Professional conduct scenarios facilitation guide

On this page:

• Introduction
• Preparation
• Delivery
• Debrief
• Facilitation
• Facilitation Steps

Introduction

This guide will assist facilitators to be familiar with the process of facilitation, build an easy personalized lesson plan, and have go-to questions to keep your group focused on talking about key issues. The scenarios and tailored facilitation guides are short, flexible, and can be delivered in person or online – making for an easy integration of these valuable discussions, and professional development, into any setting at any time. The sessions are intended to be delivered by one or two facilitators familiar with the content and facilitation process. In this context, facilitation means establishing and managing the discussion structure so that the participants can learn from one another as they interact with the content.

Preparation

These sessions, although relatively short in length, require preparation. Facilitators must prepare for the delivery of the scenarios and enable the discussion. A successful session depends on the facilitator’s confidence and preparation. Sessions are designed for groups of four to 15 participants and can last 20 to 30 minutes – however, if the conversation is flowing and time allows, the discussion may continue.

Delivery

It is recommended that a second facilitator assist in sharing the workload and provide support to any participants who may be activated by the content. The Sensitive Content Warning, located above each scenario, should be read out loud at the beginning of the session. Provide the following phone numbers for participants who may need support: 1-800-268-7708 (assistance programs) and 1-844-750-1648 (Sexual Misconduct Support and Resource Centre (SMSRC), confidential 24/7 support number). Establish the rule that if someone is to leave the discussion for various reasons, they give you a “thumbs up”. Follow any person leaving the conversation that didn’t provide the “thumbs up” to see if they need support.

Facilitators should introduce the session; establish and enable the group’s ground rules; share the learning objectives identified in each scenario; read (or ask for a volunteer to read) the scenario; facilitate the discussion; and ask debrief questions. Everyone in the group should have the opportunity to willfully participate. While each scenario comes with suggested open-ended questions, facilitators are encouraged to expand on these with follow-on questions and prompts. The following page provides advice on how to be a good facilitator and is useful in preparing and managing discussions.

Debrief

To solidify the learning, it is recommended that sessions end with a facilitated debrief so that the group can consider the take-aways. Ask the participants to consider the 3Ws:

1. What?
2. So What? and
3. Now What?

Note: Gender-based Analysis (GBA) Plus perspective has been integrated across the scenario-based learning vignettes. Both internal and external subject matter advisors with experience in applying intersectional lenses were consulted. Throughout the development and iteration process of this document, GBA Plus was incorporated to emphasize the importance of considering lived experiences and intersectional factors across strategic, operational, and tactical levels.

Feedback: Director General Professional Conduct and Development (DGPCD) welcomes comments or suggestions related to ethics scenarios and the facilitator guide at the following positional email address: CPCCTraining-EntrainementCCPC@forces.gc.ca. Questions related to ethics can be directed to the Defence Ethics Programme (DEP) ethics-ethique@forces.gc.ca.

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Facilitation

What is facilitation?

Facilitation is a leadership role in which the decision-making power resides with the group. The facilitator is able to focus on creating a climate of collaboration and provide the group with the structure it needs to be effective. As a facilitator, your job is to help the group stay on topic without actually taking the lead.

What is the purpose of a facilitator?

1. Guide group discussion to keep it on track in time and content.
2. Make accurate notes that reflect ideas of the group’s members.
3. Help the group work more effectively and reach their own conclusions.
4. Encourage participation and thoughtful exchange.
5. Provide feedback to the group so they can assess their progress.

Characteristics of a facilitator

A good facilitator is patient, level-headed, empathetic and good humoured with strong listening skills and the ability to track complex signals from the group. A facilitator DOES NOT necessarily know more than the group. Facilitators must be aware of – and prepare for – differences, divisions, multiple interpretations and other potential forms of conflict.

The role of the facilitator

The facilitator is like a referee:

You monitor the discussion; you do not participate in it.

You control the activities and, when necessary, stimulate the discussion.

You keep your finger on the pulse and know when to move on or wrap up.

You help members define and reach their goals.

You are content neutral/impartial. You:

• Are open to not being the expert or the instructor.
• DO NOT offer your opinion.
• DO NOT state “I think”, “I agree with” or “He is right because”.

You only ask open ended questions.

You let the group answer before you interject.

• Wait nine seconds after someone speaks even if it’s awkward. Someone will chime in.

You monitor emotions and the wellbeing of participants.

• Difficult subjects might come up: acknowledge them but do not react.
• Monitor the group and find the best way to engage.
• Check if participants who leave the discussion need support and provide support if required.

You intervene in the right way and at the right time.

• Challenge the group in safe and appropriate ways.
• Difficult participants should be addressed individually during breaks or in a group setting, if appropriate.
• Do not lecture but inquire and offer assistance.
• In a group setting, you could say: “I noticed what looked like a few eye rolls when I said “ethics”. How did you perceive what I said?”

Facilitation Steps

1. Plan ahead and be prepared.
   • Review the required materials, ensure adequate materials are on hand the day of the workshop (flip charts, whiteboard markers, printouts of scenarios, pens, paper, etc.).
   • Be prepared for this workshop. It will help your group move towards creative solutions and encourage participation among its members.
2. Identify a co-facilitator.
   • Group facilitation can be tiring, and a co-facilitator is recommended.
   • Pre-brief and debrief with a co-facilitator or a colleague after the workshop.
   • Make time to reflect, relax and write notes on how the workshop progressed. This step is important for personal growth, professional improvement and self-evaluation.
3. Identify ground rules.
   • This workshop contains sensitive topics that can invoke emotions and opinions.
   • Maintain a safe environment.
   • Allow participants to define the ground rules; this provides buy-in and a sense of ownership in the process.
   • Post the rules in a visible location so they can be referred to throughout the workshop.
4. Address the agenda and provide a framework as what the workshop will proceed and how the day will unfold.
5. Adopt a stance.
   • Sit with the group or stand in front of it, but never stand behind a podium.
   • Avoid polarizing language, judgment, assigning ownership of an idea to a specific person and the word “but”.
   • Keep the momentum going, energy high and encourage active participation.
6. Stay on topic.
   • The main function of the facilitator is to help the group stay on topic.
   • Maintain the speaking order and keep the agenda on track.
   • Take notes as required throughout the discussion
   • Intervene and refocus the conversation if the group strays off topic.
   • Follow timings as best possible and provide the suggested breaks.
7. Debrief and close out the workshop.
   • Take the time to summarize the discussions; get the group to point out important ideas or thoughts that were part of the discussions.
   • Allow time for closing remarks; it leaves the group with a sense of accomplishment.

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