Contribute/Facilitation Training: Difference between revisions

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= Workshop goals=  
= Introductions and Icebreakers =
*Participants will recognize what is core to them as contributors both for Mozilla and their community groups
*Participants will recognize their community needs
*Participants will have a working definition of consensus and facilitation
*Participants will use these materials to better mediate conflict and solve problems in their communities


= What is the scope of this workshop? =
== What is the scope of this workshop? ==


(2 minutes)
(2 minutes)
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This workshop is for people who want to improve their skills at gauging consensus, improve their empathy toward other contributors, learn about conflict resolution and become better at group facilitation.
This workshop is for people who want to improve their skills at gauging consensus, improve their empathy toward other contributors, learn about conflict resolution and become better at group facilitation.


An affinity group in this sense is a group of people who not only have  an affinity for each other, but who know each other's strengths and  weaknesses and support each other as they participate (or intend to  participate) in a community together. Affinity groups challenge top-down power-over  decision-making and organizing, and empower those involved to take  creative direct action. They allow people to act together in a  decentralized and non-hierarchical way by giving decision-making power  to the affinity group.
== Workshop goals==


= Part 1: Core Values and Community Building at Mozilla =
*Participants will recognize what is core to them as contributors both for Mozilla and their community groups
*Participants will recognize their community needs
*Participants will have a working definition of consensus and facilitation
*Participants will use these materials to better mediate conflict and solve problems in their communities


= Part 0: Introductions and Icebreakers =
== Icebreakers ==


Some icebreaker questions:
Some icebreaker questions:
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* I love meetings
* I love meetings


== Part 0.1a: Creating Group norms ==
== Creating group norms ==


8 minutes
8 minutes


Facilitator: Group norms are decisions made by the group that influence how people communicate with one another. Every group decides on their own norms. Norms must be decided on by consensus, which is how we are going to go through our first consensus-based decision. Folks can't have reservations about norms: they must be accepted by the entire group for them to work.  
Facilitator: Group norms are decisions made by the group that influence how people communicate with one another. Every group decides on their own norms. Norms must be decided on by consensus, which is how we are going to go through our first consensus-based decision. Folks can't have reservations about norms: they must be accepted by the entire group for them to work.  


Every group develops its own customs, habits and expectations for how things will be done. These patterns and expectations, or group norms as they’re sometimes called, influence the ways team members communicate with each other. Norms can help or hinder a group in achieving its goals.
Every group develops its own customs, habits and expectations for how things will be done. These patterns and expectations, or group norms as they’re sometimes called, influence the ways team members communicate with each other. Norms can help or hinder a group in achieving its goals.


Seating arrangements, for example, can illustrate norms. One group may have a norm of always sitting in the same place, another group may shuffle the seating arrangements and a third group’s norm may be that some team members always sit together while others have no particular pattern.
Setting norms does not mean regulating every aspect of group interaction; rather it is an opportunity for the group to express its values.
 
While many norms operate without the member’s conscious awareness, a team can decide to intentionally set norms that every member can endorse. In addition to the long-term benefits such a set of guidelines offers, the act of setting norms itself can be a team-building activity.
 
Setting norms does not mean regulating every aspect of group interaction; rather it is an opportunity for the group to express its values. For example, values such as mutual respect, egalitarianism and punctuality are reflected in this example, which may serve as a model for developing your own group norms:


Norm setting can only work if the team is truly able to arrive at consensus. Norms won’t stick if members have reservations about them. However, once consensus is reached, the team is equipped with a guide that can serve to strengthen positive practices. A set of norms can serve as a common reference if contrary behaviors arise.
Norm setting can only work if the team is truly able to arrive at consensus. Norms won’t stick if members have reservations about them. However, once consensus is reached, the team is equipped with a guide that can serve to strengthen positive practices. A set of norms can serve as a common reference if contrary behaviors arise.


Finally, written norms are handy for potential members and newcomers who want to quickly get a sense of how a group operates. Norms in hand, a team can move forward inspired and motivated to uphold group principles and confident in the security such guidelines provide.
Example group norms:
 
Rand Countians for a Bright Tomorrow Group Norms


*Our meetings will begin and end on time.
*Our meetings will begin and end on time.
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*We will bring before the whole all group concerns regarding our group cohesion.
*We will bring before the whole all group concerns regarding our group cohesion.


==Part 0.1b: Group Norm Exercise==
==Activity: Collectively setting group norms==


Norm setting process:
Norm setting process:
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credit: [http://www.berea.edu/brushy-fork-institute/establishing-group-norms/ Berea College Brushy Fork Institute]
credit: [http://www.berea.edu/brushy-fork-institute/establishing-group-norms/ Berea College Brushy Fork Institute]


== Part 1.2: Layers Exercise ==
== Activity: Core Values and Community Building at Mozilla ==


30 min
30 min


adapted from Lukas Blakk's DICE Training
Adapted from [https://github.com/lsblakk/dice-workshop Lukas Blakk's DICE Training].


