ToP Facilitator Competency Work

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These are all the ToP competencies. They are assessed to become a CTF Certified ToP Facilitator.

The large chart below are the specific competencies that are NOT taught in ICA's 5 Core Methods Curriculum. A course or program is being developed to address those competencies by the ToP Policy Implementation group. They can be found in pieces throughout ICA national courses.

I. A. Understand Client Needs I. B. Create Appropriate Designs I. C. Communicate Client Needs I. D. Manage Projects Effectively II. E. Communicate Effectively II. F. Create Positive Atmosphere II. G. Resolve Group Conflicts II. H. Implement Plans Effectively III. Evoke the Creativity of the Group III. J. Apply Appropriate Approaches III. K. Elicit Group Creativity III. L. Utilize Space and Time IV. M. Conduct Great Focused Conversations IV. N. Do Productive Consensus Workshops IV. O. Facilitate ToP Strategic Planning IV. P. Guide Action Planning IV. Q. Conduct ToP Historical Scan / Wall of Wonder V. R. Evoke Depth and Substance to Illuminate Group Potential V. S. Care for Group Journey V. T. Practice Self-Assessment and Self-Awareness V. U. Act with Integrity V. V. Model Neutrality VI. W. Manage Overall Process VI. X. Ensure Dynamic Process VI. Y. Adapt to Group Needs VI. Z. Work Effectively with a Team VII. ZA. Apply Appropriate Methods VII. ZB. Clearly Document Results VII. ZC. Develop Authentic Consensus VII. ZD. Prepare for Solid Implementation


Curriculum for Certified ToP Facilitator

YOU CANNOT EDIT THIS TABLE.

 

 

ToP Competencies (Comp I-VI; Sub A-ZD; Subsub 1-170)

 

This column suggests what we need to do to ensure these competencies are covered in a curriculum that goes beyond core courses on the five methods. You can add.

Table cannot be edited. But you can put your suggestions in the database just above, or into the appropriate competency list at the top of the page.

I. Manage Positive Client Relationships

 

 

I. A. Understand Client Needs

I. A. -1Assess client needs, apply process to content and clarify mutual understanding

I. A. -2 Assess and understand client needs

I. A. -3 Can assist clients in applying process and method to content and task

I. A. -4 Clarify mutual understanding and commitment

I. A. -5 Can establish clear rational and experiential aims

Covered mainly through developing rational and experiential aims together.

 

What is needed is simple client assessment tool: e.g simple conversation about Eco/Pol/Cult processes for community development, or first level of Corporate Process for organizations.

 

Brainstorming client issues on 1st level Social Process/Corp Process would show client needs in 30-45 min. This is uniquely ICA/ToP because of interest in the comprehensive and cultural dimension of client.

 Add data here. I. A. Understand Client Needs It adds on a separate page. [1]

I. B. Create Appropriate Designs

I. B. -6 Design customized constructs toward a quality product drawing upon a variety of methods, applications and resources

I. B. -7 Design customized constructs toward a quality product

I. B. -8 Can draw upon a variety of methods, applications and resources and determine which to apply

I. B. -9 Uses “ORID” as an underlying pattern to create designs

Covered in 5 ToP methods already. What is needed are some examples of how to combine ToP for several different uses.

 

 

Have a couple of pages or case studies on how FCM, Hist Scan, PSP, AP are used together for community or client project, then FCM and HistScan for report and review and then AP for refocus. Can be taught by discussing what-ifs for client situation.

 

 

 Add data here. I. B. Create Appropriate Designs It adds on a separate page.

I. C. Communicate Client Needs

I. C. -10 Articulate client needs and plans in writing

I. C. -11 using graphics and communicate essential method and principles.

I. C. -12 Can articulate understanding of client needs in writing

I. C. -13 Can articulate plans in writing

I. C. -14 Can depict plans using graphics

I. C. -15 Can communicate essentials of method, process and principles

Covered basically in rational and experiential aims and in developing focus questions and PSP agenda.

 

What is needed is an example of a client intervention.

