFFECTIVENESS
PUTTING THE PIECES TOGETHER
 
Chapter 3 - Using Facilitative Skills in Different Roles
 
THE FACILITATOR ROLE
THE FACILITATIVE CONSULTANT ROLE
THE FACILITATIVE COACH ROLE
THE FACILITATIVE TRAINER ROLE
THE FACILITATIVE LEADER ROLE
CHOOSING THE APPROPRIATE ROLE
SERVING IN MULTIPLE FACILITATIVE ROLES
 
Chapter 4 - Understanding What Guides Your Behavior
 
YOUR THEORIES OF ACTION
UNILATERAL CONTROL MODEL
GIVE-UP-CONTROL MODEL
MUTUAL LEARNING MODEL
 
Chapter 5 - Ground Rules for Effective Groups
 
DEFINITIONS AND APPLICATIONS
LEARNING TO USE THE GROUND RULES
 
Chapter 6 - The Diagnosis-Intervention Cycle
 
STEPS IN THE CYCLE
SKIPPING STEPS OF THE CYCLE
USING THE DIAGNOSIS-INTERVENTION CYCLE WITH OTHER FRAMES
CONCLUSION
 
Chapter 7 - Thinking and Acting Systemically
 
BASIC PRINCIPLES OF SYSTEMS THINKING
THE LAWS ARE INTERRELATED
 
Chapter 8 - Contracting with Groups
 
WHY CONTRACT?
CONTRACTING PRINCIPLES
CONTRACTING STAGES
FACILITATING IN YOUR OWN ORGANIZATION
USING CONTRACTING IN OTHER FACILITATIVE ROLES
 
PART TWO - Starting Out
Chapter 9 - Jointly Designing the Purpose and Process for a Conversation
Chapter 10 - Process Designs
 
THREE LEVELS OF GROUP PROCESS
DESIGN SELECTION CRITERIA
SAMPLE DESIGN A: TOWN VISIONING EXERCISE
SAMPLE DESIGN B: BOARD OF COMMISSIONERS RETREAT
 
Chapter 11 - Basic Facilitation
 
WHAT CAN BE ACCOMPLISHED WITH BASIC FACILITATION?
LIMITATIONS
AN EXAMPLE
 
Chapter 12 - Do the Math
 
SOME RULES OF THUMB FOR GENERATING TIME ESTIMATES
WHEN THE FACILITATOR AND GROUP DISAGREE ABOUT TIME
WHAT TO DO WHEN THINGS TAKE LONGER THAN ANTICIPATED
 
Chapter 13 - Beginning Meetings
 
INTRODUCTIONS
GUIDELINES FOR WORKING TOGETHER
 
Chapter 14 - Introducing the Ground Rules and Principles in Your Own Words
Chapter 15 - Using the Group Effectiveness Model
 
DIAGNOSING GROUP ISSUES
INTRODUCING THE GROUP EFFECTIVENESS MODEL TO GROUPS
STEPS FOR INTRODUCING THE GEM
DESIGNING INTERVENTIONS
WHAT IF YOU MAKE THE WRONG DIAGNOSIS OR START IN THE WRONG PLACE?
 
Chapter 16 - Helping Group Members Focus on Interests Rather Than Positions
 
START WITH A SENTENCE PROMPT
GENERATE ONE COMMON LIST OF INTERESTS RATHER THAN A TWO-COLUMN PRO-CON FORMAT
ARRANGE THE ROOM SO PEOPLE CAN SEE EACH OTHER AND THE LIST OF INTERESTS
USE QUESTIONS THROUGHOUT THE DISCUSSION TO HELP PEOPLE UNCOVER INTERESTS
 
Chapter 17 - Developing Shared Vision and Values
 
A DIFFERENT VIEW OF VISION
EMPHASIZING VALUES AND PURPOSE
THE PURPOSE OR VALUES (AND MAYBE VISION) INTERVENTION
RESULTS
 
Chapter 18 - Helping Groups Clarify Roles and Expectations
 
THE POWER OF THE INTERVENTION
STEPS OF THE INTERVENTION
CHANGES AND ADAPTATIONS TO THE INTERVENTION
 
Chapter 19 - Using the Skilled Facilitator Approach to Strengthen Work Groups ...
 
WHAT ARE WORK GROUPS AND TEAMS?
WHY IS TSF SO POWERFUL?
HOW DID TSF HELP A TEAM-BASED ORGANIZATION?
HOW DOES TSF STRENGTHEN TEAM CHARTERING?
WILL THE SAME PROCESS WORK WITH TOP MANAGEMENT TEAMS?
 
Chapter 20 - Using the Ground Rules in E-Mail
 
APPLYING THE GROUND RULES
ANALYZING AND EDITING YOUR E-MAIL
WHY BOTHER?
 
PART THREE - Deepening Your Practice
Chapter 21 - Ways to Practice the Ground Rules
 
DIAGNOSIS
CHANGING YOUR OWN CONVERSATION
INTERVENING
 
Chapter 22 - Some Tips for Diagnosing at the Speed of Conversation
 
OPPORTUNITIES TO PRACTICE
CLEARING YOUR MIND: THE INTERNAL WORK NEEDED TO DIAGNOSE AT THE SPEED OF CONVERSATION
 
Chapter 23 - Opening Lines
 
THE DIAGNOSIS-INTERVENTION CYCLE
GROUND RULES
 
Chapter 24 - Reducing the Skilled Facilitator Jargon
Chapter 25 - Now What Do I Do? Using Improv to Improve Your Facilitation
 
TREAT SURPRISES AS GIFTS
GOOD LINES COME FROM GOOD LISTENING
IT’S A SYSTEM: THE LINE YOU GET IS RELATED TO THE LINE YOU GIVE
BE SPECIFIC
DON’T BE AFRAID TO TAKE THE OBVIOUS ROUTE
RAISE THE STAKES: NAME THE ISSUE AND ENGAGE IT
INCORPORATE MISTAKES INTO THE GROUP’S EXPERIENCE AND LEARNING
TRUST THE PROCESS; DON’T CONTROL IT
 
Chapter 26 - Ground Rules Without the Mutual Learning Model Are Like Houses ...
 