Goal: Help participants understand where core values and contributions to Mozilla overlap and what values we leave at the door as contributors. Explore rather than prescribe how we can use core human values to relate to community work.
'''Goal:''' Help participants understand where core values and contributions to Mozilla overlap and what values we leave at the door as contributors. Explore rather than prescribe how we can use core human values to relate to community work.


There is a pyramid drawn on a flip chart. Layers from the bottom up:
There is a pyramid drawn on a flip chart. Layers from the bottom up:
*Core Mozilla values
*Core Mozilla values
*My contributions  
*My contributions  
*My personal interests or focus areas
*My personal interests or focus areas at Mozilla
*Things that are unique about me
*Things that are unique about me


# In the large group, on post-its, have everyone write a few different ways in which they connect with the Mozilla core values and stick them on the pyramid. Facilitator puts up Mission Statement for reference.  
# In the large group, on post-its, have everyone write a few different ways in which they connect with the Mozilla core values and stick them on the pyramid. Facilitator puts up Mission Statement for reference.  
#Share back (2 min)
#In the large group, the next layer: your contributions to Mozilla (2 min)
#In the large group, the next layer: your contributions to Mozilla (2 min)
#Take a little more time to write down your personal focus areas and interests they have that works in connection with Mozilla activities/contributions (eg: I believe in advancing the  participation of women in tech, so WoMoz is a focus area for me) (2 min)
#Take a little more time to write down your personal focus areas and interests they have that works in connection with Mozilla activities/contributions (eg: I believe in advancing the  participation of women in tech, so WoMoz is a focus area for me) (2 min)
#Share again (2 min)
#Now write down something that would be true about their values even if they weren't part of Mozilla. These are the things they see as unique about themselves and do not necessarily expect to see reflected back at them from Mozilla (eg: a hobby, gender identity, religious affiliation) (2 min)  
#Now write down something that would be true about their values even if they weren't part of Mozilla. These are the things they see as unique about themselves and do not necessarily expect to see reflected back at them from Mozilla (eg: a hobby, gender identity, religious affiliation) (2 min)  
#Share again (2 min)


If remote participation is involved, get into video chats, text/audio as  backup if no video. Try to put a remote participant into each group as best you can, so all groups have to work with that constraint. (5 min)
If remote participation is involved, get into video chats, text/audio as  backup if no video. Try to put a remote participant into each group as best you can, so all groups have to work with that constraint.


'''Debrief:'''  
'''Debrief:'''  


Come back into the group as a whole and share thoughts on those two  exercises - what did it bring up for people? What are their takeaways   from all these exercises? Ask if people will share what they learned through this activity. Note the similarities between groups, or differences. (5 min)
What did it bring up for people? What are their takeaways from all these exercises? Ask if people will share what they learned through this activity. Note the similarities between groups, or differences. (5 min)


= Part 2: Communication Skills =
= Communication Skills =


== Non-violent communication ==
== Non-violent communication ==
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There are four components of NVC:
There are four components of NVC:


# observation and listening (without evaluation)
# observing and listening (without evaluation)
# identifying feelings
# identifying feelings
# recognizing needs
# recognizing needs
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Adapted from [http://opencommunication.org/how-to-use-cards.html].
Adapted from [http://opencommunication.org/how-to-use-cards.html].


For 2 or more players.  
Break into groups of two or three.


* One person is the Storyteller and the other(s) are Listeners.  
* One person is the Storyteller and the other(s) are Listeners.
* The Storyteller holds the Feelings cards and the Listeners split up the Needs cards.
* The Storyteller holds the Feelings cards and the Listeners split up the Needs cards.
* The Storyteller tells a brief story of an incident as a contributor (positive or negative) which has stirred their feelings.  
* The Storyteller tells a brief story about an interaction as a contributor (positive or negative) about which they have or had strong feelings.
* After telling the story, they select several feelings cards which seem relevant for them.
* After telling the story, they select several feelings cards which seem relevant for them.
* Then the listener(s) take turns guessing Needs which may relate to the Feelings cards shown, laying down one Need card at a time next to the Feeling card, and speaking in a question format, such as. "Are/were you feeling …(name the feeling on the card) because of your need for…?"  
* Then the listener(s) take turns guessing Needs which may relate to the Feelings cards shown, laying down one Need card at a time next to the Feeling card, and speaking in a question format, such as. "Are/were you feeling …(name the feeling on the card) because of your need for…?"  
Ckoehler
canmove, Confirmed users, Bureaucrats and Sysops emeriti
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