 

Could be done with list of methods and description of impact of each one in written form, and a graphic showing methods intervention spread out over time with various groups, eg. steering committee, public meeting, staff session, steering committee, etc.

 

I. D. Manage Projects Effectively

I. D. -16 Appropriate management of facilitation projects

I. D. -17 Negotiate and write contracts

I. D. -18 Management of time and schedules

I. D. -19 Maintain positive relationships

I. D. -20 Resolve disputes

I. D. -21 Complete contracted work on time and within budget in an appropriately professional style

I. D. -22 Conducts appropriate participant and client debriefing and evaluation process

Not covered anywhere very well, but a client Action Plan would be the closest thing.

 

What is needed is a checklist of things to think about with client or community group like, stakeholders, participants, schedules, space set up, debriefing questions, payment method etc.

 

II. Create a Participatory Environment

 

 

II. E. Communicate Effectively

II. E. -23 Effective communication skills, an objective stance, rapport, active listening and participant feedback

II. E. -24 Effective verbal communication skills

II. E. -25 Rapport with participants

II. E. -26 Practice active listening

II. E. -27 Ability to observe and provide feedback to participants

Covered pretty well in all courses.

 

Maybe add a page on “tips for effective communication” in some course manuals.

ICA Canada has a page on “Tips for Healthy Communication” about listening, speaking, asking questions that might do.

II. F. Create Positive Atmosphere

II. F. -28 Encourage respect for experience and perception of diverse participants; creating a climate of safety and trust

II. F. -30 Create a climate of safety and trust

II. F. -31 Bring forth the diversity of the group

 

Covered in every course.

 

 

II. G. Resolve Group Conflicts

II. G. -32 Mediate conflict and manage disruptive individual and group behaviour

II. G. -33 Recognize and allow conflict to surface and objectify it

II. G. -34 Mediate conflict

II. G. -35 Manage disruptive individual and group behaviour

 

Covered generally only as disruptive behaviours, not as conflict.

 

We need several Focused Conversations on resolving conflict, which exists in some manuals. Could show ORID conflict diagnostic tool on 4 roots of conflict.

 

 

 

II. H. Implement Plans Effectively

II. H. -36 Clarify objectives, focus questions, procedures and engage the group in their task

II. H. -37 Articulate clear contexts

II. H. -38 Clarify rational and existential objectives

II. H. -39 Create appropriate focus questions

II. H. -40 Provide clear procedures and instructions

II. H. -41 Establish and maintain group norms

II. H. -42 Able to get the group effectively engaged in their tasks

 

Red here indicates these are unique ToP competencies over and above IAF.

ToP already excels at “planning” for implementation.

 

What we need is a meeting agenda that shows the extreme objectivity of a group context, reporting on work done, acknowledgement and celebration, accountability (absolution ??) and creating a new timeline and assignments and recommissioning. Something very simple for community and organizational use.

 

III. Evoke the Creativity of the Group

 

 

III. I. Understand Learning Needs

III. I. -43 Assess learning styles, needs and abilities and design appropriate experiences

III. I. -44 Understand multiple learning styles and learning theory

III. I. -45 Assess group sensory needs and abilities

III. I. -46 Able to blend learning and thinking styles

Not really handled by five ToP methods, except tangentially.

 

What we need is short introduction to Styleflex and Multiple Intelligences, enough to know that there are different learning needs, which is already available in some ICAs. Reference to myers briggs, true colours could be made.

ICA Taiwan has a Styleflex exercise.

 

III. J. Apply Appropriate Approaches

III. J. -47 Use learning approaches that best fit the group and modify approach to meet emerging needs

III. J. -48 Select from a wide variety of sensory approaches

III. J. -49 Use approaches that best fit the needs and abilities of the group

Handled tangentially, not explicitly, in most ToP methods courses.

 

What is needed is introduction of ToP Kaleidoscope tool which shows a full variety of approaches.

