The three modes of facilitation
1. The hierarchical mode.
Here you, the facilitator, direct the learning
process, exercise your power over it, and do things for the
group: you lead from the front by thinking and acting on behalf of the
group. You decide on the objectives and the programme, interpret and
give meaning & challenge resistances, manage group feelings, provide
structures for learning and honour the claims of authentic behaviour in
the group. You take full responsibility, in charge of all major
decisions on all dimensions of the learning process.
2. The co-operative mode.
Here you share your power over the learning process
and manage the different dimensions with the group: you enable and guide
the group to become more self-directing in the various forms of learning
by conferring with them. You prompt and help group members to decide on
the programme, to give meaning to experiences, to do their own
confrontation, and so on. In this process, you share your own view
which, though influential, is not final but one among many. Outcomes are
always negotiated. You collaborate with the members of the group in
devising the learning process: your facilitation is co-operative.
3. The autonomous mode
Here you respect the total autonomy of the group:
you do not do things for them, or with them, but give them freedom to
find their own way, exercising their own judgment without any
intervention on your part. Without any reminders, guidance or
assistance, they evolve their programme; give meaning to what is going
on, find ways of confronting their avoidances, and so on. The bedrock of
learning is unprompted, self-directed practice, and here you gave space
for it. This does not mean the abdication of responsibility. It is the
subtle art of creating conditions within which people can exercise full
self-determination in their learning.
The politics of learning
These three modes deal with the politics of
learning, with the exercise of power in the management of the different
dimensions of experience. They are about who controls and influences
such management. Who makes the decisions about what people learn and how
they learn it: the facilitator alone, the facilitator and group members
together, or the group members atone?
As an effective facilitator, you are someone who
can use all these three modes as and when appropriate; and are flexible
in moving from mode to mode in the light of the changing situation in
the group.
Source: The
Facilitator’s Handbook. Heron
Tutorial Style
Heron (1986) produced a
description of different facilitation styles that could be adopted by
trainers as they performed various tasks. He describes three modes of
facilitation.
|
Hierarchical |
Cooperative |
Autonomous |
|
Trainer plans but does not really negotiate |
Trainer negotiates and coordinates planning |
Trainer delegates planning |
|
Trainer inputs theory, interprets and
assesses |
Trainer asks neutral questions (What is
happening now?), uses descriptive feedback and negotiates
assessment |
Trainer uses reflection
Group self-assesses and self-analyses
Trainer may even delegate this role |
|
Trainer interprets and may even describe
block |
Trainer describes events and asks for views
on avoidance |
Trainer provides environment that is safe |
|
Trainer decides how feelings are managed
and thinks for the group
Trainer gives permission for catharsis |
Trainer works with the group to develop
ways to cope with feelings |
Trainer gives space to manage feelings |
|
Trainer takes over the design and
supervision of the learning process |
Trainer cooperates to let rules emerge
using counselling skills |
Trainer delegates design |
|
Trainer uses actions and commitment. i.e.
charisma
Trainer has positive regard for others |
Trainer collaborates to allow self-respect
and favourable climate to emerge |
Trainer lets the group determine its own
climate
Makes self-disclosures on values |
Source: The Trainer’s
Handbook. Middleton and Field, based on Six Category Intervention
Analysis Heron |
