I felt very fortunate to attend a day of facilitation training at the Wellcome Collection, which had been offered to me to help prepare for my workshop activity on 3rd March. I was very interested to find out exactly what the content would cover and how the material would be addressed.
Our group consisted of 8 visitors and 3 staff members. 6 of the visitors were students, myself included, and between us all we had four confirmed workshops, scheduled to run in early March. Unlike my own workshop which was being directed singularly by me, two of the workshops were being delivered in small teams of three.
We were kindly welcomed at the reception by the assistant RR events officer Nicholas, who then escorted us to our training room, which was located at the far end of the permanent exhibition ‘Medicine Now’.
Warm hospitality was evident from the start. Hot drinks and very big biscuits were waiting for us and were gratefully received by all. Practical ‘ice-breaking’ fun activity began proceedings, enabling us to start acknowledging the other members of the group. We then settled ourselves more comfortably around a large table and, in turn, introduced ourselves and the themes of our workshops.
The morning was spent discussing our individual workshops in more detail and, in particular, how the activity could be summed up in a sentence of no more than 16 words. This helped to focus on the essence of the workshop theme which we wished to highlight and convey to the public.
We then examined the roles of leadership and facilitation, identifying the subtle differences between them and also the characteristics which these roles share. Here is what the group considered and wrote as a list on the flip chart..
We also made points about unexpected situations and challenging behaviours in a workshop. We discussed measures which could be taken to manage such circumstances and to minimise disruption to the activity.
After a delicious lunch provided by Wellcome in their rooftop restaurant, we made our way to the Reading Room to take a closer look at the space in which we would be conducting our workshops. It is a VERY attractive room: part exhibition space, part library, part study space and meeting/discussion/lecture area. Great consideration has been given to the design and decor of its interior to reflect the purpose and community of the Reading Room.
The lighting is a comfortable mix of white natural light and soft, warm electric lighting. The red tone of the carpet is picked up elsewhere in the room, from cushions and cabinet linings to exhibits and references inscribed on the mezzanine wall. This colour is inviting, energising and a stimulant for the curious mind! In balance with this a restful pale green is used as a complementary backdrop on wall fixtures, display cabinets, and to furnish easy chairs and large scatter cushions arranged up the stairs.
Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
✓ Live Streaming✓ Interactive Chat✓ Private Shows✓ HD Quality
Anya is LIVE right now
FREE
Free to watch • No registration required • HD streaming
Try This Activity: How Does Health Care Look through the Reproductive Health, Rights, & Justice Frameworks?
In March, I began consulting with the New York City Department of Health and Mental Hygiene's Bureau of Maternal, Infant and Reproductive Health around engaging community stakeholders on health equity and reproductive justice. I was initially intrigued because this was the first time I've heard of a city health department being interested in incorporating the reproductive justice framework into their work. Last week, the DOHMH held a community gathering of 65 local organizations on how to engage the community in this work, and I assisted in introducing the reproductive justice framework to those in the room who were not familiar with it. It was a great opportunity to assist the DOHMH in utilizing the reproductive justice framework in their work as they connect with local providers, community groups and activists, and I look forward to working with the DOHMH as they become more engaged with the New York City community.
During my presentation, I broke down the differences between the reproductive health, rights, and justice frameworks into two using Forward Together’s groundbreaking report A New Vision for Advancing Our Movement for Reproductive Health, Reproductive Rights, and Reproductive Justice (2005):
Reproductive Health: A service delivery model that focuses on addressing the reproductive health needs of women. The people affected are patients in need of services and/or education, and the key players are people who work as, or are allied with, medical professionals, community and public health educators, health researchers, and health service providers.
Reproductive Rights: A legal/advocacy based model that focuses on the protection of an individual’s right to access to reproductive health services. The people affected are individuals who are encouraged to actively participate in the political process, and the key players are people who work as, or are allied with, advocates, legal experts, policymakers, and elected officials.