ToP Network ICA-USA has a Kaleidoscope tool

III. K. Elicit Group Creativity

III. K -50 Engage participants of all styles, awaken group energy and encourage creative thinking

III. K -51 Communicate with all styles

III. K -52 Draw out participants of all styles

III. K -53 Awaken group energy

III. K -54 Encourage creative thinking

III. K -55 Discern and respond to stalled creativity

III. K -56 Able to adapt own style to group needs

Handled tangentially, not explicitly, in most ToP methods, except in moving from contradiction to strategy.

 

What we need is some common creativity generators. Eg. different forms of brainstorming, triggering ideas, visual triggers, model building. Probably already exists somewhere.

ICA Malaysia’s Ann Epps has some tools for this.

III. L. Utilize Space and Time

III. L. -57 Plan effective use of time, space, visuals and equipment

III. L. -58 Arrange space to meet the purpose of the meeting

III. L. -59 Plan and monitor effective use of time

III. L. -60 Records ideas visibly and legibly

III. L. -61 Uses visual materials and equipment effectively

III. L. -62 Know when to move the group and when to stay

III. L. -63 Manage symbolic and celebratory aspects of meetings

Time is in all methods templates, but space is not handled explicitly in five methods courses, but only well demonstrated.

 

What we need is a few pages showing spatial arrangements in rooms, community gatherings, even outdoors, values for each, and a reflective conversation on impacts. Already exists in some ICA manuals.

ICA UK has some pages showing room design.

IV. Use ToP Methods Effectively

 

 

IV. M. Conduct Great Focused Conversations

IV. M. -64 Create effective focused conversation.

IV. M. -65 Identifies appropriate rational and experiential aims, opening and closing

IV. M. -66 Provides appropriate concrete beginning point

IV. M. -67 Create and adapt 4 levels of questions in sequence

IV. M. -68 Orchestrate discussion flow:

IV. M. -69 Able to use the discussion method to reach depth in the content

IV. M. -70 Able to guide and adapt discussion flow

IV. M. -71 Adapt discussion method to many applications

Well taught by all ICAs.

 

What we need is consistency in language like

Focused Conversation Method or Discussion Method.

Experiential Aim or Existential Aim.

 

Common Kierkegaard graphic might be helpful.

Scramble Exercise seems common to several ToP FCM courses, but not all.

 

Dialogue and Conversation

 

Practice in designing conversations.

Practice in leading conversations.

 

 

IV. N. Do Productive Consensus Workshops

IV. N. -72 Knows what situations are best suited for use of workshop method

IV. N. -73 Identifies rational and experiential aims

IV. N. -74 Designs appropriate focus question that will achieve rational aim of workshop

IV. N. -75 Lead Workshops

IV. N. -76 Generate quality brainstorm

IV. N. -77 Assist the group in synthesizing ideas in clusters

IV. N. -78 Enables the group to give meaningful names to data clusters

IV. N. -79 Guide appropriate reflection

IV. N. -80 Adapt workshop method to many applications

IV. N. -81 Document results (see results page)

Well taught by all ICA’s

 

What we need is consistency in language like

Workshop Question or Focus Question

 

Brainstorm, Cluster, Name

Or

Brainstorm, Group, Name

Or

Brainstorm, Organize, Name

 

And

Use of Tags or use of symbols

 

 

 

IV. O. Facilitate ToP Strategic Planning

IV. O. -82 Design SP

IV. O. -83 Know when strategic planning is appropriate

IV. O. -84 Understands ToP Strategic Planning cycle and its impact

IV. O. -85 Adapts SP agenda to the group

IV. O. -86 Adapts SP focus questions to group needs

IV. O. -87 Lead SP

IV. O. -88 Conducts appropriate SP environmental analysis activity

IV. O. -89 Communicates helpful context for each SP workshop and for whole process

IV. O. -90 Guides group to identify practical vision, deep contradictions, motivating strategies, and concrete implementation plans

Well taught by all ICAs.

 

What is needed is consistency in language like

 

Vision or practical vision.

Current reality, or Obstacle, or Underlying Obstacle, or Contradiction.

