VCE Situation Analysis

1. VCE Situation Analysis Interviewing and Facilitation Skills

2. Group Brainstorm – characteristics of a good interviewer/facilitator • Organize into small groups • Identify a facilitator • Brainstorm/discuss the qualities of an effective interviewer/facilitator • Capture this on a flip chart • Report to the larger group

3. Interviewers/facilitators: • Create a safe and comfortable setting • Build individual and group acquaintance, identity, and productivity • Use good communication skills • Manage individual and group behavior • Know their role and place with the situation

4. An interviewer/facilitator is…. • Key Element-The instrument • Someone who listens and thinks • Someone who can stay mentally alert • Someone comfortable and knowledgeable of groups • Skillful in making transitions • Remains neutral and establishes rapport • Keeps track of the discussion • Understands processes and decision-making techniques

5. An interviewer/facilitator… • Uses humor, keeps people energized, deflects and calms rising tempers, reinforces group interpersonal skills • Uses positive and encouraging remarks • Calls on people, asks for ideas • Probes for information • Uses the 5 second pause • Keeps track of time • Helps the group find commonalties • Builds on ideas • Summarizes the discussion

6. Keeping things on track….requires • Having a vision/game plan • Using active listening • Being an unbiased communicator • Understanding & managing group dynamics • Understanding and applying a decision-making & problem solving processes

7. A Key to Effective Facilitation & Interviewing • Listening

8. Being A Good Listener • What Do People Who Listen Well Do?

9. Good Listeners • Focus their attention • Ask relevant questions • Look for cues on the other person’s feelings • Make sure they understand what is being said • Continuously process information & cues they are receiving

10. Six Guidelines forListening Analytically #1 Determine Speaker’s Intent #2 Outline Main Points #3 Listen Between the Lines #4 Use Critical Thinking Skills #5 Recognize and Reduce Barriers #6 Be an Active Listener OH-9

11. Tools to Active Listening • Probe • Steer • Summarize • Attend

12. Probe Why: To get more information How: Ask open-ended questions to get more than a one-word response “Why do you think that is happening?” “What do you suppose would happen if…” “How will you do that?” OH-11

13. Steer Why: To keep the interaction on track How: Redirect the speaker with a statement Examples: I would like to get back to the problem you were talking about. Let’s talk now about how you might be able to solve your problem OH-12

14. Summarize • To check your own understanding • Restate in your own words (paraphrase) & ask for confirmation • Do not “parrot back” • Capture the gist: •  Good Listeners …. summarize throughout the conversation, not just at the end OH-14

15. Attending What you do to show that you care and are paying attention to the speaker. Examples: Eye contact Alert posture Nodding Saying “Uh huh” or “I see” Interested tone of voice • Be genuine in your behaviors • don’t overdo and risk appearing phony OH-15

16. Building on Ideas The process of adding value to or enhancing another’s idea. How? • Acknowledge the connection to the original idea. • Modify the idea to add value to it. OH-19

17. Asking Questions

18. Asking questions in an unbiased manner • The key is to develop good questions that solicit the participants’ honest response • Avoid questions that “beg” or lead to an answer they think you want to hear • Biased question – Families in the community need to know how to manage their money, don’t you think? • Unbiased question-What do you see as the needs of families in this community?

19. Probes • Can you tell me more about that? • Would you give me an example of what you mean. • I don’t understand. • Are there other points of view?

20. The Pause • The pause is a technique that is designed to give participants an opportunity to silently reflect and compose their thoughts • Use with eye contact • Use this technique periodically and don’t feel compelled to “fill the silence” • If you fill the silence, then participants won’t have to think--and talk

21. Getting Input From Participants • In an individual interview, use probes and the pause • For focus groups, use probes, the pause, inviting individual’s to respond, and the “let’s go around the group” questioning procedure • For issues forums, use probes, pause, and the “let’s see what others have to say” questioning procedure

22. What are Your Strengths and Weaknesses • Take turns interviewing the person beside you…. • When you are the one talking…tell the listener your strengths and weaknesses as a facilitator • When you are the one listening…use active listening skills and questioning techniques---get as much information as you can about the person talking

23. Dealing with Participants

24. Facilitation of Groups • Requires working with people of different backgrounds • Requires working with people with different characteristics • Can be challenging

25. Four Types of Participants • The Expert • The Dominant Talker • The Shy Participant • The Rambler

26. A Facilitator • Must Skillfully Handle All Four Types

27. The Expert • In Interviews • Can take control of the discussion purpose/agenda • Summarize, steer, transition to next question • In Groups: • Can inhibit others from participating • Others defer to them---if perceived they have more education or social or political influence • Facilitator must always stress the importance of hearing from all

28. Dominant Talker • Unaware of how others see them • Sometimes consider themselves experts • Facilitator/Interviewer Can Use Body Language to Minimize • Breaking eye contact • Lightly touching the dominant talker • Facilitator Can Use Verbal Tactics • Thank you Shelly, are there others who wish to comment? • That is one point of view, can we hear from others.

29. Shy Talkers • Talks very little or not at all • Be comfortable with silence and the pause • Facilitator Can • If known…seat them across from them and use eye contact • If Eye Contact Fails • Call the person by name and invite their view

30. Ramblers • Uses a lot of words, never gets to the point • Comfortable talking, can eat up a lot of discussion time • The Facilitator/Interview Can: • Break eye contact • Look at other participants • Look at papers • Restate the question when the rambler pauses • Invite others to talk • Move to another question

31. Planning & Managing the Process…. • Have a vision for where you are going and how you will get there • Develop a plan that includes who, what, when, and where • Review workshop materials in your folder and support materials on the VCE Intranet under Program Support • Contact us for assistance

32. LUNCH Let’s eat!!!

33. Interviewing Practice • Divide into groups of two with someone you don’t know • Interview each other using the Key Informant Interview Guide for Roanoke County in your folder • Each person should serve as the interviewer for several questions • Role play, if you have been given a role play card • An individual from the group will facilitate a large group discussion of your reactions and comments

34. Focus Group Practice • Divide into small groups of 4-8 individuals • Facilitate a focus group discussion on Family Financial Management using the interview guide in your folder • Each person should serve as the focus group facilitator for at least one or more questions • Role play, if you have been given a role play card • An individual from the group will facilitate a large group discussion of your reactions and comments

35. Logistics • Schedule the event at a “neutral” location • Schedule the event at an appropriate time for participants • Target or over recruit participants • Follow-up • Make sure the setting is appropriate • Include food, breaks, as appropriate

36. Recording Data • Tape record the proceedings and/or have an additional person take notes • If you tape record, allow resources and time for transcriptions • Use flip charts, where appropriate • Avoid the notion of reaching consensus in group settings—the purpose is to hear and record all participants’ perspectives

37. Data Analysis Making Sense of What People Have Told You

38. Analysis of Results • Consider group analysis • Each member reads notes/transcripts • Look for themes, patterns, common thinking • Mark text with key words • Meet as a group to discuss

39. ….Analyzing Results • Make a list of themes, patterns, and common thinking • Combine when possible • Illustrate findings with quotes from participants • Prepare a report of findings • Use findings in identifying issues and setting program response/direction

40. Thank You!! • Please complete the training session evaluation in your folder.

41. Go Forth and Discover • Community and resident perspectives