The Facilitator Guidelines is currently in version 1.8.
Future versions will be powered by your input, so please suggest the changes you think appropriate.
Thank you for facilitating at The People’s Colloquium!
Table of Contents
- Overview questions
- What is a facilitator?
- With what educational philosophy should a facilitator approach the role?
- Why become a facilitator?
- How can I become a facilitator?
- What is the time commitment?
- How often will facilitators actually facilitate?
- What are a facilitator’s attendance expectations?
- Is it possible to have the role revoked?
- Core Responsibilities—Preparing and Facilitating Critiques and Discussions
- What is the level of preparedness expected of facilitators for critiques and discussions?
- Is there anything else a facilitator can do to prepare?
- What is the role of a facilitator during a critique or discussion?
- What should a facilitator do to prepare a discussion group syllabus?
- How do facilitators help with discipline at The People’s Colloquium?
- Additional Responsibilities
- Are there any other responsibilities for facilitators to perform?
- How do facilitators orientate potential new members (observers)?
- How do existing facilitators help train new facilitators?
- What is the role of a facilitator during the first meeting of a Focus Group?
- What should a facilitator do to set up a workshop and take attendance?
- What happens during the monthly facilitator meeting?
- How should a facilitator post resources to Facebook?
This document explains the role of a facilitator at The People’s Colloquium.
New and established facilitators alike should be familiar with this document’s contents and protocols; updates will be announced by email and discussed during facilitator meetings.
2. Overview questions
2.1 What is a facilitator?
This question is best answered by defining a facilitator’s responsibilities. All responsibilities listed here are explained below.
- Core Responsibilities
- In advance to critique groups, facilitators review critique submissions in depth and to the degree necessary to facilitate a critique group.
- In advance to discussion groups, facilitators prepare discussion syllabi and study discussion materials in depth and to the degree necessary to facilitate a discussion group.
- During meetings, facilitators guide critique groups or discussion groups as needed in order to assure the positivity and productivity of the critique or discussion.
- Secondary Responsibilities:
- Before and after meetings, facilitators perform potential new member orientations.
- During meetings, facilitators co-facilitate critiques and discussions to provide oversight for new facilitators, or as requested.
- Weekly, facilitators post resources to our Facebook Group.
- Outside of meetings, facilitators attend meetings on a monthly and no less than quarterly basis to discuss strategies for being effective as a facilitator.
- Optional Responsibilities:
- Outside of meetings, facilitators may organize additional meetings or events.
2.2 With what educational philosophy should a facilitator approach the role?
A facilitator serves those attending the critique or discussion, and takes responsibility for ensuring that the meeting is educational and enjoyable for everyone present. At times the facilitator will act as a teacher or as a guide, though should never present themselves as a high authority.
2.3 Why become a facilitator?
There are many good answers to this question. Here are a few:
- You’re passionate about the creative arts and humanities and want to immerse yourself in a lifestyle that promotes their study and practice.
- You believe there should be alternatives for practicing creative art and studying in the humanities beyond what colleges and universities provide.
- You want to serve the people of Portland.
- You want to build your resume or strengthen an application.
2.4 How can I become a facilitator?
In most cases, facilitators are drawn from active members of The People’s Colloquium.
Here are the steps to becoming a facilitator:
- The potential new facilitator should read and be familiar with this document.
- Next, an administrator will arrange for the potential new facilitator to attend a facilitator training meeting.
- Finally, the new facilitator will begin facilitating critiques and discussions. At first, the new facilitator may be shadowed by a more experienced facilitator who will serve as a co-facilitator. With time and experience, the new facilitator will take on the role singularly.
2.5 What is the time commitment?
Initially, a facilitator can expect to spend around 1-3 hours per week preparing for meetings and performing responsibilities. This initial time commitment increases if and when the facilitator decides to take on additional and/or optional responsibilities.
