PRINCIPLE
Skilfully facilitated
Highly-skilled facilitators are key to providing safe, welcoming and effective support. Effective group facilitation encourages whānau to find their own solutions and works alongside whānau to implement change and achieve agreed outcomes. Facilitators draw on the collective knowledge, experience and insights of whānau, and they value the different strengths whānau bring.
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Ongoing skill development and incorporation of lived experience can ensure facilitators are highly skilled at empathetic listening, building trust and relationships with whānau, providing a culturally-safe environment, recognising and supporting various stages of readiness and when clinical or other input might be required to meet the needs of whānau.
Whānau selects the facilitators, who may include peer facilitators with relevant lived experience. Facilitators actively seek to understand and respect the cultural beliefs of whānau and value whānau for who they are, recognising their identity, language and culture as a source of strength. Facilitators reflect on and understand their own beliefs and cultures and work to shift their cultural bias to build genuine and respectful relationships. Facilitators are supported and mentored to progress their skill development.
REFLECTIVE QUESTIONS
How have we supported the team to understand that strengthening capability is a dynamic and evolving process?
How are we assessing that facilitators have the right skills and attributes for whānau attending programmes/initiatives?
What process do we have in place to ensure clinical expertise is available for both facilitator and whānau (participant) safety if it is needed?
What range of supports have been considered to ensure positive skill development to meet the needs of whānau and community?
How are we incorporating peer leaders into any programmes/initiatives that we offer?
What support and mentoring do we have in place for our facilitators?
How have we supported the team to understand that strengthening capability is a dynamic and evolving process?
How are we assessing that facilitators have the right skills and attributes for whānau attending programmes/initiatives?
What process do we have in place to ensure clinical expertise is available for both facilitator and client safety if it is needed?
What range of supports have been considered to ensure positive skill development to meet the needs of whānau and community?
How are we incorporating peer leaders into any programmes/initiatives that we offer?
What support and mentoring do we have in place for our facilitators?
Provider Self-Assessment
| ESSENTIAL | LEADERSHIP |
|---|---|
| Understand outcomes of co-design in terms of developing programme or initiative. | Continue to identify co-design opportunities within an initiative and as a starting point for every new initiative/programme. |
| Use and model whānau-centred approaches (welcoming, accessible, trauma-informed, strengths-based, meets communication needs, respects world views, focuses on wellbeing, and is culturally safe). | Build an empathetic and strengths-based environment with whānau (participants). Advocate for whānau-centred approaches for existing and new initiatives. Encourage, and incorporate, sharing of views and values of participants. |
| Use and model an approach to behaviour change to support whānau (participants) to find their own solutions, identify values-based behaviour change, identify various stages of readiness and make changes to achieve their own goals using SMART principles. | Draw on multiple behaviour change models as appropriate for the group. |
| Understand the role of clinical support for the initiative/programme and incorporate relevant clinical content. | Arrange clinical support that can be accessed as needed by whānau (participants). |
| Maintain and develop required facilitation skills including self-reflective activities. | Supported by management to participate in both formal and informal ongoing professional development. |
| Respond to whānau (participants) needs and priorities to create a positive and safe learning environment where whānau (participants) feel listened to and able to share. | Anticipate and provide options for incorporating whānau (participants) needs and create a positive learning environment where whānau (participants) sharing is encouraged and listened to. |
| Encourage whānau (participants) to take on facilitation activities during initiative/programme. | Mentor and provide opportunities for whānau and people with lived experience to co-facilitate. |
| Training for staff so they can identify and understand their own biases and actively manage them. | Work with whānau (participants) to understand how bias relates to wellbeing. |
| Follow evidence-based facilitation and learning practices. | Apply a variety of suitable evidence-based facilitation and learning practices as appropriate. |
| Use a variety of facilitation approaches to build relevant skills and knowledge of all participants. | Balance learning needs of the whole group as well as individuals within the group. |
| Demonstrate a clear understanding of the scope and boundaries of facilitation role. | Able to describe and explain the scope and boundaries of the role. |
| Follow organisation’s policies and procedures and keep the leaders informed about relevant issues. | Regular communication with, and support from, organisation’s leaders. |
| Implement an evaluation process developed as part of co-design. | Participates in evaluation and review processes. |
Useful resources
The skills that facilitators and leaders will need will be identified as part of co-design. Additional information can be found in culturally safe and co-design sections. Here are other aspects facilitators and leaders might also want to develop skills in:
Manatū Hauora. Māori health models
Le Taloa. Fonofale Model of Health
HQSC. Pacific models for engagement
Te Pou. Takitaki mai: A guide to motivational interviewing for Māori
Diabetes NZ skilfully facilitated example in practice