THE LIMITS OF USING ONLY THE GROUND RULES
DEEPENING YOUR UNDERSTANDING OF THE GROUND RULES
CONCLUSION
 
Chapter 27 - Writing and Analyzing a Left-Hand Column Case
 
WRITING A LEFT-HAND COLUMN CASE
ANALYZING THE CASE
 
PART FOUR - Facing Challenges
Chapter 28 - Holding Risky Conversations
 
WHY HAVE RISKY CONVERSATIONS?
HOW TO HAVE A RISKY CONVERSATION
MOMENTS OF TRUTH
BEGINNING A RISKY CONVERSATION
 
Chapter 29 - Exploring Your Contributions to Problems
 
WHY IT’S HARD TO SEE OUR CONTRIBUTIONS
HOW WE CONTRIBUTE TO PROBLEMS
LEARNING ABOUT OUR CONTRIBUTIONS TO PROBLEMS
 
Chapter 30 - Moving Toward Difficulty
 
BEING DIRECT
STRATEGY FOR EFFECTIVE DELIVERY
THE DANGERS OF BEING POLITE
THE BENEFITS OF BEING DIRECT
OUR MANTRA: MOVE TOWARD THE CONFLICT
OUR EXPERIENCES OVER TIME
 
Chapter 31 - Responding to Silence and Interruptions and Enabling Members to ...
 
RESPONDING TO SILENCE
DEALING WITH INTERRUPTIONS
ENABLING MEMBERS TO TALK TO EACH OTHER
 
Chapter 32 - Raising Issues In or Out of the Group
 
SOME GUIDING PRINCIPLES
WHEN GROUP MEMBERS APPROACH YOU
UNDERSTANDING THEIR CONCERNS AND YOURS
IT’S THE SAME WITH GROUP LEADERS
IT WORKS BOTH WAYS
 
PART FIVE - Seeking Your Path
Chapter 33 - Finding Your Voice
 
JOURNEYING INTO DEEPER SELF-AWARENESS
TIPS FOR FINDING YOUR VOICE
CONCLUSION
 
Chapter 34 - Being a Mutual Learner in a Unilaterally Controlling World
 
SEEKING SUPPORT FOR CHANGING YOUR BEHAVIOR
YOU CAN CHANGE ONLY YOU
NO GUARANTEES FOR SUCCESS
SEEKING YOUR OWN BEST PATH
 
Chapter 35 - Introducing the Skilled Facilitator Approach at Work
 
A DISMAL FIRST ATTEMPT
A MORE SUCCESSFUL ATTEMPT
A SUCCESSFUL APPROACH IN A LARGE ORGANIZATION
THE POWER OF MODELING NEW BEHAVIORS AND BELIEFS
 
Chapter 36 - Bringing It All Back Home, or Open Mouth, Insert Foot
 
PETER’S EXPLANATION
STAFF COMMENTS
PETER’S CONCLUSION
 
Chapter 37 - A Carp in the Land of Koi
 
PART SIX - Leading and Changing Organizations
Chapter 38 - Daily Challenges of a Facilitative Leader
Chapter 39 - Learning to Live Our Philosophy
 
ENTHUSIASM OUTPACES COMPETENCE
BROADENING THE EXPERIENCE
UNILATERALLY IMPLEMENTING A JOINT APPROACH
TOP-DOWN TEAMING
PERFORMANCE MANAGEMENT
ELEMENTS OF CHANGE
 
Chapter 40 - Helping a Team Understand the System They Created
 
UNDOING THE TEAM CONSENSUS
PIECING TOGETHER THE SYSTEM
 
Chapter 41 - “I Can’t Use This Approach Unless My Boss Does”
 
WHAT IS IT ABOUT A BOSS?
TALKING WITH YOUR BOSS
 
Chapter 42 - How to Stop Contributing to Your Boss’s and Your Own Ineffectiveness
 
CONTRIBUTING TO THE PROBLEMS YOU COMPLAIN ABOUT
HOW TO STOP CONTRIBUTING TO YOUR BOSS’S INEFFECTIVENESS
 
Chapter 43 - Developmental Facilitation
 
DEVELOPING LEADERS AND ORGANIZATIONS
CHALLENGES FOR INDIVIDUALS, GROUPS, AND ORGANIZATIONS
SPECIAL CHALLENGES FOR FACILITATORS
CRITICAL SUCCESS FACTORS
 
Chapter 44 - Guidelines for Theory-in-Use Interventions
 
EXAMPLE: INTERVENING ON TOM’S THEORY-IN-USE
THE INTERVENTION PROCESS
GENERAL PRINCIPLES FOR THEORY-IN-USE INTERVENTIONS
 
Chapter 45 - Introducing the Core Values and Ground Rules
 
BACKGROUND
COMPANYWIDE ROLLOUT
REFLECTIONS ON THE INTRODUCTION
CHALLENGES TO SUSTAINED LEARNING
FAILING FORWARD
 
Chapter 46 - From Learning to Lead to Leading to Learn
 
LEARNING TO LEAD
THE LAURINBURG EXPERIENCE
CONTINUING CHALLENGES
RECOMMENDATIONS
 
Chapter 47 - Reflections of a Somewhat Facilitative Leader
 
EVERYDAY PERCEPTIONS
CLASS AND POWER
REFUSALS OR INADEQUACIES
EVERYDAY DECISION MAKING
SUMMING UP
 
Chapter 48 - Integrating the Skilled Facilitator Approach with Organizational ...
 
