Common facilitation challenges and solutions: Challenges Solutions Participants may have difficulty identifying a goal. It is likely that more than one member of the group will have an example goal that would work for this activity. Prompt individuals with the following types of goals if necessary. Some examples of personal goals are getting a a marathon, buying a house or master’s degree, running car, overcoming a fear, or learning a new skill. Participants may not feel comfortable sharing personal Reassure participants that groups do not need to share if goals because they know they may be asked to share they do not want to. their experiences with the whole group. If an individual has a personal example that they do not want to share with other people in their group, that is fine. The group just needs to be able to discuss an example from one participant. Unless done as a quick activity, participants may wonder, Facilitator must manage time well so the activity does not is the point of this drag on and must be explicit about the purpose “What activity?” activity’s and connection. Guiding questions: Identify a challenging goal one team member has accomplished and is willing to discuss. Did that person set the goal or did someone (doctor, partner, friend) set the goal for that person? How did that make a difference? What plans did that person make to accomplish the goal? What obstacles surfaced? What was the outcome or result? Connecting Wrap-Up/Debrief (2 minutes) Explain: you notice how the energy in the room rose as you all began thinking about and talking about a goal you “Did accomplished that you willing to put money on the fact that most of you remembered a were proud of? I’m goal that was not easy, one that took real effort, right? One for which you had to do specific things and periodically check your progress. Not a goal where your success depended just on luck, right? One where it was really clear it or not and one that you had a in choosing, right? This last whether you’d achieved “say” point is really important: Each of us does better when we play a major role in setting our own goals—or at least the action steps going to take to achieve them. we’re the memory of these last few minutes—the memory of this goal—be a touchstone for all of us “Please let collectively as you move ahead with goal setting in the new educator evaluation system.”
Common facilitation challenges and solutions: Challenges Solutions Participants may have difficulty identifying a goal. It is likely that more than one member of the group will have an example goal that would work for this activity. Prompt individuals with the following types of goals if necessary. Some examples of personal goals are getting a master’s degree, running a marathon, buying a house or car, overcoming a fear, or learning a new skill. Participants may not feel comfortable sharing personal goals because they know they may be asked to share their experiences with the whole group. Reassure participants that groups do not need to share if they do not want to. If an individual has a personal example that they do not want to share with other people in their group, that is fine. The group just needs to be able to discuss an example from one participant. Unless done as a quick activity, participants may wonder, “What is the point of this activity?” Facilitator must manage time well so the activity does not drag on and must be explicit about the activity’s purpose and connection. Guiding questions: Identify a challenging goal one team member has accomplished and is willing to discuss. Did that person set the goal or did someone (doctor, partner, friend) set the goal for that person? How did that make a difference? What plans did that person make to accomplish the goal? What obstacles surfaced? What was the outcome or result? Connecting Wrap-Up/Debrief (2 minutes) Explain: “Did you notice how the energy in the room rose as you all began thinking about and talking about a goal you accomplished that you were proud of? I’m willing to put money on the fact that most of you remembered a goal that was not easy, one that took real effort, right? One for which you had to do specific things and periodically check your progress. Not a goal where your success depended just on luck, right? One where it was really clear whether you’d achieved it or not and one that you had a “say” in choosing, right? This last point is really important: Each of us does better when we play a major role in setting our own goals—or at least the action steps we’re going to take to achieve them. “Please let the memory of these last few minutes—the memory of this goal—be a touchstone for all of us collectively as you move ahead with goal setting in the new educator evaluation system.”