# Presentation: 162936

## Day 0, P2 

**Day 0, P2 **
**Facilitator Training I -**
**Handout 1**

_**DAY 0**_
- P1	Welcome & Workshop Preview
**P2****	****Facilitator Training I: Team Building and Facilitation**
- P3	From Main Workshop - S7 Conformance Assurance Process/Questions
- P4	State Status Check
- P5	Facilitator Training II: Templates, Visualization Tools, Group Techniques

**Notes:**
Speaker notes

## Handout Outline 

- Handout Outline

***Material in this section prepared by Ruthellen Hellyer, Innovative Management Consulting, and Ted Grossardt from the UK Transportation Center.  Some material reprinted with permission from ***_***Faultless Facilitating***_***, Lois Hart, HRD Press, 1991.***

- I.  Group Dynamics
- Patterns of interaction		3
- Watch for unspoken messages	4-7
- Making decisions & reaching closure	8-13
- II.	Resolving conflicts on teams
- Guidelines				14
- Destructive/Constructive conflict	15
- Assumptions about conflict		16
- Levels of conflict			17
- Modes of handling conflict		18-22
- Handling problem situations		23-35
- III.	Facilitator Intervention		36-38
- IV.	Breakout Session
- Physical setting			39-41
- Tools & media choices & tips	42-45

## Group Dynamics - Patterns of Interactions

- 1. **RECITATIVE** - Like a classroom interaction
-   Communication originates from or is directed toward 	one person
-   Has different reasons for centering - high status, 		aggression, expert, controlling leader
-   May be legitimate if temporary; unhealthy if continuous
- 2.  **SUBGROUPING** - Private conversations
-   Takes members out of discussions
-   Splits attention of group
-   May occur because of too little interest in the  topic
-   May occur because of great interest in the topic
- 3.  **DIALOGUE** - Public subgrouping
-   Usually a process of a dispute
-   Is like watching a tennis match
-   Other group members may become apathetic
-   Healthy if short term
- 4. ** MULTILATERAL** - free-flowing communication
-   Centering of attention is random and free-flowing
-   Group-centered comments predominate
-   Openness invites all members to participate

- There are four common patterns of communication in groups, although many more may exist. The first three patterns record only person-to-person interactions.  In the fourth pattern, the process observer also records group-directed remarks.

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*I - Group Dynamics*

## Group Dynamics - Watch for Unspoken Messages

- The purpose in paying close attention to your group or team members is to observe what they are saying ... and *not* saying.
- About 50% of all communications is conveyed non-verbally.  As a facilitator, you need to watch for the unspoken messages that accompany what is said.  As a process observer, you can also observe both messages.
- Using your observation skills can help you to assess the effectiveness of the group process and how well information is being received.  Based on these observations, you can adjust your questions, introduce a new activity or procedure, call a break or deal with whatever is interfering with the success of the group.
- Observations collected over time can help you decide to continue the process being used or to modify it to respond better to their needs.

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

- _Caution_:  Body language *can* be easily misinterpreted.
- It is often necessary to talk with the person directly to confirm your interpretation.

*I - Group Dynamics*

## Group Dynamics - Watch for Unspoken Messages (Continued)

- Sometimes you can accurately guess what people are feeling based on what you are observing.  For instance:

*If they are:*
- 	Smiling
- 	Nodding affirmatively
- 	Leaning forward
- 	Maintaining eye contact
*If they are:*
- 	Yawning
- 	Staring off into space
- 	Shuffling feet
- 	Leaning back in chair
- 	Looking at clock
*If they are:*
- 	Frowning
- 	Scratching head
- 	Pursing lips
- 	Staring off into space
- 	Avoiding eye contact

*Then they may be feeling:*
- 	Enthusiasm and interest
- 	Agreement with what’s happening
*Then they may be feeling:*
- 	Boredom
- 	Fatigue
- 	Disinterest
*Then they may be feeling:*
- 	Confusion
- 	Disagreement
- 	Suppression of feelings

- Although a single behavior can serve as an indicator of a feeling, accurate inferences will be based on *all *of the data you collect from observing your group members.