TYPICAL ORGANIZATIONAL PRACTICES
WHAT ARE THE CONSEQUENCES OF THESE PRACTICES?
INTEGRATING ORGANIZATIONAL PRACTICES WITH THE SKILLED FACILITATOR APPROACH
 
Chapter 49 - 360-Degree Feedback and the Skilled Facilitator Approach
 
EXAMPLES OF DILEMMAS WITH 360-DEGREE FEEDBACK
IDENTIFYING THE PROBLEMS
LAYING THE GROUNDWORK
USING THE SKILLED FACILITATOR APPROACH TO REDESIGN 360-DEGREE FEEDBACK
 
Chapter 50 - Implementing a 360-Degree Feedback System
Chapter 51 - Do Surveys Provide Valid Information for Organizational Change?
 
COMPONENTS OF SURVEY-GUIDED DEVELOPMENT
CONCLUSION
 
Chapter 52 - Using the Skilled Facilitator Approach in Different and Multiple Cultures
 
THE MULTINATIONAL REALITY
SURPRISING REACTIONS IN RUSSIA
ACCEPTANCE IN A MULTINATIONAL ORGANIZATION
ADDRESSING THE DILEMMAS
TESTING ASSUMPTIONS AND CONTINUING THE CONVERSATION
 
PART SEVEN - Integrating the Skilled Facilitator Approach in Your Worklife (and Non-Worklife)
Chapter 53 - The Drama Triangle A Unilateral Control Program for Helping Others
 
THE BASIS OF INAUTHENTIC RELATIONSHIPS
DRAMA TRIANGLE ROLES
THE DRAMA TRIANGLE AND UNILATERAL CONTROL DESIGNS
BEING HELPFUL AND AVOIDING THE DRAMA TRIANGLE
 
Chapter 54 - Using Creative and Survival Cycles to See and Shift Mental Models
 
Reference
 
Chapter 55 - The Skilled Facilitator Approach and the Myers-Briggs Type Indicator
 
WHAT IS THE MBTI?
HOW CAN TYPE BE USED WITH THE SKILLED FACILITATOR APPROACH?
ARE THERE PROBLEMS WITH INTEGRATING MBTI AND THE SKILLED FACILITATOR APPROACH?
 
Chapter 56 - Applying the Skilled Facilitator Approach to a Systems Thinking Analysis
 
THE SYSTEMS THINKING APPROACH
AN EXAMPLE: ABC FINANCIAL SERVICES
APPLYING SYSTEMS THINKING WITH THE SKILLED FACILITATOR APPROACH
CONCLUSION
 
Chapter 57 - The Facilitative Coach
 
WHAT IS COACHING, AND WHY COACH?
THE FACILITATIVE COACH MODEL
THE FOUR EXTERIOR FACETS OF COACHING
THE FOUNDATION AND INTERIOR FACETS OF COACHING
CELEBRATING CREATIVE, PURPOSEFUL RESULTS
A FINAL WORD
 
Chapter 58 - Becoming a Facilitative Trainer
 
BECOMING A FACILITATIVE TRAINER
THE FACILITATIVE TRAINER APPROACH IN ACTION
CONCLUSION
 
Chapter 59 - Being a Facilitative Consultant
 
WHAT IS DIFFERENT ABOUT FACILITATIVE CONSULTING
AN EXAMPLE: IDENTIFYING AND DEVELOPING VALUES IN AN ORGANIZATION
FACILITATIVE CONSULTING
 
Chapter 60 - Using the Skilled Facilitator Approach as a Parent
 
TEACHING THE DIAGNOSIS-INTERVENTION CYCLE TO MY CHILDREN
REWARDING CHILDREN FOR USING FACILITATIVE SKILLS
DECREASING CONFLICT WITH FACILITATION SKILLS
USING THE SKILLED FACILITATOR APPROACH TO HELP CHILDREN MAKE SENSE OF THE WORLD
 
Chapter 61 - Running for Office in a Unilaterally Controlling World
 
TAKING A POSITION
CAMPAIGN STRATEGY
FUNDRAISING
A HOPEFUL FINISH
 
Chapter 62 - Using the Facilitative Leader Approach in Public Office
 
USING THE GROUND RULES TO CRAFT MENTAL HEALTH LEGISLATION
GROUND RULES AT WORK FOR ELECTED OFFICIALS
 
Afterword
Acknowledgments
Index
About Roger Schwarz & Associates

More Praise for The Skilled Facilitator Fieldbook
“This book provides the tools, techniques, and actual experience to truly practice shared leadership. Roger Schwarz and his colleagues provide not only the theory but the practical, hands-on experience required to develop high-performance teams.”
—Jay Hennig, vice president, Moog, Inc.
 
 
“Although I consider myself already familiar with Roger’s Skilled Facilitator approach, I was amazed at the breadth and depth this Fieldbook provides. It is a compelling resource for anyone interested in building his or her facilitative capabilities.”
—Sandy Schuman, University at Albany, SUNY; editor, The IAF Handbook of Group Facilitation; and moderator, the Electronic Discussion on Group Facilitation
 
 
The Skilled Facilitator Fieldbook is a must-have for anyone serving as a third-party intervener, coach, consultant, or a manager with a desire to develop people and groups.”
—Thomas P. Zgambo, corporate ombudsman, Coca-Cola Enterprises Inc.
 
