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FACILITATOR BEHAVIOURS QUESTIONNAIRE
Facilitator's Version - Self Assessment
Introduction:
This questionnaire has been designed to help you to assess your approach to facilitation. It lists a number of different ways in which you might act towards people, and asks you to think about how often you act in each of these ways. Although the questions were designed for managers who are facilitating their own staff, you can also answer them in relation to anybody else to whom you act as facilitator.
Instructions:
Listed below are many different ways in which you might act towards people in a facilitation role. For each item, please indicate in the yellow box your perception of how often you act in that way. None of these behaviours are good or bad in themselves. So there are no "right" or "wrong" answers. You will get the most value from this exercise by being completely honest with yourself. Don't spend too long considering your replies: your immediate spontaneous answer is likely to be the most appropriate.
If you find it difficult to give just one answer to a question (perhaps because you consider that you act differently towards different people), we suggest that you try to give an "average answer" on this form. You can then raise this issue for discussion at a later review.
Answering the questions:
"WHEN WORKING WITH PEOPLE AS A FACILITATOR, I TEND TO DO THE FOLLOWING":
0 - Not at all (or 'not applicable')
1 - Rarely
2 - Sometimes, but not often
3 - Moderately often
4 - Often
5 - Very often
*
Indicates required field
Name, last name
*
When working with people as a facilitator, I tend to …
advise them of the appropriate action to take
*
0
1
2
3
4
5
explain the purpose of a task
*
0
1
2
3
4
5
raise their awareness of their own learning needs
*
0
1
2
3
4
5
encourage them to set their own learning goals
*
0
1
2
3
4
5
ask them to tell me about a negative incident which they have experienced
*
0
1
2
3
4
5
show my respect for them as individuals
*
0
1
2
3
4
5
give them feedback about the impact of their behaviour
*
1
2
3
4
5
6
invite them to talk about a difficult personal experience of theirs
*
0
1
2
3
4
5
help them to reflect on their experiences
*
0
1
2
3
4
5
express my concern to help them
*
0
1
2
3
4
5
suggest that they choose a particular solution
*
0
1
2
3
4
5
inform them about a learning opportunity
*
0
1
2
3
4
5
ask them what they have learnt from a particular incident
*
0
1
2
3
4
5
acknowledge the value of their ideas, beliefs, opinions
*
0
1
2
3
4
5
persuade them to take a particular approach
*
0
1
2
3
4
5
interpret their experiences or behaviour
*
0
1
2
3
4
5
ask questions to uncover what they are hiding or avoiding
*
0
1
2
3
4
5
encourage them to express their emotions
*
0
1
2
3
4
5
apologise for anything I do which is unfair, forgetful, hurtful
*
0
1
2
3
4
5
ask them how they can apply what they have learnt
*
0
1
2
3
4
5
help them to recognise their own emotions
*
0
1
2
3
4
5
challenge their denials or defensiveness
*
0
1
2
3
4
5
make them aware of the choices open to them
*
0
1
2
3
4
5
ask that they change their behaviour
*
0
1
2
3
4
5
ask them how they feel about a success which they achieved
*
0
1
2
3
4
5
make them aware of their mistakes
*
0
1
2
3
4
5
offer them an explanation of what has happened
*
0
1
2
3
4
5
inform them about the success criteria for a task
*
0
1
3
4
5
ask open questions to promote discovery
*
0
1
2
3
4
5
praise them for a job well done
*
0
1
2
3
4
5
encourage them to find their own solutions and answers
*
0
1
2
3
4
5
ask them why they are upset or angry
*
0
1
2
3
4
5
offer them emotional support in difficult times
*
0
1
2
3
4
5
present facts which contradict their opinions
*
0
1
2
3
4
5
demonstrate skills or actions which I want them to copy
*
0
1
2
3
4
5
give them information which they need to achieve a task
*
0
1
2
3
4
5
draw their attention to facts which they have missed
*
0
1
2
3
4
5
reflect their feelings by describing what I see in their behaviour
*
0
1
2
3
4
5
make them feel welcome when they visit me
*
0
1
2
3
4
5
recommend the best way to do something
*
0
1
2
3
4
5
challenge their assumptions
*
0
1
2
3
4
5
ask them to evaluate their own performance
*
0
1
2
3
4
5
l give them feedback about their results
*
0
1
2
3
4
5
propose the best course of action for them to take
*
0
1
2
3
4
5
ask them to express feelings which are blocking their progress
*
0
1
2
3
4
5
show them the consequences of their actions
*
0
1
2
3
4
5
ask them to set their own work objectives and targets
*
0
1
2
3
4
5
make myself accessible to them when needed
*
0
1
2
3
4
5
help them "with my hands in my pockets": i.e. without interfering
*
0
1
2
3
4
5
ask them how they feel about a current difficulty
*
0
1
2
3
4
5
show them how to correct their mistakes
*
0
1
2
3
4
5
encourage them to feel good about themselves
*
0
1
2
3
4
5
tell them where to go to find information and help
*
0
1
2
3
4
5
confront issues of poor performance
*
0
1
2
3
4
5
tell them how to get started on a new task
*
0
1
2
3
4
5
reveal information about my own experiences
*
0
1
2
3
4
5
affirm positive qualities or actions of theirs which they are denying
*
0
1
2
3
4
5
help them to express their insights after an emotional experience
*
0
1
2
3
4
5
help them to map out their present understanding
*
0
1
2
3
4
5
share information about my own failures and weaknesses
*
0
1
2
3
4
5
Submit
About us
Publications
2nd KEEN PhD Colloquium proceedings
Call for Chapters
KEEN Forum PhD Colloquium 2020 Conference Proceedings
White papers
Conference abstracts
Informed consent forms
News articles
Catalog EU programs
Events
i2i Baltic 2021
Writing retreat training
KEEN IEEE ICTE
KEEN PhD Colloquium 2021
Case studies webinar series
Deploying Ideas 2 Innovation
i2i Follow-Up
Feedback on KEEN training events
Literature review training
Previous KEEN Events
KEENHub
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