4. Facilitation Basics

What are the necessary steps to take when creating a team-building program?

Program Planning Outline

• Step 1 – Assess Group Demographics
• Step 2 – Facilitator Planning and Preparation
• Step 3 – Pre-Activity Checks
• Step 4 – Orientation
• Step 5 – Challenge Course Sequence (Re-adjust plan according to the dynamics of the group and continually process the experience)
• Step 6 – Debrief
• Step 7 – Follow-Up

Which factors play an important role?

1. Program Planning and Sequencing 

All teambuilding programs should be designed to meet the needs and objectives of the group. Therefore, an assessment should be done in advance so that the facilitator knows what to expect in regard to the needs and qualities of the group. As a facilitator, choosing the activities that you feel will best meet the group’s goals is an important first step in developing a teambuilding program.

2. Program Length 

The program length and available time will vary depending on your group.

3. Group Size

One facilitator per 12 participants is the ideal group size (occasionally one facilitator per 15 participants).

4. Setting the Stage

• Talk about the group members’ expectations for the program. What do they want?
• Help participants generate goals and expectations for the program.
• Challenge by Choice
• Set the mood and tone: upbeat, confident, compassionate

5. Choosing Activities 

After gaining an understanding of the group you will be working with, begin to plan the program. Keep the following general information in mind as you select activities:

• Ages 8-12:  you may want to choose activities that require physical activity to keep them interested. Experiential debriefs will work best.

• Ages 12-16: you may need to plan more activities for this age, as they will spend less time on debriefing than older students and adults.

• College-aged and older:  Alternate physical and cognitive challenges.

• Adults:  They like to spend time processing each activity. Therefore, don’t be surprised if you don’t get through all the activities that you had planned.

6. Sequencing Activities 

After you have chosen the activities that you feel will help the group meet its goals and objectives, arrange them in a sequence that will be comfortable for the group.

7. Adjusting the Plan

Deciding whether to make adjustments to the activities you planned is a skill that takes practice. As a facilitator, watch how the group works together and be prepared to substitute activities that will help them to better meet their objectives. The following are some general questions that may be helpful as you make your decision to re-adjust:

1. Are there any resistant members?
2. Are they comfortable with physical contact needed for some activities?
3. Are they being sufficiently challenged?
4. Do they plan and listen to one another?
5. Do you have a participant that is injured or unable to participate in your original plan of activities?
6. How’s the weather? You may need to adjust your plan from outside to inside.

For example, if one or two members are resistant, you may not want to begin with activities that require a high degree of support and trust. If the participants are not comfortable with physical contact, you may need to move gradually into activities that require them to physically support others. If they seem to be disinterested, increase the challenge of an activity to spark their enthusiasm. If you find that they are not planning or listening, you might try some introductory communication exercises.

What are different types of activities when preparing a team-building program?

Elements refer to structures that have been built on a low or high ropes course that help develop teamwork and enhance group dynamics. Elements provide an experience for a group to learn and grow as a team. Debriefing the experience at the end of each element is important.

Group Initiatives are team-building activities that are not secured in one place but can instead be created in different environments using various resources (e.g., hula-hoops, rope, poly-circles, etc.). Like elements, initiatives also provide an experience for a group to learn and grow as a team, and debriefing should occur at the end of each initiative.

Icebreakers are activities used to “break the ice” in a group. They get a group interacting with one another and often include games that focus on getting to know names. Icebreakers do not need to be debriefed.

Energizers are designed to get a group energized and excited. Energizers can be used when a group’s energy level is waning mid-way through an experience, or at the beginning of an experience to get the group excited about what they are about to participate in. Energizers do not need to be debriefed.

Time-Fillers are used to keep a group engaged if there is a moment of down-time.

Often, several groups are out on a challenge course at the same time, and facilitators may be sharing different initiatives and elements. If a group has to wait a few minutes for a group to finish an element, a time-filler can be used to keep the group engaged in their experience. These activities usually have an element of team-building to them and are more involved than an icebreaker or energizer, but not quite as involved as a group initiative. A facilitator may choose to debrief a time-filler, depending on the activity selected, but debriefing is not always necessary.

How do you pick the right activity?

Picking the flow of activities for a group’s experience is important to accomplish the group’s objectives. It is important to have a conversation with the group’s leader to gain the insight to plan appropriately. The group’s leader can also help a facilitator gain an awareness of who the group is and gauge what their comfort level may be with ropes course experiences. In starting out a challenge course experience, it is important to begin by learning individuals’ names; even if the group members know each other well, it will help you to know their names when you start debriefing different experiences. An experience should increase in difficulty, so beginning with icebreakers or energizers will help participants become more comfortable in their environment. Once a solid foundation amongst the participants is built, you can move into more challenging initiatives and elements.

What does it mean to be a facilitator?
The Merriam-Webster dictionary defines “facilitate” as the ability “to make easier” or to “help bring about.” Challenge course facilitators “make easier” and “help bring about” a group’s team-building experience by providing rules and safety guidelines related to different initiatives. Challenge courses can create powerful experiences that can bring a group together or divide them even more. In addition to ensuring the physical safety and mental well-being of participants, facilitators should also help a group meet its goals and objectives for the experience.

What are the key things to remember in facilitating an activity for a group?

Participant to Provider

This experience is about your participants, not you. This is your chance to create a positive experience for participants, not to be a part of the group.

Framework for the Experience

Provide a good framework to begin the experience by introducing yourself and what participants can expect during the day. Always talk about Challenge by Choice, Safety and the Full Value Contract (see Team-building modules).

Listening

Listen twice as much as you talk, and pay attention to what the group’s goals are to ensure that their needs are met.

Verbal & Non-Verbal Cues

As a facilitator, you will be scrutinized by your participants, and they will read your verbal and non-verbal cues. If your voice reflects frustration, they will notice and adjust their behavior, even if that does not adequately reflect their experience. If you are watching a group on an initiative and make a face that shows your concern or disdain for their actions, they will know to stop trying.

Eye-Contact

It is important for participants to see your eyes when you are delivering instructions or debriefing. Eye contact lets a participant know that you hear what they are saying, and it lets you make eye contact to ensure that the group is paying attention to instructions or discussion. Sunglasses, hats, and other eye contact barriers should be avoided.

Circles

A circle allows a facilitator to make eye contact with every participant and ensures that everyone can hear instructions that are being delivered. Circles are also helpful in debriefing conversations.

Silence (the art of the pause)

Facilitators often ask a question only to be met with silence from the group. Rather than sit in that silence, they will often offer their own response or ask another question, and thus miss a wonderful discussion opportunity. When asking questions during the debriefing session, pause before asking the next question. Usually counting to 7 or 10 provides enough time for someone to respond. If participants don’t respond after that time frame, rephrase your question or ask another one.