 
The Skilled Facilitator Fieldbook truly provides the reader with an understandable ‘root cause’ perspective on why people interact the way they do and the means to create change. It goes way beyond the ‘memorize these rules’ approach advocated by many practitioners.”
—Sid Terry, director of organization development, NA Manufacturing, Kraft Foods

Also by Roger Schwarz
The Skilled Facilitator: A Comprehensive Resource for Consultants, Facilitators, Managers, Trainers, and Coaches (New and Revised)

001

The Jossey-Bass Business & Management Series

To my parents, Richard and Jeanne Schwarz, for all their love and encouragement
 
R.S.
 
 
To my family, friends, and clients for their love and support, and especially to my nieces and grandnieces, Carson, Alex, Emily, and Allison—the young women who will create the world I dream about
 
A.D.
 
 
To Andrew, Jacob, and Lena, with love and thanks for their unfailing wisdom, humor, and support
 
P.C.
 
 
To my family, who encouraged me to be curious and openminded about all things; to Reba, Oz, and Rain, who keep me grounded; and to my new husband, Matthias Ender, for his unconditional support
 
S.M.

Editors, Authors, and Contributors
Roger Schwarz is founder and president of Roger Schwarz & Associates, a consulting firm that is dedicated to helping people change how they think and act so they can improve their business results and relationships—often in ways they didn’t think possible. For more than twenty-five years, he has been helping groups and organizations by facilitating as well as consulting, coaching, and teaching and speaking on the subjects of facilitation, teams, and leadership. His clients include Fortune 500 corporations; federal, state, and local government; educational institutions; and nonprofit organizations. His book The Skilled Facilitator (Jossey-Bass, 2002) is a standard reference in the field. An organizational psychologist, Roger was formerly associate professor of public management and government at The University of North Carolina at Chapel Hill. He earned his Ph.D. and A.M. in organizational psychology from The University of Michigan, his M.Ed. from Harvard University, and his B.S. degree in psychology from Tufts University.
 
Anne Davidson is a consultant with Roger Schwarz & Associates. She specializes in leadership development, facilitator training, and long-term organizational and community change projects. She works internationally with management groups, work teams, and nonprofit and local government boards. She increasingly coaches individuals who want to embrace learning and creative development in their jobs and personal lives. Her journey toward organization development and training started almost thirty years ago when she began teaching eleventh-grade English in South Carolina. Since that time, she has served as a media center director; a marketing and management instructor in the School of Business at Western Carolina University; the training and organization development director for the City of Asheville, North Carolina; and a lecturer in public management and government at The University of North Carolina at Chapel Hill. Anne learned the Skilled Facilitator approach in 1988 during the early phases of its development when the City of Asheville became a client of Roger Schwarz & Associates. She earned her B.A. in English and secondary education from Presbyterian College. She holds an M.L.S. from The University of North Carolina at Chapel Hill and an M.B.A. from Western Carolina University.
 
Peg Carlson is an organizational psychologist who earned her Ph.D. from The University of Michigan. She is a consultant with Roger Schwarz & Associates and adjunct associate professor of public management and government at The University of North Carolina at Chapel Hill. She teaches, consults, and writes in the area of organizational change and development. She leads workshops on facilitation and facilitative leadership and frequently facilitates meetings for governing boards, management teams, and community groups. She has published articles on developing effective groups, assessing the chief executive’s performance, and multirater feedback. Peg started using the Skilled Facilitator approach with Roger Schwarz and colleagues Dick McMahon and Kurt Jenne when she joined the UNC faculty in 1992. She resigned her tenured position in 2000 to better balance work and family life.
 
Sue McKinney is a consultant with Roger Schwarz & Associates and independently. Formerly, she was director of organizational development for an international nongovernmental organization based in Chapel Hill, North Carolina. Sue developed her facilitation skills in the early 1980s while working for an international nonprofit grounded in the consensus decision-making process. She first worked with Roger Schwarz in 1990-1991 while serving as an intern to a county social services management team working with him. In 1997, she attended the two-week Skilled Facilitator class offered by The University of North Carolina Institute of Government and within one year began working with Schwarz to teach classes around the country. McKinney has practical expertise in leadership development, board development, mediation, facilitation, and training of trainers. She believes in the value of humor and play to stimulate creativity and productivity and is known for her energetic and humorous approach to working with groups. She leads workshops on a variety of topics, including facilitative leadership, and facilitates public and nonprofit board and staff retreats. Sue earned her A.B. in history from Duke University and her M.S.W. from The University of North Carolina at Chapel Hill, with a specialization in human services administration.
 
Matt Beane is an organization development, coaching, and training professional who helps individuals, groups, and organizations exceed performance expectations while increasing both the quality of their relationships and their ability to learn from adversity. His specialty and passion lie in helping people assess gaps between their behavior and their espoused values, allowing them to make more informed choices about their behavior and values in the future. He is an associate with Roger Schwarz & Associates and has worked with a number of Fortune 1000 companies in the financial, professional services, pharmaceuticals, manufacturing, hi-tech, travel, consumer goods, and hospitality sectors, with a variety of nonprofit and governmental organizations, and in the public workshop format. Before becoming an independent in 2002, he was independent workforce director at the Forum Corporation, a consultancy specializing in workplace learning solutions. Matt holds a B.A. in philosophy from Bowdoin College and has done graduate work at Harvard’s School of Education in Adult Learning.
 
Guillermo Cuéllar is an international organization development consultant, facilitator, psychotherapist, and artist who brings a unique multicultural and multidisciplinary perspective to engage others in the change processes. He is the cofounding president of the Center for Creative Consciousness. For over thirty years, he has guided individuals and groups in processes to develop creative intelligence and discover and use their talents and gifts. He has taught cross-cultural management at the School of International Training in the Program of International Management, in Brattleboro, Vermont, and at NTL Institute in Bethel, Maine. He has worked since 1990 for two consulting firms in the field of managing diversity: Elsie Y. Cross and Associates and Alignment Strategies. He provides professional services in both English and Spanish. Guillermo earned his B.F.A. and M.A. in counseling at the University of South Florida in Tampa Florida. He then earned an Ed.D. from the University of Massachusetts.
 