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*I - Group Dynamics*

## Group Dynamics - Watch for Unspoken Messages (Continued)

- Whether you decide to take action or not will depend on the situation as you observe it.  You need to assess how many group members are experiencing the observed feelings, the depth and possible duration of them, and their impact on the group’s process and goals.

***What Should You Do Next?***

**If you have observed**
- Boredom
- Fatigue
- Disinterest

**And ...**
-   Several group members 	display the behavior,
-   One group member displays 	the behavior

**Then ...**
-   Take a break,
-   Speed up the process,
-   Review the group’s goals, or
-   Introduce a new method or 		procedure
-   Talk with him/her privately

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*I - Group Dynamics*

## Group Dynamics - Watch for Unspoken Messages (Continued)

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*I - Group Dynamics*

## Making Decisions and Reaching Closure

- First Question: Is it time to decide?
- Second Question: How do we decide?
- Tool: Assessing strength of agreement

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

*I - Group Dynamics*

## Is It Time to Decide?

- Set a time limit with the goal of unanimous agreement
- At end of time limit, clarify agreement and poll group
- If unanimous agreement, done
- If not, ask if preference is to go to another method
- If not, return to discussion and log issues

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

*I - Group Dynamics*

## How Do We Decide?

- Unanimity
- Best chance of long-term success
- Demands collaborative, NOT competitive, solutions
- Takes time

- Majority
- “Debate improves ideas”
- People may “horsetrade” votes
- Secret ballots improve quality of outcome

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

*I - Group Dynamics*

## How Do We Decide?

- Leader decides after debate
- Leader makes informed decision
- Leader accepts responsibility
- Team may not understand logic of final decision
- Team may “bootlick” instead of offering useful ideas

- Flip a coin?
- If not important, as good as any
- Saves time

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

*I - Group Dynamics*

## Tool: Assessing Strength of Agreement

- Create a preference line numbered 1-5 across the chart
- 1 indicates low or no agreement, 5 complete agreement
- Ask everyone to consider their level of agreement with proposal
- On cue, everyone raises their hand and holds up 1-5 fingers

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

*I - Group Dynamics*

## Tool: Assessing Strength of Agreement

- Thumbs Up, Down, Sideways

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

*I - Group Dynamics*

## II. Guidelines for Resolving Conflicts on Teams

**  ****Respect** individuals and value differing opinions
-   Actively **listen** to each person’s point of view
**  ****Avoid polarizing** too soon
**  ****Clarify goals** and look for commonalities
-   Focus on **ideas**, not personalities
**  ****Clarify** specific points of agreement and differences
-   Determine the conflict **levels** that may exist (Information, 		Strategies, Goals, or Values)
-   Brainstorm several **options** for resolving conflict
**  ****Explore** the advantages and disadvantages of each option
-   Try to collaborate on a **Win/Win solution** to the conflict
-   Keep **communication channels open**

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*II - Resolving Conflicts*

## Destructive/Constructive Conflict on Teams

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*II - Resolving Conflicts*

## Assumptions About Conflict

- 1.  Conflicts are a normal and healthy part of life.  Since they 	occur, what is most important is how we understand, resolve, 	and learn from them.
- 2.  Some conflicts can be avoided entirely or kept from 		escalating.  The more we understand our own style and 	attitudes about conflict and their causes, the fewer the 		occasions when conflicts may occur.
- 3.  Some conflicts are minor and should be resolved after the 	critical ones.
- 4.  There does not have to be a loser in a conflict.  There are 	techniques that can be used to work through a conflict 		successfully so everyone is a winner.
- 5.  We can and must learn from our conflicts.  If conflicts are 	going to happen, whether or not they are beyond our control, 	then we might as well learn from each one and apply that 	knowledge in the future.

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*II - Resolving Conflicts*

## Levels of Conflict

- There are four levels at which conflict can occur.  They are listed in order of difficulty of resolution ... from least difficult to most difficult.  One of the many aspects that can make conflict difficult to resolve is that each person in the conflict may be at a different level.  Also, the conflict may start at one level and shift to a different level as it develops.

