This ‘from the archive’ post is the essay I wrote for my IAF Certified Professional Facilitator (CPF) re-certification in 2012. I was reminded of it as I am now preparing a portfolio for my ICA Certified ToP Facilitator (CTF) assessment. This requires up-to-date evidence of all the IAF core competencies (broadly speaking), as well as of mastery in applying the core facilitation methods of ICA’s Technology of Participation (ToP). The requirement of the essay was to “link lessons learned since your original certification date to the IAF Core Competences, demonstrating changes in your facilitation style / behaviour, and indicating what growth you have experienced as a facilitator during the period since your last certification”.
I shall use the IAF competencies as a framework by which to reflect on and illustrate some of my professional experience and development since my CPF assessment in 2008.
A. Create Collaborative Client Relationships
Since my 2008 CPF assessment I have had the opportunity to lead the contracting and design of my largest client project to date, a 12 month process of facilitation capacity building and facilitated strategic planning delivered by myself and two colleagues [Jonathan Dudding and Ann Lukens] over 60 person days. The project involved 90 manager trainees and around 400 staff and 1,000 members and other stakeholders of a community-based housing association in South Wales. It was later written up in an article Building a future together: Broadening ownership in corporate planning for the joint AMED & IAF Europe issue of the AMED Journal last year, and presented at the joint AMED & IAF Europe workshop in London in March 2012.
The contracting & design process itself comprised multiple meetings and project drafts over several months, but the investment in developing clarity and trust in advance proved invaluable to later success. This whole process served to stretch and develop greatly my capacity for creating collaborative relationships with clients, and also with co-facilitators and partners. One key insight was the importance of frequent, regular face-to-face meetings between ICA:UK’s local Associate and the client’s internal project team as well as between myself and the client’s leadership. Another related insight was to recognize that our intervention was but a small component of a much larger transformation process for the client, to which we could and did make a significant contribution but which we could not and need not fully understand or influence.
B. Plan Appropriate Group Processes
Since 2008 I have facilitated a second ‘Big Meeting’ for a user-led organisation of people with learning difficulties, the first of which served as the focus of my essay for my CPF assessment then (Evidencing facilitation competencies: planning with people with learning difficulties). This second event was conceived by the client as a ‘planning party’, in order to better engage participants than would a straightforward facilitated planning session, so atmosphere and drama were key to success. This was achieved with the aid of plenty of games, balloons, cakes and craft materials, through a process designed collaboratively with the client.
In working with 60 academic researchers more recently in May of this year, the key was to allow plenty of time and space for participants to engage in lengthy, free-ranging and in-depth discussion in small groups. I was able to achieve this by giving them free reign of the beautiful and sunny botanical gardens adjacent to the venue for their small group sessions. In spite of some resistance to what some perceived as over-simplification and dumbing down of complex issues, I was also able finally to bring the group to a collective conclusion in order to meet the needs of the client.
C. Create and Sustain a Participatory Environment
I made a point of developing experience and skills in virtual facilitation since my CPF in 2008, by selecting relevant sessions at each IAF conference attended and also by attending an 8-week virtual training course in ToP facilitation (Virtual Facilitation Online). I have also had plenty of opportunity to practice virtual collaboration through my roles with the global IAF Board, and through participating in increasingly regular and sophisticated online global gatherings of members of ICA International (eg: ICAI online regional gatherings facilitate peer to peer support and collaboration). As a result I am increasingly proficient in the use of a variety of virtual tools myself, and my raised awareness of what is now possible encouraged me to lead the Board in scheduling IAF’s first online Annual Members Meeting later this year and procuring technical support through an open and competitive tendering process.
I have also made a point since 2008 of further exploring approaches to conflict, including by selecting conference sessions accordingly, by reading on conflict resolution and by some involvement in ICA:UK’s partnership work developing the Kumi method for social transformation in conflict situations on which I presented at the IAF Istanbul conference. I am not aware that my facilitation practice has changed significantly as a result, but I certainly feel more confident in relation to conflict.
D. Guide Group to Appropriate and Useful Outcomes
I have experimented with a number of new tools and techniques since 2008. In addition to virtual approaches mentioned above, these have included the suite tools of ICA’s Organisational Transformation course, which was new to me when I supported Bill Staples of ICA Associates to deliver it as a pre-conference course at the IAF Oxford conference in 2009. I have subsequently been able to apply some of these with success within ICA:UK and with ICA:UK clients as well.
I have adapted and applied multiple approaches in combination, including for example ToP, Open Space and Solutions Focus with the South Wales Housing Association mentioned above; and ToP and world café with a number or clients. I adapted a well-known ice-breaker to create on the hoof “Just one lie” for use at the IAF Board meeting in London in 2011, and subsequently wrote it up and contributed it to the IAF Methods Database and Global Flipchart Method of the Month [see Creativity in facilitation, and Just One Lie].
E. Build and Maintain Professional Knowledge
Since applying to join the IAF Board and take my CPF assessment in 2008 I have read through all the back issues of the IAF Journal and the IAF Handbooks and a number of other facilitation titles as well. I have attended two IAF conferences each year.
My IAF Board roles have helped me to expand my professional network and relationships greatly, which has been enormously valuable for my learning and professional development. This has also been aided by my increased use of social media in the last few years, particularly LinkedIn and twitter, which I find invaluable sources of new material of interest as well as new personal and professional connections.
In drafting this essay I have learned that I need to become more methodical in maintaining a record of my professional development in order to more easily and effectively renew my CPF in four years from now! I have plans to start blogging regularly so I hope that will help greatly [Welcome to my new website and blog!].
In my forthcoming freelance career I am looking forward to focusing my professional practice more on the international development and humanitarian sector, and to the opportunities for learning and development that that will afford me.
F. Model Positive Professional Attitude
Since I have begun inviting professional recommendations via LinkedIn, I am proud that values professionalism and integrity have been referred to repeatedly.
I am excited as well as somewhat apprehensive to have given notice to step down from my role as Chief Executive from the end of September, after 16 years with ICA:UK [A new transition for ICA:UK – and for me], with a view to working freelance as a professional facilitator and facilitation trainer for at least some time. With my IAF Chair role ending soon as well, in December [Reflections on a term as IAF Chair], I am relishing the prospect that my reduced responsibilities might allow more time for reflection and learning, and exploration of new opportunities and new avenues for professional development and service.