Diane Florio is the manager of human resources development for SpectraSite Communications, a wireless infrastructure company based in Cary, North Carolina. She is responsible for leading and implementing development initiatives in a fast-paced organization. She works with individuals, groups, and departments to improve services, teamwork, and leadership. Diane has worked in both the private and public sectors and has fifteen years of experience in the work of human behavior and professional development. She was trained in the Skilled Facilitator approach in 2000. She received a B.S. in health education from SUNY, Cortland in New York and her M.S. in human resources education from Fordham University, New York. She holds a business coaching certification from The University of North Carolina.
 
Harry Furukawa is an organization architect and a consultant with Roger Schwarz & Associates. He helps people design and transform the organizations in which they work in order to achieve better financial, environmental, and social results. He consults in strategic planning, values and culture identification and development, organizational change, and quality and productivity improvement. He has served as the associate director of the University of Maryland Center for Quality and Productivity and as the senior director for strategic planning at the American Red Cross. He also has served as examiner on the board of examiners for the Malcolm Baldrige National Quality Award for five years (four as a senior examiner). He earned a B.A. from the Johns Hopkins University, a master of architecture from Harvard University, and an executive M.B.A. from Loyola College.
 
Peter Hille has been director of Brushy Fork Institute of Berea College, which since 1988 has carried out a unique leadership development program in Kentucky, Tennessee, Virginia, and West Virginia. Peter has worked extensively in Brushy Fork’s leadership development program, recruiting participants, organizing workshops, and working with teams of community leaders as they carry out local projects. He has created custom workshops, designed and led retreats, and facilitated strategic planning processes for regional nonprofits, foundations, government agencies, and development organizations. He has also conducted community development workshops nationally and internationally, in Russia and Slovakia. In recent years, Peter has focused on building collaborative networks of diverse organizations serving the Appalachian region. A graduate of Swarthmore College, his background includes experience in grassroots environmental organizing and small business management.
 
Greg Hohn is the director of Transactors Improv Co., the South’s oldest improvisational theater, based in Chapel Hill, North Carolina. He joined the company in 1989 and became director in 1996. Since 1998 he has been teaching Applied Improv in a wide variety of venues. He is adjunct lecturer in business communication at The University of North Carolina’s Kenan-Flagler Business School and a visiting faculty member at Baruch College, City University of New York. In addition to work in academia, Greg teaches Applied Improv, improvisational theater, acting, and presentation skills for businesses, organizations, and educational institutions across the country. As an actor, he works in film, television, radio, scripted theater, and industrial media. He has written for stage, radio, and periodicals and has written two books. He received a degree in English from The University of North Carolina at Chapel Hill.
 
Joe Huffman has served as a local government manager in North Carolina since 1990 in Elkin, Havelock, and Laurinburg. His exposure to learning organization concepts began with his employment in Laurinburg and has been augmented by his completion of The University of North Carolina Institute of Government course of instruction in group facilitation and consultation. Joe has served as a North Carolina Eastern Municipal Power Agency commissioner since 1999. His current local nonprofit involvement includes serving as a member of the board of directors of the Scotland County Chapter of the American Red Cross. He received a B.S. in criminal justice and an M.P.A. from Appalachian State University. His professional training includes completion of The University of North Carolina Institute of Government Municipal Administration program in 1991.
 
Verla Insko was elected to the North Carolina General Assembly in 1997; she represents the Fifty-Sixth House District in Orange County. She serves as chair of the Health Committee. Her other committee assignments are Appropriations (Health and Human Services), Education (Universities), Environment and Natural Resources, and Judiciary I. In 1998, House Speaker Jim Black appointed her as House chair of the Legislative Oversight Committee on Mental Health, Developmental Disabilities and Substance Abuse. In the 2001 session she was the primary sponsor of HB381, Mental Health Reform, which began a five-year process of modernizing the state’s system of services for these three disability groups. She has received numerous awards for her leadership, including in 2003 the Award for Leadership in Mental Health Reform presented jointly by six agencies. She has sponsored the Repeal Involuntary Sterilization Act, the Matthew Shepard Memorial Act, the State Earned Income Tax bill, and the Health Care for All bill.
She earned an M.P.A. from The University of North Carolina at Chapel Hill, did graduate work at Golden Gate Theological Seminary, received a secondary teaching certificate from the University of California at Berkeley, and received an A.B. from California State University at Fresno.
 
Steve Kay is a founding partner of Roberts & Kay, a firm established in Lexington, Kentucky, in 1983 to provide interrelated services for clients that include facilitation, training, organizational development, and public policy research. His work at the local, state, and national levels includes serving as facilitator for multiparty groups with divergent perspectives or constituencies; training beginning and intermediate facilitators and coaches to guide sound public and organizational processes; building internal capacity to increase work group and organizational effectiveness; and providing analysis and technical assistance for complex, long-term change efforts within organizations and communities. He holds a B.A. from Bowdoin College, an M.A. from Yale University, and an Ed.D. from the University of Kentucky.
 
Jeff Koeze is president and chief executive officer of Koeze Company in Grand Rapids, Michigan. He represents the fourth generation of the family to have served as the company’s general manager. Before joining Koeze Company in September 1996, he was associate professor of public law and government at The University of North Carolina at Chapel Hill. In that capacity he provided consulting services and professional education on issues of health care law, finance, and policy. His work focused on issues of concern to public hospitals and public health providers in North Carolina. He is the author of several articles and other publications in that field. He has also served as law clerk to the Honorable Morey L. Sear, U.S. district judge for the Eastern District of Louisiana in New Orleans. He received a B.A. in English from The University of North Carolina at Chapel Hill and a J.D. from the University of Virginia School of Law.
 