Reproductive Justice: A community organizing model that focuses on intersectionality as a way to organize communities to change structural inequalities. The people affected are community members who are organized to lead against reproductive oppression and other injustices, and the key players are people who work as, or are allied with reproductive rights, reproductive health, and social justice and other justice organizations.
To go further, I used a health topic to demonstrate how it could look under each of these frameworks. Let’s take a look at an example on minors consenting to HIV treatment in New York State:
Concern: While minors can consent to HIV testing without parental consent in NYS, they currently cannot consent to HIV treatment without parental consent
RH: Although NYS law does not explicitly allow minors to consent to medical treatment, some adolescent HIV providers allow minors to consent to their HIV medical care, based on the minor's maturity and individual circumstances. Also, HIV is typically viewed separately from reproductive health issues.
RR: Governor Cuomo recently endorsed a list of 30+ recommendations from leading HIV/AIDS providers, activists, and experts (called “The Blueprint”) on ending AIDS as an epidemic in NYS in the year 2020. Included in the recommendations is advocacy for minors to consent to treatment without parental involvement
RJ: Youth who identify as gay, lesbian, bisexual or transgender are at higher risk of HIV infection due to lack of access to primary care that can address the needs of LGBTQ youth, possibly not being “out” to their family, higher rates of homelessness, lack of HIV education, substance use, etc.
I thought this could be a good exercise to share with you all as a way of discussing how various health-related topics can be viewed under each framework. This can aid in generating more discussion on how interconnected these frameworks are and how we can find ways to make more advancements for our clients, our rights, and our communities.
Here are some health-related topics and suggestions for how they fit under each framework to consider. There are many ways you can do this, so feel free to use these examples to create your own:
Abortion (options counseling, Roe v. Wade, abortion as a right for communities of color but not as a primary focus)
Birth Control (education on contraception options, health care plans covering contraception under the Affordable Care Act, higher promotion of long-acting reversible contraception (LARC) among women and girls of color)
Comprehensive Sex Education (training for teachers and health educators, funding towards abstinence-only curriculum in schools, connecting sex education to spirituality/religion)
HIV (testing and treatment, confidentiality laws and disclosing to partners, employment discrimination)
Pregnancy and Parenting (access to prenatal care, paid maternity leave, shackling of pregnant incarcerated women during childbirth)
RAISE YOUR VOICE: What are some other health-related topics that are impacting your community, and how can you view them separately and collectively under the reproductive health, rights, and justice frameworks?
If you like this and other posts, subscribe to the Raise Your Voice weekly newsletter to receive resources, advice, and tips to help you raise your voice for women and girls of color.
One Key Strategy to Set the Tone for Your Workshop
Over the weekend, I attended the annual Civil Liberties & Public Policy conference at Hampshire College. The topic of the conference is “From Abortion Rights to Social Justice: Building the Movement for Reproductive Freedom”, and it was an eclectic mixture of students, activists, and grassroots and nonprofit professionals.
I returned to CLPP to facilitate “The Revolution Starts with Me: Recipes, Remedies, Rituals and Resources for Activist Self Care”. As in years past, this workshop had over 40 participants and was well-received.
At the start of every workshop I do, I make sure to explain the purpose and intent of the workshop and its activities, share what’s going to take place, and what I feel is going to be the take-away points and “call to action” for my participants.
One major component of my workshops is establishing the ground rules. Known as “group agreements”, “safe space agreements”, “community norms”, and many more names, ground rules are the first step in setting the tone for how the facilitator and participants will interact with each other during their time together. Here are some things to keep in mind:
1) It’s a group effort: Participants will identify what they need from each other and from the facilitator in order to feel comfortable participating in the workshop. I prefer to develop the ground rules with the assistance of the participants. When this happens, there’s more investment and participants will be more intentional in how they interact with each other. Some group rules that have come up in my previous workshops include:
Step up, step back (This refers to everyone contributing to the activities. This ground rule commonly refers to participating more if you’ve been holding back and allowing others to contribute if you’ve been taking up a lot of space. This can also be listed as “Step up, step up” (encouraging more communication from everyone, in addition to increasing listening)
One mic (To make sure everyone is heard, only one person speaks at a time).
