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• At the end of the session, the participants are expected to:
a.Explain essential components of Facilitation in order to conduct successful MEPA;
b.Discuss useful techniques and templates in synthesizing issues and concerns during MEPA and their corresponding implications to Technical Assistance & Policy Directions; and
c. Develop deeper understanding on the importance of enhancing facilitation and synthesizing skills for the productive conduct of MEPA.
SESSION OBJECTIVES
Direction: Assess your facilitation skills, using the following rating scale: 1 – Developing ; 2 – Maturing; 3 – Advanced .
ACTIVITY: FACILITATION SKILLS CHECKLIST
No. INDICATORS Rating
1. Keeps group on track to achieve objectives in given time frame. 1 2 3
2. Establishes and reminds group members of norms for meeting behavior.
1 2 3
3. Checks and ensures group’s understanding of goals. 1 2 3
4. Gauges the clarity of each role and how well it is being performed. 1 2 3
5. Addresses non-verbal communication patterns. 1 2 3
6. Paraphrases ideas and suggestions. 1 2 3
7. Steers conflict away from personalities and toward task-related issues. 1 2 3
8. Resolves conflict by being sensitive and fair. 1 2 3
9. Identifies type and appropriateness of the decision-making process the group is using.
1 2 3
10. Recognizes when a decision is made implicitly rather than explicitly. 1 2 3
Total Score
Level of CompetenceSource: www.baruch.cuny.edu/hr/documents/FacilitationSkills-Check
How is your pre-test result?
Directions: 1.Sum-up the total score and divide it by 10.2. Determine your level of competence based on the table below:
Range Descriptive Rating
Interpretation
1.0-1.49 Developing You are still in the process of acquiring the skill; hence, you need Technical Assistance.
1.50-2.49 Maturing You have acquired the skill to a larger extent, but you need to enhance it further.
2.50-3.0 Advanced Congratulations! You have fully acquired the skill to a largest extent, you are very much ready to facilitate MEPA.
ANALYSIS
1. How did you find the activity?2. What is the level of competence of
your facilitation skills?3. What facilitating/hindering factors
contributed for having such level?4. Which area do you need more TA?5. Why do you need to have high level
of facilitation competence in conducting MEPA?
• Keeping on Track with Desired Outcomes
- Recognizes and addresses when poor or incomplete planning detracts from achieving
meeting goal(s).- Allows time for group to address process
issues.- Keeps group on track to achieve objectives
in given time frame.- Establishes and reminds group members of
norms for meeting behavior.
• Keeping on Track with Desired Outcomes
- Recognizes and addresses when poor or incomplete planning detracts from achieving
meeting goal(s).- Allows time for group to address process
issues.- Keeps group on track to achieve objectives
in given time frame.- Establishes and reminds group members of
norms for meeting behavior.
FACILITATION SKILLS:
• Goals and Roles- Clarifies goals and objectives of meeting.- Checks and ensures group’s understanding
of goals.- Verifies all group members understand and
commit to common goal(s).- Provides time for group to discuss, clarify,
and/or modify or negotiate goals.- Ensures roles are assigned and understood.- Gauges the clarity of each role and how
well it is being performed.
• Goals and Roles- Clarifies goals and objectives of meeting.- Checks and ensures group’s understanding
of goals.- Verifies all group members understand and
commit to common goal(s).- Provides time for group to discuss, clarify,
and/or modify or negotiate goals.- Ensures roles are assigned and understood.- Gauges the clarity of each role and how
well it is being performed.
FACILITATION SKILLS:
• Communication- Invites quiet participants to contribute.- Asks open questions to stimulate group
discussion.- Solicits ideas and suggestions from all members
of the group.- Provides feedback to group on how well they are
communicating and interacting.- Addresses non-verbal communication patterns.- Paraphrases ideas and suggestions.- Maintains open, balanced and clear
communication.
• Communication- Invites quiet participants to contribute.- Asks open questions to stimulate group
discussion.- Solicits ideas and suggestions from all members
of the group.- Provides feedback to group on how well they are
communicating and interacting.- Addresses non-verbal communication patterns.- Paraphrases ideas and suggestions.- Maintains open, balanced and clear
communication.
FACILITATION SKILLS:
• Conflict Management- Steers conflict away from personalities and
toward task-related issues.- Summarizes opposing positions.- Determines when members are suppressing
their ideas to avoid conflict.- Recognizes when group members try to
smooth over conflict rather than addressing it.- Resolves conflict immobilizing the group.- Determines whether conflict is constructive
and task-related.
• Conflict Management- Steers conflict away from personalities and
toward task-related issues.- Summarizes opposing positions.- Determines when members are suppressing
their ideas to avoid conflict.- Recognizes when group members try to
smooth over conflict rather than addressing it.- Resolves conflict immobilizing the group.- Determines whether conflict is constructive
and task-related.
FACILITATION SKILLS
• Decision Making/Problem Solving
- Recognizes when a decision is made implicitly rather than explicitly.
- Determines if divergent or unpopular ideas are immediately rejected or ignored.
- Identifies type and appropriateness of the decision-making process the group is using.