Dick McMahon is a retired lecturer in public management from the Institute of Government, The University of North Carolina at Chapel Hill. During his tenure as a lecturer, he had extensive experience working with both state and local government organizations. He has conducted supervisory and leadership training for literally thousands of public supervisors and managers. He also worked with Roger Schwarz at the university in developing training programs in skilled facilitation. He is currently an associate with Roger Schwarz & Associates and has worked on a long-term organization development project with Laurinburg, North Carolina. He has worked as well with a number of other organizations on developmental projects using the Skilled Facilitator approach in his work. Since his retirement, he has continued to work as a consultant, facilitator, and trainer for public agencies. He received his master’s degree at Ohio University and did doctoral work at UNC Chapel Hill.
 
Betsy Monier-Williams is a process improvement leader for a worldwide aerospace and industrial supplier. She has over fifteen years of manufacturing experience, including twelve years of corporate training and over three years facilitating work groups. She has also coordinated large-scale change in proprietary information technology systems, lean manufacturing, and cultural transformations focusing on teams and facilitative leadership. Monier-Williams leads a variety of workshops including facilitative leadership, Ground Rules for Effective Groups, team training, and competency management. She is certified in lean manufacturing from The University of Michigan and in structured teamwork through Performance Resources. She earned her B.S. and M.B.A. from Medaille College with a specialization in operations management and strategic training and human resource development. She is currently pursuing her doctorate in human and organization development.
 
Tom Moore is director of the Wake County Public Library. He became interested in learning organization issues in 1993 and has studied them since. He has received extensive training in facilitative leadership and systems thinking as well as learning organizations. The Wake County Public Library is becoming a learning organization through training of its staff and reflective thinking about its actions and policies. Tom is a consultant with Roger Schwarz & Associates and has worked with the Institute of Government at The University of North Carolina at Chapel Hill, as well as several local governments, on training about facilitative leadership and becoming a learning organization. His bachelor’s degree is in philosophy. He has a master’s degree in library science and completed two years of postgraduate study in theology.
 
Dale Schwarz is the cofounding vice president of the Center for Creative Consciousness and executive director of the New England Art Therapy Institute, which she cofounded in 1981. As a registered art therapist and licensed mental health counselor, she has a private practice working with individuals of all ages. Her work has evolved to include personal and professional coaching and facilitating groups in developing their creative behavior, based on a method she designed. She also works with organizations as a management consultant to develop creative behavior in the leadership ranks. A key aspect of her work is helping people use metaphor and images to enhance communication and bring forth their unique talents. Interwoven in her work is the foundation of mutual learning and the core values of the Skilled Facilitator approach. She earned her B.S. at New York University and her M.Ed. in expressive therapies at Lesley College (now Lesley University) in Cambridge, Massachusetts.
 
Bron D. Skinner is an educator in the family practice residency program at The University of North Carolina at Chapel Hill Department of Family Medicine. In his role as the assistant residency director, he has lent his educational expertise to the development of its evaluation system and its curriculum. The department has been developing an approach to faculty performance reviews that emphasizes career development. As part of the new approach to faculty evaluation, the department implemented a 360-degree feedback system. Bron has conducted training for staff and faculty to teach principles of assessment as a learning process based on Roger Schwarz’s ground rules for effective groups. He has designed forms that emphasize this approach and been a member of the team that has converted the system to Web-based data forms. He has a Ph.D. in education from The University of North Carolina at Chapel Hill and an M.A. in music education from the University of California at Los Angeles.
 
Chris Soderquist is the founder and president of Pontifex Consulting, an organization committed to helping individuals, teams, and organizations in building their capacity to develop strategic solutions to complex issues. He uses his experience in systems thinking and system dynamics, group facilitation, communication skill development, and statistical and process analysis to facilitate the development of solutions that are effective and actionable. For over fifteen years, he has worked with Fortune 1000 companies, international development organizations, national and state government organizations, and communities to help them better achieve the future they desire. Chris is a contributing author to The Change Handbook (Berrett-Koehler, 1999) and has published several features in Systems Thinker. He has also been an invited speaker at conferences. He earned a B.A. in mathematical methods in the social sciences and a B.A. in political science from Northwestern University.
 
Susan R. Williams is executive editor at Jossey-Bass, an imprint of John Wiley & Sons. She attended a week-long Skilled Facilitator workshop with Roger Schwarz and edited the revised edition of his best-selling book The Skilled Facilitator (2002).

Introduction
PEOPLE IN ORGANIZATIONS AND COMMUNITIES AROUND THE WORLD are using the Skilled Facilitator approach to develop effective teams and organizations and generate open, honest, and productive working relationships. Since the publication of the first edition of The Skilled Facilitator in 1994 (and the second edition in 2002), we have been privileged to work with a number of them. Some attended our public workshops, others we coached, and still others invited us to help them improve their organizations. Our clients learned from us, we learned from them, and we have learned together. The Skilled Facilitator Fieldbook reflects these lessons.

THE PURPOSE OF THE FIELDBOOK

Our purpose in this Fieldbook is to share what our colleagues, clients, and we have learned so far on our journey with the Skilled Facilitator principles and methods. If you are new to the Skilled Facilitator approach, you will find a summary of it in Part One. We hope that you will benefit from our experiences and integrate them with your own. We also hope that this Fieldbook will be a catalyst for you to expand the approach in new ways and settings, so that it can realize the possibilities we believe it offers for individuals, groups, organizations, and communities.
The book reflects how our work has evolved and expanded over the years. When we began, facilitative skills were considered the domain of professional helpers. A group or manager who needed a meeting facilitated called on a facilitator or organization development consultant. From the 1980s to the mid-1990s, we spent much of our time working with facilitators and organization development professionals who were serving communities, boards, and work groups.
During the 1990s, managers and leaders began to see facilitative skills as a core competency to create responsive, successful organizations. As a result, we began to expand our work with managers and leaders (both formal and informal leaders) with large corporations and pioneering organizations, helping them develop a facilitative leader approach. At the same time, we engaged in long-term work with small and midsized public and private sector organizations in applying the principles to guide organizational transformation. This book includes the stories of our efforts and synthesizes our learning from all of these experiences.