- This level of conflict involves differences of information or facts or perhaps a lack of information.  Sometimes the parties have the same facts, but their perception of the meaning of the facts may differ.  This level of conflict can usually be resolved by sharing information and/or producing reliable data.

**1.  Information**

- This level presumes there is an agreed upon common goal.  The disagreement is about which strategies or procedures to use to reach the goal.  A good problem-solving process usually helps resolve these differences.

**2.  Strategies**

**3.  Goals**

- Conflicts at this level occur when there is a difference in basic goals.  Disagreements often center on: “What should be done?  What should the focus be?  What is the common direction?  Is there a shared purpose?”  Negotiation and conflict resolution skills can help resolve this level of difference.

**4.  Values**

- This is typically the most difficult level of conflict to resolve.  While the other three levels usually deal with tangibles, value differences deal with ideology.  People identify strongly with their values and are very resistant to changing them.  These conflicts often arise over differences of ethics, how power is used, and assumptions of justice.  The conflict resolution issue becomes “Is it possible to work out a satisfactory outcome without either party _having_ to change his or her values?”  To do this requires a sensitive understanding and respect for each person’s values, plus hard work to reach a win-win solution.

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*II - Resolving Conflicts*

## Modes of Handling Conflict

- Adapted from “Conflict and Conflict Management” by Kenneth Thomas in *The Handbook of Industrial and Organizational* *Psychology*, edited by Marvin D. Dunnette.  New York: John Wiley & Sons, 1983.  Adapted and used with permission of Marvin D. Dunnette.  Reprinted with permission from _Theories and Models in Applied Behavioral Science_; San Diego, CA: Pfeiffer and Company, 1991.

**Two-Dimensional Model of Conflict-Handling Behavior**

- People are not necessarily locked into one style of conflict management and potentially can utilize all the styles.  However, individual differences and experiences tend to make each person more comfortable with one or two styles.  These styles, therefore, are the ones that the person is most likely to employ.

*II - Resolving Conflicts*

## Modes of Handling Conflict

**Competing**
- The competitive style is characterized by a desire to satisfy one’s own concerns at the expense of others.  Competitively oriented people often act in an aggressive and uncooperative manner.  Win-Lose power struggles and attempts to dominate are common.  The opposite of the competing mode is the accommodating mode.

**Collaborating**
- The collaborative style is characterized by a desire to satisfy both parties’ concerns in a dispute.  People with a collaborative orientation tend to demonstrate highly assertive and highly cooperative behavior.  Collaborative people value mutual benefit, integration, and Win-Win solutions.  The opposite of collaborating is avoiding.

**Accommodating**
- People who favor the accommodating style are more concerned with pleasing others than with meeting their own needs.  They tend to be nonassertive and cooperative.  People who practice this style of conflict management sacrifice their needs and desires in order to keep the peace and to make others happy.

**Avoiding**
- Those who practice the avoiding style tend to behave as though they were indifferent both to their own concerns and to the concerns of others.  The avoiding orientation often is expressed through nonassertive and uncooperative behavior.  Avoiders prefer apathy, isolation, and withdrawal to facing conflicts.  They tend rely on fate to solve problems instead of trying to make things happen.  When faced with a potential conflict, an avoider might seek to distract attention from the issue or might attempt to ignore the issue entirely.  Depending on the circumstances, this behavior can be perceived either as evasive or as effective diplomatic maneuvering.

- Adapted from “Conflict and Conflict Management” by Kenneth Thomas in *The Handbook of Industrial and Organizational* *Psychology*, edited by Marvin D. Dunnette.  New York: John Wiley & Sons, 1983.  Adapted and used with permission of Marvin D. Dunnette.  Reprinted with permission from _Theories and Models in Applied Behavioral Science_; San Diego, CA: Pfeiffer and Company, 1991.