Confidentiality (Some workshop topics can be very personal. What’s said in the room should not leave the room once the workshop is over.)
“I” statements (Speak from your own experience. Avoid making generalizations.)
Active listening (When listening to a participant, avoid distractions like looking at your phone, writing things down, etc. As a facilitator, it’s always helpful to repeat back in your words what you heard the participant say to demonstrate that you were listening and to request clarification, if needed)
Don’t yuck my yum (What sounds good to someone else may not be appealing to others. I may like avocado and peanut butter sandwiches, but if I share that with the group and I get a visual reaction and verbal non-approval, I may be discouraged from contributing for the remainder of my time with the group. You don’t always have to agree with what someone says.)
Assume good intent (People are human and may make mistakes, such as forgetting to address a participant by their preferred gender pronoun. It’s best to politely correct someone rather than make a scene. If needed, you and the participant can find time after the workshop to discuss what occurred and to find a good conclusion).
Take breaks and take care of yourself as needed (If participants feel more comfortable sitting on the floor, let them. Encourage restroom and water breaks. If someone needs to step outside of the room for whatever reason, be ok with that. They’ll be back.)
Social media (This ties into confidentiality. In some workshop spaces, people tend to tweet what’s being said. However, encourage participants to announce that what they’re about to share should not be repeated out on social media.)
Challenge the idea, not the person (When something sounds unfamiliar to you, don’t be afraid to ask questions to gain understanding. Focus on the idea, and avoid personal attacks. This is important when you dealing with participants who come from various communities, lived experiences, and certain levels of privilege.)
Sometimes, you may not have enough time to devote to developing the ground rules with the participants. List the rules you commonly use, then ask if the participants agree with what’s been listed, as well as make suggestions for other rules.
2) Keep the ground rules visible:You can write the ground rules on a board or on flip chart paper. Keeping the ground rules visible is useful, especially if the workshop is expected to last several hours. If the group feels that the ground rules aren’t being honored, you can refer back to them.
3) Model the ground rules: Your participants won’t adhere to the ground rules if you don’t. This is especially true if you’re not making “I” statements or doing active listening.
4) Revisit, when needed: If you notice that people are speaking over each other, making generalizations, and yucking someone else’s yum, refer back to the ground rules to reestablish commitment to them.
5) Maintain flexibility: When someone proposes a ground rule, ask the other participants if they agree to it. If most do, add it to the list.
Developing ground rules is a great way to set the tone of your workshop. Keep these 5 points in mind, and feel free to use the sample ground rules I’ve listed. If you do decide to use them, let me know how they worked with your participants!
RAISE YOUR VOICE: What are some key ground rules you have used in your workshop? If you’ve been a workshop participant, what ground rules stood out in the workshops you've attended?
If you like this and other posts, subscribe to the Raise Your Voice weekly newsletter to receive resources, advice, and tips to help you raise your voice for women and girls of color.
In a few weeks, I will be in Washington, DC, to facilitate my workshop “ ’Good Girls Don’t Have Sex’: How Do Religion and the Media Influence Young Women’s Sexuality?” during the annual Woodhull Sexual Freedom Summit. I’ve facilitated this workshop several times in the past, and as I started to prep for Summit this week (completely out of character for someone who loves to procrastinate), I began thinking of the usual: workshop flow and how to improve my workshop based on past feedback. But I also started to think about me as a workshop facilitator, how I relate to my workshop participants, and my personality in general.
I’m an introvert, and workshop facilitation (and other forms of public speaking) seems like an odd choice for someone who is more inclined to draw energy from within. Though I’m not really one to be in the spotlight when it comes to my personal life, when it’s time to raise my voice for women and girls of color in a professional or activist setting, I’m “on”.
“On” for me doesn’t mean I get this sudden burst of extroverted flair. It means that I’m well prepared and I know what I’m talking about. I utilize my ability to engage my participants while also knowing when to stop talking and get out of the way.