WHAT TO EXPECT

The Fieldbook spans the full scope of the Skilled Facilitator approach, from how to get started to how to integrate the approach with existing organizational structures and processes. It provides tips on introducing the ground rules as well as guidelines for engaging in deep-level interventions. Many tips, exercises, and sample agendas come from highly successful facilitations of board retreats, strategic planning meetings, community visioning and conflict resolution, and management team problem-solving sessions. We offer them as useful models to adapt. Many other examples and stories are about work in progress; we do not know the final outcome or whether the promise of the efforts will be fully realized. They are often about creating deep, long-term personal or organizational learning. We honestly share the questions, dilemmas, and frustrations that arise, along with the successes and rewards. Often our goal is to explore the challenges involved in true transformation rather than highlight a simple quick fix. We believe this long-term and fundamental orientation to growth embedded in the Skilled Facilitator approach is much of what gives it strength, staying power, and a committed following.
Over the years, we have been fortunate to work with a wide variety of colleagues and clients who have integrated their area of focus with the Skilled Facilitator approach. So the Fieldbook also explores a wide variety of applications, ranging from teaching to parenting to running for and serving in political office. Across these settings, individuals have adopted the core values of the approach to guide profound personal growth and development. The voices throughout this book are varied. Each contributor shares his or her unique learning journey, but all of them speak from their experience of using the Skilled Facilitator approach in the field.
This book is an invitation to explore, reflect on, and find connections for your own growth and practice, wherever that might be. We hope the tools and suggestions add to the conceptual strength of the Skilled Facilitator approach. We hope you use whatever resonates for you and your organizations. And we hope you will share your learning with the expanding number of Skilled Facilitator practitioners. In doing so, you will join a growing community engaged in a challenging and rich exploration of new possibilities for how we work and live together.

WHO THE FIELDBOOK IS FOR

This book is for anyone who wants to work with others to develop more powerful results and more productive working relationships. This includes facilitators, consultants, leaders and managers, team members, coaches, and teachers. People use facilitative skills in various roles, and we address each of them in the book. We use the following terms and definitions:
Facilitator: a substantively neutral third party who helps a group improve its effectiveness by improving its process and structure.
Facilitative consultant: a third party who uses the Skilled Facilitator approach while providing substantive expertise to a group or organization.
Facilitative trainer: a teacher or trainer who uses the principles and skills of the Skilled Facilitator approach to help students learn a particular content area.
Facilitative coach: a person who coaches individuals using the principles and skills of the Skilled Facilitator approach.
Facilitative leader: a formal or informal leader in a group or organization who uses the Skilled Facilitator principles and skills as the basis of his or her leadership approach. We refer to this as the Facilitative Leader (TFL) approach.
Depending on the context, we use the term Skilled Facilitator approach (which we abbreviate as TSF) to refer specifically to the facilitator role or to using the principles of the approach in any other role.

HOW THE FIELDBOOK IS ORGANIZED

The Fieldbook is organized into seven parts.
Part One, “Understanding the Skilled Facilitator Approach,” summarizes the Skilled Facilitator approach and describes its major principles, features, and outcomes. If you are new to this approach, Part One will give you a foundation for appreciating the rest of the book. If you have read the first edition of The Skilled Facilitator (1994) but not the revised edition (2002), you will find new ideas in Chapter Three, “Using Facilitative Skills in Different Roles”; Chapter Four, “Understanding What Guides Your Behavior”; Chapter Five, “Ground Rules for Effective Groups,” which contains a shorter, revised set of ground rules; and Chapter Seven, “Thinking and Acting Systemically.” If you’re already familiar with the revised edition, you will find new ideas in Chapters Four and Seven. Throughout the Fieldbook, when we cite The Skilled Facilitator, we mean the 2002 revised edition unless we specify otherwise.
Part Two, “Starting Out,” gives guidance on using TSF with one-on-one conversations, basic facilitations, and typical work team tasks. It includes guidelines for specific types of interventions like agreeing on a work group’s purpose and vision, chartering a team, or clarifying organizational roles and expectations. These are the kinds of issues that many facilitators, human resource professionals, organization development consultants, and leaders frequently are called on to help groups address.
Part Three, “Deepening Your Practice,” focuses on refining your skills. As you use the Skilled Facilitator approach, you may want to hone your diagnosis and intervention abilities so that you can work more effectively with groups. The chapters in Part Three provide ways to practice using the ground rules to quickly diagnose what is happening in a group and ways to begin your interventions with it. This part also helps you increase your personal awareness, which contributes to making your interventions more precise and powerful.
Part Four, “Facing Challenges,” offers help for dealing with some of the most challenging situations: giving negative feedback, disagreeing with the boss, and holding other difficult conversations. It explains why it makes sense to engage in difficult conversations and offers specific steps and examples for how to do so. It also continues the theme of expanding self-awareness so you can see how you contribute to the very problems that frustrate you.
Part Five, “Seeking Your Path,” describes the personal learning journey involved in integrating this approach into your own life and practice. It offers the experiences of others in taking TSF back to their organizations and guidelines for doing so yourself.
Part Six, “Leading and Changing Organizations,” focuses on applying the Skilled Facilitator approach to create significant change in how people lead and manage their organizations and how organizational systems function. We refer to this as the Facilitative Leader approach. The chapters in Part Six offer methods and stories from formal and informal leaders seeking to transform all or part of their organization as well as chapters from consultants working with these leaders. It also describes dilemmas that arise when engaging in fundamental organizational change and how to address them.
Part Seven, “Integrating the Skilled Facilitator Approach in Your Worklife (and Non-Worklife),” shows how you can integrate the Skilled Facilitator approach with other approaches and with other facilitative roles. It includes chapters that describe how to use the approach with the Myers-Briggs Type Indicator and systems analysis. It explains how to use the principles as a teacher or trainer, coach, consultant, and parent. Part Seven ends with two examples of using the approach in the world of elected politics.