*II - Resolving Conflicts*

## Modes of Handling Conflict

**Mode**

- Competing

**User Characteristics**

**Appropriate When**

- Takes firm stands
- Can be intimidating to subordinates, who are likely to fear dissent

- There is an emergency or crisis
- A decision is unpopular
- One is certain that he or she is correct about a crucial matter
- One is defending against opportunists, who might exploit a less combative style

- Collaborating

- Views disagreements as opportuni- ties to make things better
- Sometimes tries inappropriately hard to reach consensus on unimportant issues

- The desires of both sides are too important for a simple trade-off
- Attempting to gain insight into somebody else’s ideas or opinions
- Bringing a variety of views to bear on an issue
- Seeking consensus to obtain joint ownership of the action
- Overcoming previous hostilities in a relationship

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*II - Resolving Conflicts*

## Modes of Handling Conflict

***Source material from Ruthellen Hellyer,***
***Innovative Management Consulting.***

*II - Resolving Conflicts*

## Modes of Handling Conflict

**Mode**

- Accommodating

**User Characteristics**

**Appropriate When**

- Gives in to others when warranted or perhaps when not
- Reasonable
- Willing to admit errors
- Wise enough to surrender when appropriate
- Knows the correct exceptions to policies

- You are aware that the other side’s position has more merit or justice than your own
- You wish to make amends or reparations
- The controversy matters more to the other party than to you
- You want to build up a “debt” to collect later
- The other side holds all the winning cards
- You value peace more than the potential gains in the controversy

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*II - Resolving Conflicts*

## Handling Problem Situations

- Problem situations are defined as those situations in which learning or team progress inhibited due the behavior of one or more of the members.  All facilitators occasionally run into problem situations.
- Team progress is most likely to occur when all members of the team are actively involved and participating in the process.  Frequently, however, problem situations have to do with the level of participation of individuals or the focus of their contributions.  If individuals are too vocal, it may hinder the full participation of others and you may run out of time before the meeting content and activities are completed.  If individuals are too silent, their valuable input is lost from the group.  Some team members seem to go off on tangents when they get the floor, while others spend their time challenging every point.  Try not to assume that these behaviors are a reflection of hostility; some may simply be very enthusiastic and excited about the material, and others may just be nervous about expressing themselves in front of the group.

**Three considerations in handling problem situations:**

- 1.  Eliminate or minimize the problem behavior.  	You need to resolve the problem to the extent 	necessary for learning to resume unhindered.
- 2.  Maintain the self-esteem of the team member.  	Try to resolve the problem behavior in a way 	that does not reduce the self-esteem of the 		person.
- 3.  Avoid further disruption to team discussions.  	Solve the problem in a way that preserves a 	climate that is relaxed, comfortable, and 		conducive to team progress.

**Remain as emotionally neutral as possible:  **

-   Begin by identifying possible strategies
-   Evaluate the strategies against the above 		considerations
-   Select a strategy to use, and perhaps a back-up 	strategy
-   Later, evaluate its effectiveness and think 		through what else you might have done.

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*II - Resolving Conflicts*

## Dealing with Special Problems

- One Person Dominates
- Goofing Off
- Low Participation
- Two People Lock Horns
- One or Two Shy People
- Side Jokes / Whispering
- Stopping / Starting on Time
- Quibbling over Trivialities
- Strident / Repetitive Person
- Group Defers to Person-In-Charge
- I Found  a New Problem!

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## One Person Dominates

- Don’t focus on person and try to control them
- Do call on others to join in
- Do write down the dominating person’s point and post it
- Do break into smaller groups

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Goofing Off

- Don’t get into power struggle with the group
- Do look for a break to relieve work load
- two minute walk-around
- music break
- Do assess whether the topic is the problem

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Low Participation

- Don’t assume this means passive consent
- Might mean anxiety
- Get out of large-group discussion into go-arounds, small groups, idea lists, or brainstorms

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Two People Lock Horns

- Don’t try to resolve differences if they don’t intend to agree
- They may be using each other to clarify their ideas
- Ask for other perspectives on problem
- Ask for other issues!
- Focus on passive majority

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## One or Two Shy People

- Don’t pick on them
- Ask for opinions from those who haven’t contributed in a while
- Break into small groups for security

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Side Jokes / Whispering

- Ignore and hope for the best
- Include in the discussion
- Re-examine the discussion. Stale topic?  Break time?  Anxiety?
- Establish ground rules up front; remind the group of them, as necessary