If you’re just starting out in workshop facilitation, or if you’ve facilitated before but feel your introversion hinders your ability to engage your participants, let me tell you this: With over 10 years of workshop facilitation experience behind me, I’ve discovered along the way that you can be an engaging facilitator, have fun while doing it, and keep your introversion in tact. Here is my advice on being an engaging, fun, and introverted workshop facilitator:
Introversion isn’t something you need to “overcome”: Introversion and extroversion are simple ways in which we choose to draw energy from the world. Some people feel invigorated in the middle of a crowd, while others prefer the company of one other person. In a world that prides people on being social and outgoing, it sure feels like we introverts are always getting the short end of the stick. With amazing introverts like Susan Cain, people are starting to see the power of the introvert and what great leaders we really are. Let go of the belief that your introversion prevents you from getting your message across. Workshop participants focus more on the content of the material you present, how drawn they are to your presence, and the manner in which you make them feel heard.
Allow your participants to contribute in a way that makes them feel comfortable: One thing that’s very frustrating for me is being asked to speak when I don’t want to. It’s more frustrating in a workshop setting of people you don’t know. As facilitators, we have this false notion that everyone present needs to say something at some point. As an introvert, I understand that some participants don’t want to speak openly. That may sound like a huge downer when you’re told that people talking during workshops is the thing to strive for, but there are a variety of factors that can cause for someone to not want to have that type of engagement in your workshop. Some do better when engaging in pairs rather than speaking in front of the entire group. Some participants prefer to reflect on what’s being said as opposed to doing too much talking. There are a variety of ways that participants can be engaged during a workshop.
Nervousness is OK: I was completely nervous during my first workshop co-facilitation, and there were over 50 participants! Even now—whether it’s a group of 10 participants or 100—I always feel nervous before a workshop begins. You’ll always have those moments where you feel you’ve over-prepared or didn’t prepare enough. That’s natural to everyone, not just introverts. Your participants are here because you have information they want to share with others. That sounds like a huge feat, and can make you feel more nervous. Instead, take that and use it to be as prepared as possible with the information you’re presenting. You can also take that nervousness and channel it into something that will put the spotlight back on your participants. I’ve found that my nervousness tends to disappear at some point during participant introductions and the icebreaker. Here’s another fun fact: Your participants may be just as nervous as you!
Do nothing: Nothing feels better than sending your participants off to do a 10-15 minute group or pair activity while you sit and…do nothing. Use this time to gather your thoughts and prepare for the next part of the workshop. Observe how the participants are interacting by walking to each group and listening in on the conversation and taking mental notes for later. (I try not to linger for too long, as some participants can feel uncomfortable.)
While workshop facilitation requires a great deal of interaction, you don’t have to ditch your introverted personality and be something you’re not, and it doesn’t need to be something you overcome in order to be good at workshop facilitation. It’s who you are. Keep this advice in mind as you prepare for your next workshop.
RAISE YOUR VOICE: What advice do you have for fellow introverted workshop facilitators?
If you like this and other posts, subscribe to the Raise Your Voice weekly newsletter to receive resources, advice, and tips to help you raise your voice for women and girls of color.
Try This Activity: Use the Teach Back Method to Improve Your Workshop Facilitation Skills
(Image credit)
There’s a lot to think about when planning a workshop, and along with making sure we're as engaging as possible, we get caught up in how we’re delivering our message, that we don’t realize how it’s being received.
Outside of evaluating your workshop, there’s a great tool that’s been used by teachers, healthcare professionals, and social workers alike. It’s called the Teach Back method, and you’re going to start incorporating this into your workshops.
The Teach Back method (also known as the “show me method”, or “closing the loop” is a practice where the facilitator asks the workshop participants to explain a concept or skill based on the workshop topic, essentially taking on the role of facilitator. The Teach Back allows you to gauge your participants’ understanding of a topic or concept. The Teach Back also determines how effective you are at teaching or demonstrating a concept or skill within of your workshop. Merely standing in front of your participants and reciting information, even if you’re engaging them, doesn’t lead to a high increase of behavior change in the long run.
If your workshop participants are able to Teach Back, it means they most likely understand the material, especially since they’re tasked with teaching to their peers.