HOW TO USE THE FIELDBOOK TO ENHANCE YOUR LEARNING

We realize that people reading this book learn in different ways and are likely to want to learn different things. We have designed the Fieldbook so you can create your own learning journey. There are several features that will help you easily find what you need.

Icons

Throughout the book, we have used seven different icons to help you quickly identify items that may be useful to your learning. These icons appear in two places: in the margins next to an item and at the beginning of chapters when the chapter contains primarily a particular type of material indicated by one of the icons, such as a model conversation that you might want to use as a template. The icons and the items they indicate are:
002
Key points: a key concept, principle, or other point that is central to the Skilled Facilitator approach.
003
Stories: real examples of applying (or not applying) the approach.
004
Tools and techniques: specific tools, techniques, or methods and samples of the outcomes they produce.
005
Reflections: an invitation to reflect on the reading and apply it to yourself or your own situation.
006
Model conversations: verbatim examples of what to say using the Skilled Facilitator approach. Short examples such as opening lines or questions are highlighted with boldface type in the text.
007
Resources: materials such as books, articles, and Web sites that we recommend.
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Definitions: the meaning of certain key words. Other definitions appear in boldface in the text.

Cross-References

The Skilled Facilitator approach is a system; every element of the approach is related in some way to every other element. So throughout the book we cross-reference other chapters that build on or support the chapter you are currently reading.

Choosing the Chapters That Meet Your Interests

The Fieldbook is designed so you can start anywhere and go anywhere. Depending on your interests there are different places to start. Here are a few:
• If you are new to the Skilled Facilitator approach, consider beginning with Chapter One, “The Skilled Facilitator Approach,” for an overview of its key components.
• If you want to understand the core of the Skilled Facilitator approach, see Chapter Four, “Understanding What Guides Your Behavior.”
• If you are planning a facilitation, start with Chapter Five, “Ground Rules for Effective Groups”; Chapter Eight, “Contracting with Groups”; Chapter Eleven, “Basic Facilitation”; and Chapter Twelve, “Do the Math.”
• If you are looking for specific tools and techniques to improve working with groups or teams, consider starting with Chapter Ten, “Process Designs”; Chapter Fifteen, “Using the Group Effectiveness Model”; and Chapter Nineteen, “Using the Skilled Facilitator Approach to Strengthen Work Groups and Teams.”
• If you are looking for ways to address difficult conversations, consider starting with Chapter Twenty-Eight, “Holding Risky Conversations”; Chapter Thirty, “Moving Toward Difficulty”; and Chapter Forty-One, “‘I Can’t Use This Approach Unless My Boss Does.’”
• If you are looking for ways to introduce the approach in your organization, considering beginning with Chapter Thirty-Five, “Introducing the Skilled Facilitator Approach at Work,” or Chapter Thirty-Six, “Bringing It All Back Home.
• If you’re interested in helping groups make significant change, consider reading Chapter Forty, “Helping a Team Understand the System They Created”; Chapter Forty-Three, “Developmental Facilitation”; and Chapter Forty-Four, “Guidelines for Theory-in-Use Interventions.”
• If you are a formal organizational leader interested in the challenges and rewards of applying the approach in your organization, consider starting with Chapter Forty-Seven, “Reflections of a Sometimes Facilitative Leader,” or Chapter Thirty-Eight, “Daily Challenges of a Facilitative Leader.”
• If you are a coach, consider starting with Chapter Fifty-Seven, “The Facilitative Coach.”
• If you are a teacher or trainer see Chapter Fifty-Eight, “Becoming a Facilitative Trainer.”
• If you are involved in human resources or organization development efforts, consider starting with Chapter Forty-Eight, “Integrating the Skilled Facilitator Approach with Organizational Policies and Procedures”; Chapter Forty-Nine, “360-Degree Feedback and the Skilled Facilitator Approach”; Chapter Fifty, “Implementing a 360-Degree Feedback System”; and Chapter Fifty-One, “Do Surveys Provide Valid Information for Organizational Change?”
• If you want to learn about how you may be contributing to problems around you, start with Chapter Twenty-Nine, “Exploring Your Contributions to Problems”; Chapter Forty-Two, “How to Stop Contributing to Your Boss’s and Your Own Ineffectiveness”; and Chapter Fifty-Three, “The Drama Triangle. “
No matter what path you choose, you will discover that the Skilled Facilitator approach is based on a model of mutual learning, which rests on the assumption that all of us see some things and miss others. In other words, we are all both teachers and learners. We hope that the lessons offered in the Fieldbook enrich your learning journey and that you will make us part of your extended learning community. Information on how to reach us is included at the end of the book.
Wherever you begin, we hope you find the journey fruitful.
 
January 2005
Chapel Hill, North Carolina
Charlotte, North Carolina
Durham, North Carolina
Durham
 
ROGER SCHWARZ
ANNE DAVIDSON
PEG CARLSON
SUE MCKINNEY

PART ONE
Understanding the Skilled Facilitator Approach