Browsing by Subject "Facilitation"

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    Brick a Brick: Using Applied Improvisation to Build Empathy in Design Facilitators
    (2019) Meschi, Maria; Napier, Pamela
    The surge in design thinking and people-centered design worldwide has given rise to a new role for designers: design facilitator. A design facilitator is leading diverse groups of participants through the design process, providing opportunities for them to share their perspectives, and guiding them as they contribute to design solutions. These engagements require highly developed interpersonal skills, but few interventions exist to aid designers in cultivating these skills. Other disciplines have turned to applied improvisation, an approach derived from improvisational theatre, to improve communication, collaboration and other dimensions of social-emotional learning. This research examines how an applied improvisation approach might be utilized to cultivate empathy in design facilitators. To answer this question, participatory action research was conducted with design facilitators, applied improvisation facilitators, and an instructional designer. Interviews with facilitators from both contexts resulted in a model of empathy, evidence in support of the applied improvisation approach, and perceived barriers to implementation of applied improvisation in the design context. A participatory design session with facilitators from both contexts explored the specific actions that contribute to empathic facilitation and generated conceptual prototypes of an empathic facilitation training program. Finally, primary and secondary research were synthesized to create a solution prototype that was evaluated by an instructional designer and submitted to design conferences for peer review. The outcome of this research is a conceptual framework for a training program entitled, Improv for Empathic Facilitation. The solution is founded upon an experiential learning model and scaffolds learners through developing skills in four competencies: self-awareness, social awareness, collaboration, and facilitating with empathy. In addition to applied improvisation-based training, learners engage in simulated facilitation scenarios in order to practice their skills. Finally, the program utilizes a series of formative assessments by engaging in critical reflection throughout and culminates in a summative assessment at the conclusion. Criteria for the assessments is learner-generated throughout the program, honoring both their experience and expertise. This research provides a model of how to explore the cultivation of interpersonal skills in design facilitators. Additionally, by presenting its potential impact on interpersonal skills rather than cognitive skills, this research highlights a new dimension of how the fields of design and improvisation might positively impact each other.
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    Multi-tiered external facilitation: the role of feedback loops and tailored interventions in supporting change in a stepped-wedge implementation trial
    (BMC, 2021-07-27) Penney, Lauren S.; Damush, Teresa M.; Rattray, Nicholas A.; Miech, Edward J.; Baird, Sean A.; Homoya, Barbara J.; Myers, Laura J.; Bravata, Dawn M.; Medicine, School of Medicine
    Background: Facilitation is a complex, relational implementation strategy that guides change processes. Facilitators engage in multiple activities and tailor efforts to local contexts. How this work is coordinated and shared among multiple, external actors and the contextual factors that prompt and moderate facilitators to tailor activities have not been well-described. Methods: We conducted a mixed methods evaluation of a trial to improve the quality of transient ischemic attack care. Six sites in the Veterans Health Administration received external facilitation (EF) before and during a 1-year active implementation period. We examined how EF was employed and activated. Data analysis included prospective logs of facilitator correspondence with sites (160 site-directed episodes), stakeholder interviews (a total of 78 interviews, involving 42 unique individuals), and collaborative call debriefs (n=22) spanning implementation stages. Logs were descriptively analyzed across facilitators, sites, time periods, and activity types. Interview transcripts were coded for content related to EF and themes were identified. Debriefs were reviewed to identify instances of and utilization of EF during site critical junctures. Results: Multi-tiered EF was supported by two groups (site-facing quality improvement [QI] facilitators and the implementation support team) that were connected by feedback loops. Each site received an average of 24 episodes of site-directed EF; most of the EF was delivered by the QI nurse. For each site, site-directed EF frequently involved networking (45%), preparation and planning (44%), process monitoring (44%), and/or education (36%). EF less commonly involved audit and feedback (20%), brainstorming solutions (16%), and/or stakeholder engagement (5%). However, site-directed EF varied widely across sites and time periods in terms of these facilitation types. Site participants recognized the responsiveness of the QI nurse and valued her problem-solving, feedback, and accountability support. External facilitators used monitoring and dialogue to intervene by facilitating redirection during challenging periods of uncertainty about project direction and feasibility for sites. External facilitators, in collaboration with the implementation support team, successfully used strategies tailored to diverse local contexts, including networking, providing data, and brainstorming solutions. Conclusions: Multi-tiered facilitation capitalizing on emergent feedback loops allowed for tailored, site-directed facilitation. Critical juncture cases illustrate the complexity of EF and the need to often try multiple strategies in combination to facilitate implementation progress.