 

Strategy or strategic direction

 

Implementation plans or Action Plans.

 

What is at centre of spiral image

Mission, values, preparation,

 

 

 

 

 

IV. P. Guide Action Planning

IV. P -91 Choose appropriate action planning design

IV. P -92 Creates agenda for AP context and closing of session

IV. P -93 Establish exciting AP context

IV. P -94 Gives clear instructions

IV. P -95 Uses approach, language, phasing to connect the current reality with the anticipated victory

IV. P -96 Ensures “outcome” and “action” language used appropriately

IV. P -97 Ensures alignment between individual action plans

IV. P -98 Ensures follow-through mechanisms are in place – coordinating, budget, review, etc.

IV. P -99 Creates clear visual documentation

Well taught by all ICAs.

 

 

 

IV. Q. Conduct ToP Historical Scan / Wall of Wonder

IV. Q. -100 Determine HS appropriateness

IV. Q. -101 Have clear HS purpose and aims

IV. Q. -102 Choose appropriate HS timelines and categories

IV. Q. -103 Explain clearly to the group the HS process, reason, purpose, and each step

IV. Q. -104 Encourage honesty to explore positive and negative HS aspects

IV. Q. -105 Guide group through brainstorming, posting, high and low points, turning points, naming parts and the whole, reflection / evaluation

IV. Q. -106 Adapts HS process to needs of group

IV. Q. -107 Uses HS visual on wall appropriately

Well taught by all ICAs who actually teach it.

 

 

Some ICAs do not teach it for lack of material on it, or for not knowing where to put it into curriculum.

 

 

 

V. Model Positive Professional Attitude

 

 

V. R. Evoke Depth and Substance to Illuminate Group Potential

V. R. -108 Reveal the possibility in every situation

V. R. -109 Honour the wisdom of the group

- V. R. 110 Enable the group to acknowledge and understand its real situation

V. R. -111 Elicit root issues

V. R. -112 Enable the group to see real possibilities and options

V. R. -113 Enable the group to assume ownership and responsibility for its results

V. R. -114 Uncover profound insights of the group

Generally taught through modeling, not explicitly.

 

What we need is at least one common way to talk about this. Nothing wrong with various ICA’s versions of this, but need at least one set of common language.

Some refer to secular RSI, some to master images of RSI, some to spiral dynamics.

 

GIFL may have something on this.

ICA Canada uses a reflection on five Master Images for this: crunch, illusion, affirmation, responsibility, edge of the wedge. Takes 1 hour or so.

V. S. Care for Group Journey

V. S. -115 Understand dynamics of individual and group change

V. S. -116 Understand and apply processes of image change

V. S. -117 Enable groups to bring up and deal with difficult issues and undiscussables

V. S. -118 Guide group through discouragement

V. S. -199 Enable group to go on journey of change, transformation and development of new capacity over time

V. S. -120 Build capacity, not dependency

Not really taught in five methods.

 

What we need is a simple version of Image Change that can be added at some point in CTF to allow participants to reflect on own journey.

Exists already in various forms.

 

 

V. T. Practice Self-Assessment and Self-Awareness

V. T. -121 Reflect on behaviour and results

V. T. -122 Maintain congruence between actions and personal and professional values

V. T. -123 Modify personal behaviour / style to reflect the needs of the group

V. T. -124 Cultivate understanding of one’s own values and their potential impact on work with clients

Well taught, but by demonstration, generally not explicitly

 

What we need is a conversation or workshop that helps makes values explicit, or an Image Change exercise that links behaviour and values.

This could be for self or for client. Surely exists in several forms already.

 

V. U. Act with Integrity

V. U. -125 Describe situations as facilitator sees them and inquire into different views

V. U. -126 Demonstrate affirmation of the group and its possibility

V. U. -127 Make choices with authenticity and responsibility

V. U. -128 Demonstrate inclusiveness

V. U. -129 Model professional boundaries and ethics (as described in ethics and values statement)

Pretty well demonstrated in all courses.

