Examples of Informing Facilitation Skills
Jeff E. Brooks-Harris & Kevin G. Shollenberger

University of Hawai`i at Manoa

Providing Information
Leadership often involves providing the group with pertinent information that they don't already have. This information might include facts, resources, knowledge, theories, or data. A lecture is one of many ways to provide information. Example: “There are several resources on campus that can help support our group activities. Let me tell you about some of them...” (Club / Organization)

Soliciting Information
A leader often needs to collect information from the group members. This can be done by asking open ended questions, surveying ideas, or gathering data. Example: “What kinds of things have you done to effectively manage your stress in the past? Can I have two or three people share what has worked for them?” (Peer Mentor)

Clarifying Ideas or Concepts
This skill involves making sure everyone understands what is being said or agreed upon. One way to clarify is to summarize the concept or idea and see if there are any misunderstandings. Example: “Let me make sure that I am clear on this. We would like to have quiet hours from 6:30 p.m. to 9:30 p.m. and then from 10:00 p.m. to 8:00 a.m. Is that what we're all agreeing on?” (Resident Advisor)

Conceptualizing
Being a leader sometimes involves using new or outside knowledge to help the group better understand itself. Looking at the group using a particular theory, model, or concept is one example of conceptualizing. Example: “In my leadership class, I just learned about three styles of leadership. In our group, I think there is a conflict between those who favor an authoritarian style and those who prefer laissez-faire leadership.” (Student Government)

Learning from Within the Group
In addition to providing information from outside the group, you can survey group members or gather information about the group itself. You might also use your observation skills to identify group characteristics, themes, or process. Example: “In addition to the examples of study skills from the book, I'd like for us to identify our own skills. Let's go around the group and have each person identify one good study habit and one bad study habit they need to change.” (Peer Educator)

Copyright 1998 Jeff E. Brooks-Harris & Kevin G. Shollenberger. Permission is granted to copy and use this handout provided this copyright notice remains intact.


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