Facilitators are expected to convene monthly, and no less than quarterly, for facilitator meetings. These meetings last between 1-2 hours. Information about these meetings can be found below under section 3.5.
A facilitator is expected to make a 1-year commitment to the facilitator role. This is necessary given the logistical considerations of training new facilitators, and because it provides stability to The People’s Colloquium as a whole.
2.6 How often will facilitators actually facilitate?
Facilitators do not necessarily facilitate during each of their attendances. There are a number of factors that determine how often a facilitator is assigned to the role.
- According to need—if the number of available facilitators is high, then the chances of facilitating are low, and vice versa.
- According to request—facilitators can be requested.
- According to availability—the facilitator is welcome to facilitate as they are available to do so.
2.7 What are a facilitator’s attendance expectations?
A facilitator should be in attendance for meetings that they have been assigned to facilitate >95% of the time.
2.8 Is it possible to have the facilitator role revoked?
Yes, it’s possible to have the role of facilitator revoked for the following reasons:
- Failure to follow these Guidelines for Facilitation.
- Failure to follow the Guidelines for Participation.
- Failure to be present for workshops or discussions.
- Failure to attend facilitator meetings on at least a quarterly basis.
3 Core Responsibilities—Facilitating Critiques and Discussions
3.1 What is the level of preparedness expected of facilitators for a critique or discussion?
Before a meeting commences, the facilitator should obtain an in depth understanding of the critique group submission or discussion group materials. An appropriate goal is to be able to speak for 1-hour without interruption on the submission or discussion group materials. While this is never necessary in practice, it does indicate a depth of understanding that would allow the facilitator to navigate the critique group submission or discussion group materials with the expected level of preparedness.
- Schedule at least two separate times prior to the meeting to completely review the materials.
- Make notes covering key points or items of interest.
- Compile a list of questions and discussion prompts.
3.2 Is there anything else a facilitator can do to prepare?
Facilitators are encouraged to study subjects pertaining to the arts workshop and/or the humanities discussions which they facilitate. For instance, if a facilitator is involved with The People’s Ink, a creative writing workshop, that facilitator should be actively growing their knowledge of writing mechanics, literary theory, literary history, contemporary literature, and related.
3.3 What is the role of a facilitator during a critique or discussion?
The facilitator is responsible for making sure the critique or discussion is positive and productive. Oftentimes critiques and discussions at The People’s Colloquium will contain these qualities without guidance, and when this is the case, the facilitator for all intents and purposes can revert to the role of a regular participant.
The following lists contain guidelines and suggestions for facilitator to implement during a critique or discussion. Please note that not all suggestions will be relevant during all meetings.
- To begin the meeting, the facilitator may:
- Read aloud questions from the submitting artist’s introductory blurb, or else prompts from the discussion syllabus. (Maximum time: 2 minutes.)
- Request the submitting artist ask questions or provide direction to guide the critique discussion. (Maximum time: 2 minutes.)
- Offer a 5-10 minute overview of the discussion topic.
- Initiate a round-robin where each participant provides their names and a 1-2 minute overview response to the critique submission or the discussion syllabus. During this process, the facilitator should consider marking down points to return to during the critique or discussion.
- During a meeting, the facilitator should:
- Make sure that positive feedback is provided for the submitting creative artist.
- Make sure that all significant aspects of the critique submission or topic of discussion are addressed.
- Make sure that all questions raised by the submitting creative artist, discussion syllabus, and/or discussants, are satisfactorily answered.
- Offer questions or comments if the critique or discussion slows down or goes silent.
- Offer questions or comments if the critique becomes tangential. (Note that in the case of discussions, tangents are welcome so long as they are generally approved by participants—part of the magic of live conversation is its unpredictability and creative synthesis.)
- Check in with the submitting artist or the discussants to make sure that the critique or discussion is proceeding in an acceptable fashion.
- Call on critiquers or discussants who appear to have contributions to add, but who have not yet found an opening.