 

What is we need is something short to add to manuals that makes this explicit. Several versions exist is various ICA’s manuals.

 

V. V. Model Neutrality

V. V. -130 Honour the wisdom of the group

V. V. -131 Encourage trust in the capacity and experience of others

V. V. -132 Vigilant to minimize influence on group outcomes

V. V. -133 Maintain an objective, non-defensive, non-judgmental stance

Well covered already.

 

VI. Orchestrate Quality Events

 

 

VI. W. Manage Overall Process

V. W. -134 Conduct whole, integrated processes

V. W. -135 Establish clear context and brings appropriate closure

V. W. -136 Apply a variety of participatory processes

V. W. -137 Manage large and small group processes

Well covered already

 

VI. X. Ensure Dynamic Process

V. X. -138 Keep the conversation moving, focused on the task and elicit the wisdom of the group.

V. X. -139 Keep the group moving

V. X. -140 Recognize tangents - redirect to task

V. X. -141 Listen, question and summarize to elicit the sense of the group

V. X. -142 Help the group reflect on experience

Well covered already

 

 

VI. Y. Adapt to Group Needs

V. Y. -143 Adapt processes to specific group situations.

V. Y. -144 Adapt processes to fit the needs of the situation

V. Y. -145 Target questions to orchestrate change

V. Y. -144 Able to assess and respond to the group's energy

V. Y. -147 Enable groups to develop identity and purpose

Well covered already

 

 

VI. Z. Work Effectively with a Team

V. Z. -148 Demonstrate team values and processes

V. Z. -149 Support co-facilitation in delivery of services

V. Z. -150 Demonstrate team values and processes

V. Z. -151 Support co-facilitation in delivery of services

V. Z. -152 Design services in cooperation with clients and colleagues

Use of teamwork is covered in five methods.

 

What we need in something on Teams in addition to the five methods, like how to lead a team meeting, how to build an agenda, how to build team values together.

This material already exists in various forms.

 

 

ICA Canada has a Product Oriented Agenda Tool, and also an Event Design Orchestration Sheet.

VII. Produce Effective Results

 

 

VII. ZA. Apply Appropriate Methods

VII. ZA. -153 Can determine what results are required and ensure task completion

VII. ZA. -154 Know a variety of applications to meet group objectives

VII. ZA. -155 Can determine what product or result is required

VII. ZA. -156 Adapt processes to changing situations

VII. ZA. -157 Assess and communicate group progress

VII. ZA. -158 Assist with task completion

 

ToP excels at this, well covered in all manuals.

 

VII. ZB. Clearly Document Results

VII. ZB. -159 Keep ongoing records of group work and produce quality documentation on schedule

VII. ZB. -160 Keep ongoing notes and records

VII. ZB. -161 Produces quality documentation on time

 

Not much on this in manuals.

 

What we need is some pages on examples, and a few tips on documentation and various levels of documentation. Already exists in various places.

 

VII. ZC. Develop Authentic Consensus

VII. ZC -162 Determine what is required and enable the group to develop and articulate authentic consensus

VII. ZC -163 Able to determine what kind of decision or consensus is required

VII. ZC -164 Enable the group to develop authentic consensus

VII. ZC -165 Enables effective articulation of consensus and decisions

 

ToP excels at this, well covered in all manuals.

 

VII. ZD. Prepare for Solid Implementation

VII. ZD -166 Able to enable groups to create appropriate implementation plans

VII. ZD -167 Able to determine what kind and level of implementation planning is necessary

VII. ZD -168 Able to design effective implementation planning processes

VII. ZD -169 Evokes commitment to follow-through

VII. ZD -170 Able to clarify and assist working groups

ToP excels at this, but not very clear in most manuals.

 

What we need is an explanation of the stage between Strategy and Action Planning, something about phasing or milestones when Action Planning is not quite called for yet. Exists in various places at the moment.

ToP Network ICA USA refers to this. Transformational Strategy book from ICA Canada shows rationales for working between strategy and action planning. Top2012 Facil#2012