- Assesses the strengths and weaknesses of the group’s decision making.
- Implements appropriate decision-making procedure when decisions are needed.
• Decision Making/Problem Solving
- Recognizes when a decision is made implicitly rather than explicitly.
- Determines if divergent or unpopular ideas are immediately rejected or ignored.
- Identifies type and appropriateness of the decision-making process the group is using.
- Assesses the strengths and weaknesses of the group’s decision making.
- Implements appropriate decision-making procedure when decisions are needed.
FACILITATION SKILLS
The puttingtogether
of parts or
elements
so as to form a whole
SYNTHESIZE – BEYOND SUMMARYSYNTHESIZE – BEYOND SUMMARYSYNTHESIZE – BEYOND SUMMARYSYNTHESIZE – BEYOND SUMMARY
“Synthesizing is like putting a puzzle
together. You have to sort out your thinking and put it in the right
place.”
Clay
“Synthesizing is like putting a puzzle
together. You have to sort out your thinking and put it in the right
place.”
Clay
SYNTHESIZING
“ In order to construct any kind of meaning in our literacy learning and our life learning, we must find ways to cull and prune the details with which we are bombarded. We must reorganize and create our own explanations for what we are learning, our own learning, our own definitions of our lives at any particular juncture.”
Ellin Keene
“ In order to construct any kind of meaning in our literacy learning and our life learning, we must find ways to cull and prune the details with which we are bombarded. We must reorganize and create our own explanations for what we are learning, our own learning, our own definitions of our lives at any particular juncture.”
Ellin Keene
SYNTHESIZING
Major Accomplishments (Performance
Indicators, Outputs Achieved,
Improved Fund Utilization,
Progress Markers)
Major Difficulties(Access/Quality,
Project Management, Fund
Utilization,Relations with stakeholders)
Lessons learned
(IP/Muslim Education,
Project Management)
Major Issues(Policy Needs, Funds and Financial
Management, Project Implementation, Capacity
Building)
SDO FUNCTIONAL
DIVISIONS
Highlights for 36 IP teachers LET passers –
Ang kwento ng kwenta
Division initiated Division Review for IP teachers to take the LET examination
Lack of capacity of SH to motivate IP/Muslim parents to send their children to school Distance and difficult terrain
Mobilization of teachers to reach out concerned community and parents
SDO to develop Internal and external factors to assess the increase and decrease of KPIs
Measuring the awareness of all stakeholders teachers
TA for the cooperative marketing strategies
TA how to credit the records of the students/pupils or accelerate pupils under catch-up program
TA on tools to assess the capacity of SHS and teachers
SGOD
SGOD
SGOD
CID
CID/SGOD
School Synthesis Template of SMEPA
School s Major Accomplishments
(Performance Indicators,
Outputs Achieved, Improved Fund
Utilization, Progress Markers)
Major Difficulties
(Access/Quality, Project
Management, Fund Utilization,Relations with stakeholders)
Lessons learned
(IP/Muslim Education,
Project Management)
Major Issues(Policy Needs, Funds
and Financial Management, Project
Implementation, Capacity Building)
SDO FUNCTIONAL DIVISIONS
Bayani CES Highlights for 36 IP teachers LET passers – Ang
kwento ng kwenta Division initiated Division Review for IP teachers to take the LET examination
Lack of capacity of SH to motivate IP/Muslim parents to send their children to school Distance and difficult terrain
Mobilization of teachers to reach out concerned community and parents
SDO to develop Internal and external factors to assess the increase and decrease of KPIs
Measuring the awareness of all stakeholders teachers
TA for the cooperative marketing strategies
TA how to credit the records of the students/pupils or accelerate pupils under catch-up program
TA on tools to assess the capacity of SHS and teachers
SGOD
SGOD
SGOD
CID
CID/SGOD
Pag-asa ES
Masaya ES
Likom IS
District Synthesis Template of SMEPAs
“A mind stretched to a new idea never goes back to its
original dimensions.”
Oliver Wendell Holmes
“A mind stretched to a new idea never goes back to its
original dimensions.”