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Stopping / Starting on Time

**DO IT**!

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Quibbling over Trivialities

- Don’t lecture them about wasting time
- Do stop them and ask what’s really going on
- Post as a parking lot issue

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Strident / Repetitive Person

- Establish in ground rules that everyone will have a chance to participate; equal air time
- Do summarize their point of view to be sure they’re heard; post it
- Encourage group members to state the opinions of group members different than their own

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Group Defers to Person-In-Charge

- Identify the Problem
- Ask group what they would say differently
- Have person-in-charge speak last
- Excuse person-in-charge for a period
- Have comments submitted anonymously
- Have a go-around
- Establish a ground rule about equal voice for all

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## I Found a New Problem!

- Your team just found a breakthrough

*II - Resolving Conflicts*

**PLANNNG AND TECHNOLOGY SOLUTIONS TEAM**
**KENTUCKY TRANSPORTATION CENTER **

## Facilitator Intervention

***What is an intervention?***
- According to the dictionary, the definition of intervention is “to enter a course of events in order to change it.”   Before making an intervention in a team meeting (or suggesting that the team leader do so), it is important that the facilitator be aware of several important issues.
- - What am I observing?
- - What is my own response to what I observe?
- - What seem to be the needs of the group?
- - What is the intention of the intervention?
- - What do I say and how do I do it?
- - How do I evaluate the effectiveness of the intervention?

- Facilitation can be expressed in the simple phrase:  “See what you see, say what you see.”
- Astute observation skills and precise intervention skills are needed to be able to effectively:
**“**_**See**_** what you see and **_**say**_** what you see.”**

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*III - Facilitator Intervention*

## Levels of Observation - “See What You See”

- Levels of Observation - “*See* What You See”

- Group behavior is complex and occurs on many different levels at the same time.  The first skill a facilitator needs is to develop the ability to observe a wide range of behaviors.  This requires a good basic understanding of how teams work and develop.  The following levels provide a mental framework to help understand what to observe on a team.

- To be an effective facilitator, it is important to expand your focus to include both levels of observation.  This can be done by attending to each level, collecting concrete observations at each level, and practicing interventions based on these observations.  Often it can be helpful to actually focus on one level at a time.

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*III - Facilitator Intervention*

## Levels of Observation - “Saying What You See”

- Levels of Observation - “*Saying* What You See”

- Your role as a facilitator is to help the team focus on some aspect of its behavior.  The facilitator acts like a mirror reflecting the team’s behavior for them to see.  This can increase the team’s awareness of their individual and group behavior.  Remember, it is up to the group or the individual to choose to make changes, the facilitator is not responsible for making the group or individual change.

***Five Step Intervention Process***

- 1.  _Focus your awareness_.  What do you observe?
- 2.  _Focus on one level of behavior at a time_.  Is the issue with the 		individual or the group.
- 3.  _Clarify your intentions_.  What impact do you want your intervention to 	have?
- 4.  _Make the intervention as briefly and clearly as you can_.
-   What will I say?
-   When will I say it?
-   How will I say it?
-   To whom will I say it?
- 5.  _Evaluate the effectiveness of the intervention._
-   Did your intervention reflect your intent?
-   Were your perceptions clear?
-   How did the group respond to your intervention?
-   If you were to do this again, what changes would you make?

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*III - Facilitator Intervention*

## The Breakout Session - Physical Setting

- _Group Size_:  Small groups of 3-8 people are ideal.
- _Layout/Characteristics_:  Is the space of the room appropriate for the size of the breakout session?  Is the room neat and clean?  Is the room cheerful in color and does it have outside windows?
- _Chairs/Furniture:_  If chairs are movable, ask the group to move them to face each other.  If seats are fixed, 2 to 3 people turn to the 2 to 3 people behind them.  (see Seating Arrangement pages)  Are the chairs comfortable for longer sessions? Is there a water pitcher and glasses conveniently located? If applicable, is there a coat and hat rack for personal belongings? How many extra temporary seats are available?