Along with retaining information, some of the benefits of the Teach Back method include:
Participants see themselves as experts, rather than relying solely on the expertise of the facilitator
Participants will most likely employ the behavior in real world situations
Participants are able to retain information when it’s recited in their own words
As the facilitator, you also benefit from the Teach Back method:
There's less focus on you being the expert, and more focus on you being a resource
You can identify and correct any misunderstandings. If you observe that you have a few participants that also have the same misunderstanding, this gives you the opportunity to re-teach the concept
You can tie together your workshop topic and apply key concepts and skills to real world situations that are familiar to your participants
You can ask your participants to repeat what you’ve said in their own words
The Teach Back method is often used in healthcare settings as a way for healthcare professionals to confirm that their patients understood what instructions to take to promote health and wellness. A common example is when a doctor is instructing a patient on how to take a particular medication. Instead of expecting an “I understand” answer, the doctor can ask, “So, tell me what you’re going to do with this medication when you wake up tomorrow?” to have the patient repeat back, in her or his own words, how to properly take the medication and to clarify any misunderstandings.
Here’s how to use the Teach Back method for your next workshop:
Present a concept or skill clearly, keeping in mind the appropriate age and skill level of your participants
Decide which concept or skill you want the workshop participants to Teach Back
Decide if you want your participants to Teach Back to all participants, in small groups, or in pairs
Inform the participants that they are going to Teach Back what they’ve learned to each other and to you. If participants are expected to Teach Back to the entire group, give enough time for the participants to prepare how they will present the concept or skill during the Teach Back. If they’re working in groups or in pairs, make sure the participants to take turns being the teacher
Make sure the participants are presenting the information in their own words, and not just “parroting” what was said by you
Correct any misunderstandings that may arise during the Teach Back. Did many of the participants misunderstand something? Clarify the information and encourage the participants to Teach Back again
A Few Things to Consider
A common misconception about the Teach Back method involves a greater focus on how well your participants retained what they’ve learned. While how much information your participants have retained is important, the Teach Back method is designed to help you become better at presenting your information to others. It confirms that you have explained your topic fully and in a manner that your participants can understand, taking into account skill level, education level, and age.
With that being said, be prepared for a few of your participants to Teach Back incorrectly. When this happens, address the misunderstanding. This doesn’t mean that you didn’t do a good job at explaining a concept or skill. Instead, look at this as an invitation to present the concept or skill in another way. Ask a few probing questions to see what led to the misunderstanding, provide more information or even invite another participant to assist with the Teach Back. The Teach Back involves active listening, not “parroting” what you said. When your participants can demonstrate a topic or concept in their own words, it increases their understanding, and the likelihood that what they’ve learned will stay with them after the workshop is over.
RAISE YOUR VOICE: Have you applied the Teach Back method into your workshops? What were some of your successes? What lessons did you learn?
If you like this and other posts, subscribe to the Raise Your Voice weekly newsletter to receive resources, advice, and tips to help you raise your voice for women and girls of color.
Anya is live and ready to show you everything. Watch her strip, dance, and perform exclusive shows just for you. Interact in real-time and make your fantasies come true.
✓ Live Streaming✓ Interactive Chat✓ Private Shows✓ HD Quality
Anya is LIVE right now
FREE
Free to watch • No registration required • HD streaming
John Denton - working with business owners helping them prepare their businesses for sale or lifestyle, and sometimes selling them as well.
Testimonial
I tried a very well known company in Perth to sell my business. After one interview and a look at some basic figures they said; “it wasn’t worth anything and they weren’t interested”. After picking myself up I started asking around and was recommended to John Denton of Performance Business Sales. What a breath of fresh air that was.
John and PBS weren’t interested in the figures in the beginning, they were interested in the business and the owners, then the figures. The process was professional, honest and respectful and the final sale price of the business was fair and reasonable. John stuck by us (husband and wife directors) to the end and this may sound a little strange, but I actually enjoyed the process as it taught me so much. Chris and Eva Godwin, Former business owners.