Oliver Wendell Holmes
REFLECT
1. You will be grouped into three (3): by division / special grouping.
2. Each group will focus on certain theme of a particular quarter.
3. The group will simulate how to conduct SMEPA considering the assigned theme: Access or Quality (See following slide).
4. The group will assign roles to following the given templates of SMEPA.
5. The group will prepare Completed Staff Work (CSW) based on the context of the chosen school of the group.
6. The SMEPA Simulation shall be done tomorrow:Group I: 9:00 – 9:40Group II: 9:40 – 10:20Group III: 10:20 – 11:00
1. You will be grouped into three (3): by division / special grouping.
2. Each group will focus on certain theme of a particular quarter.
3. The group will simulate how to conduct SMEPA considering the assigned theme: Access or Quality (See following slide).
4. The group will assign roles to following the given templates of SMEPA.
5. The group will prepare Completed Staff Work (CSW) based on the context of the chosen school of the group.
6. The SMEPA Simulation shall be done tomorrow:Group I: 9:00 – 9:40Group II: 9:40 – 10:20Group III: 10:20 – 11:00
APPLICATION
GROUPING BY DIVISION
Batch II-A: Elementary (Dec. 15-17, 2014)• Cluster A: North Cotabato, Sarangani, Cotabato
City• Cluster B: North Cotabato: Group 1, 2 & 3
Batch II-B: Elementary (Dec. 18-20, 2014)• Cluster A: GSC, South Cotabato, Kidapawan• Cluster B: Sultan Kudarat, Koronadal, Tacurong
Batch III: Secondary (Dec. 21-23, 2014)• Cluster A: North Cot., GSC, Kidapawan City• Cluster B: Sultan Kudarat, Cotabato City,
Koronadal, Sarangani, Tacurong, South Cotabato
PROGRAM OF THE SMEPA SIMULATION
SMEPA DESIGNACTIVITY DESCRIPTION PERSONS IN-
CHARGE
1. Opening (5 min)
Presentation of Objectives, Activity flow and Roll call of attendance
EMCEE & Opening Speaker
2. Presentation by Grade Level / Department Heads (20 min)
Each of the Grade Level / Department Heads presents their findings on the KPI , Physical & Financial Accomplishments of (AIP)
Curriculum Level / Department Heads
3. Discussion of Presentation (10 min)
Discussion leader pose questions to the presenter to clarify essential points every after presentation.
School Discussion Leaders
4. Synthesis of Discussion(2 min)
A synthesizer listens to all presentations and discussions and gives the summary of the main points. The synthesizer list down all the issues and concerns on which decisions need to be made.
School Synthesizer & Documenter
5. Agreement(3 min)
The SH discusses the issues listed and leads the group in coming up with agreements on program adjustments, Policy Directions to be flagged to SDO as well as TA needs
SH/PSDS
GROUP I - SMEPA: QUALITY(1ST QUARTER-March)
1. Opening Program2. Presentation Part I: NAT, SReA, EGRA, Phil IRI, NCAE (HS) - (Subject Coord.)
Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)
3. Interpellation/Discussion4. Synthesis5. Agreement
SAMPLE SET-UP OF SMEPA: QUALITY (1st Quarter)
SGC
SGC
SGC
SGC
Eng.Coord
.
Math
Coord.
SciCoord
.
Fil.Coord
.
BLGU
APCoord
.
Special Progra
m Coord.
GC PSDS/SCHSH
PTAPres
.
Legend:
PSDS – Public Schools District SupervisorSCH – Secondary Cluster HeadBLGU – Barangay LGUSH – School HeadSGC – School Governing CouncilPTA – Parents-Teachers AssociationGC – Guidance Counselor (Designate)
GROUP II: SMEPA - ACCESS(2nd QUARTER-June)
1. Opening Program2. Presentation Part I: Enrolment Pattern & Community Mapping (Grade Level
Chairman)
Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)
3. Interpellation/Discussion4. Synthesis5. Agreement
SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL)
SGC
SGC
SGC
SGC
Kin-der
Grade 1
Level Chair
Grade 2
Level Chair
BLGU
GCPSDS/
SCH
Prin-cipal
PTAPres
.
Grade 3
Level Chair
AP/AH
Grade 4
Level Chair
Grade 5
Level Chair
Grade 6
Level Chair
Legend:
PSDS – Public Schools District SupervisorSCH – Secondary Cluster HeadAP – Assistant PrincipalAH – Academic HeadBLGU – Barangay LGUSGC – School Governing CouncilPTA – Parents-Teachers AssociationGC – Guidance Counselor (Designate)
SMEPA: ACCESS(3rd QUARTER-September)
1. Opening Program2. Presentation Part I: Drop-out Rate – Absolute No. / PARDOs/SARDOs (Grade
Level Chairman)
Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)
3. Interpellation/Discussion4. Synthesis5. Agreement
SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL)
SGC
SGC
SGC
SGC
Kin-der
Grade 1
Level Chair
Grade 2
Level Chair
BLGU
GCPSDS/
SCH
Prin-cipal
PTAPres
.
Grade 3
Level Chair
AP/AH
Grade 4
Level Chair
Grade 5
Level Chair
Grade 6
Level Chair
Legend:
PSDS – Public Schools District SupervisorSCH – Secondary Cluster HeadAP – Assistant PrincipalAH – Academic HeadBLGU – Barangay LGUSGC – School Governing CouncilPTA – Parents-Teachers AssociationGC – Guidance Counselor (Designate)
MENTOR PER GROUP (Dec. 15-17, 2014)
GROUP CLUSTER A CLUSTER B
I Cot. Prov:Kathy & Shirley
Cot. Prov. I:Lando
II Sarangani:Norman & Agney
Cot. Prov. II:Shie & Luz
III Cotabato City:Emily
Cot. Prov. III:Fely & Bert
MENTOR PER GROUP (Dec. 18-20, 2014)
GROUP CLUSTER A CLUSTER B
I GSC:Kathy & Shirley
Sul. Kud.:Regan & Bert
II KidapawanAgney & Remy
Tacurong:Shie & Luz
III South Cot.:Glenn
Koronadal:Delia