- _Telephone_: Is there a telephone in the room? Generally, telephones in a classroom are a distraction to the class and should not be included. If one is present, its use should be limited to calls of an emergency nature.
- _Lighting_: Is there sufficient lighting? Can the room be darkened easily for the use of projection equipment? Are windows draped properly to darken the room sufficiently?
- _Noise_: Is the room free of excessive noise and interruptions?
- _Outlets_: Are electrical outlets available for your equipment?
- _Temperature_: Will the temperature be appropriate and can you control it yourself? From 680 to 720 is comfortable for most people. Allow for good ventilation and also adjust air vents to reduce or eliminate uncomfortable drafts.

***Source material from Ruthellen Hellyer,***
***Innovative Management Consulting.***

*IV - The Breakout Session*

## Types of Seating Arrangements

- _U-Shaped_:
- Effective for:
-   Medium Size Groups
-   Allows for good eye contact
-   Provides for a writing surface
-   Allows for use of video equipment

- _Herringbone_:
- Effective for:
-   Small to Medium Size          		Groups
-   Allows for good eye contact
-   Provides for a writing surface
-   Allows for use of video equipment

- _Traditional_:
- Effective for:
-   Medium to Large Size Groups
-   Allows for good eye contact
-   Provides for a writing surface
-   Allows for use of video equipment
-   Best for use of lecture or strong technical information
-   Limits inter-action between team members

***Source material from Ruthellen Hellyer,***
***Innovative Management Consulting.***

*IV - The Breakout Session*

## Types of Seating Arrangements (Continued)

- _Circle Without Table_:
- Effective for:
-   Small to Medium Size Groups
-   Informal atmosphere
-   Best for discussion oriented session
-   Does not provide a writing surface

- _Round Table_:
- Effective for:
-   Small to Medium Size Groups
-   Informal atmosphere
-   Limits use of video equipment

- _Semicircle_:
- Effective for:
-   Small to Medium Size Groups
-   Provides for good flow of activity with 	team members
-   Does not provide a writing surface
-   Allows use of video equipment

***Source material from Ruthellen Hellyer, Innovative Management Consulting.***

*IV - The Breakout Session*

## Equipment, Files, Reference Material, and Office Supplies Required for CVISN Scope Workshops

**Equipment, Files, Reference Material, and Office Supplies Required for CVISN Scope Workshops**

*IV - The Breakout Session*

## A variety of tools are available to support your breakoutdisplays and presentations at the workshop  

- A variety of tools are available to support your breakoutdisplays and presentations at the workshop

*IV - The Breakout Session*

## From Ruthellen Hellyer

*IV - The Breakout Session*

## Tips for using different media

- From Ruthellen Hellyer

_**Flipcharts:**_
**Pre-plan charts**
**Use tape tabs**
**Use water-based markers - dark colors**
**Alternate colors from line to line -three main colors per page**
**Correct mistakes with tape or liquid “Whiteout”**
**Keep letters 1-2 inches high**
**Leave extra pages between information pages**
**Use headers and titles**
**Mix capital and small letters**
**Use 7 lines or less per page**
**Keep white space**
**Write on top 2/3rds of page**
**Use graphics to add interest**
**Underline and shadow for emphasis**
**Best with small to medium-sized groups**

_**Overheads:**_
**Check equipment ahead of time**
**Make sure someone knows how to use the software**
**Check room set up to be sure all can see**
**Talk to audience, not the overhead**
**Keep overhead simple and uncluttered**
**If writing, use similar tips to those used in flipcharts**
**Leave margins and print clearly**
**Best for medium to large-sized groups**
_**Real White Boards:**_
**Use dry markers; have eraser available**
**Use dark colors - black, blue, green and brown**
**Alternate colors from line to line**
**Keep letters one to two inches high and print clearly**
**Keep drawings simple**
**Use arrows, circles and underlines to reinforce ideas**
**Avoid having your back to the participants**
**Utilize bullets to denote one idea at a time**
**Clarify information - make variations in a new color to highlight additional information**
**Best used in small to medium-sized groups**

*IV - The Breakout Session*

## Intentionally blank