- Approaching the end of a meeting, the facilitator may:
- Call everyone’s attention when only 10 minutes remain in the allotted meeting length. At that time, the facilitator may invite closing remarks from critiquers and discussants; additionally, the facilitator may ask the submitting creative artist to address final questions to the critique group.
- Call everyone’s attention when only 1 minute remains in the allotted meeting length. At that time, the facilitator should thank everyone for being present and make closing remarks.
3.4 What should a facilitator do to prepare a discussion group syllabus?
Preparations depend upon the discussion syllabus' format. There are five kinds: 1) Link Based, 2) Essay Based, 3) Extended Write-Up, (4) Exercise Based, and 5) Book Discussion. Note that while these are the general categories that most syllabi fall within, it’s possible to construct a syllabus that doesn’t adhere to these formats.
Example discussion syllabi can be found online at meetup.com or http://peoplescolloquium.org/forum/the-peoples-dialogue/.
What follows is a brief explanation of each syllabus type.
- The Link Based Discussion is a conversation about a series of thematically connected internet links. The major effort in preparing this syllabus is finding the appropriate links, and the best of the Link Based discussion syllabi will combine thought-provoking and illuminating write-ups from around the internet. The other major effort is making sure that all resources are read and understood by the facilitator, especially in relation to one another and within the larger context of whatever intellectual framework the links might fit within.
- The Essay/Story Based Discussion is a conversation about an essay or story. The major effort in preparing this syllabus is finding relevant, accessible, and important essays/stories to present. The other major effort is making sure that all essays/stories are read and understood by the facilitator, especially in relation to one another and within the larger context of whatever intellectual framework they might fit within. Essays/stories can be sourced online or offline, though they do have to be provided electronically to the discussants prior to the meeting; in doing so, resources should be provided in way that doesn’t violate copyright law.
- The Extended Write-Up Discussion is a chance for the facilitator to write an essay of their own upon which to base a discussion. It’s encouraged but not necessary for these essays to contain hyperlinks to websites or additional essays/stories. This is potentially the most time consuming of all syllabi types to prepare, but also one of the most gratifying, as facilitators are welcome to include their own opinions and feelings on the discussion topic—indeed, this becomes an important aspect of setting the tone for the resulting discussions.
- The Exercise Based Discussion is a chance for the facilitator to introduce an edifying exercise to participants. The major effort in preparing this syllabus entails discovering or inventing exercises of practical use and of interest for participants.
- The Book Discussion is a conversation about a book. The major effort in preparing this syllabus is finding the appropriate books and understanding them sufficiently enough to compile a syllabus. Unlike other discussion types, attendees of a book discussion are expected to acquire the materials themselves through either purchasing or borrowing the book under discussion. It’s encouraged that facilitators choose books that are open source, freely available, or affordable; but ultimately, the best books should be chosen for discussions at The People’s Colloquium, meaning those that are historically relevant; those exemplary of innovative thinking; those exemplary of exceptional artistry or critical thought; or those that are of particular interest to participants.
3.5 How do facilitators help with discipline at The People’s Colloquium?
A facilitator should be intimately familiar with our Guidelines for Participation and thus able to recognize when violations to those guidelines have occurred. In particular, facilitators should be mindful of the following:
- Facilitators should notify an administrator if a submission has been posted for critique which, in the facilitator's opinion, lacks a content warning when it should have one.
- Facilitators should politely but firmly correct the conduct of a participant during a critique or discussion when that participant fails to adhere to the Guidelines for Participation. Afterward, the facilitator should notify an administrator of the occurrence. Please note: it is up to the administrator, not the facilitator, to decide upon the appropriate administrative action.
- Facilitators should inform an administrator if a participant fails to arrive on time or prepared for a critique or discussion, especially if a facilitator notices that a particular participant is regularly remiss in such ways.
- Facilitators should immediately contact an administrator, venue staff, or the appropriate authority if and when there is an emergency. To date, this has not been necessary, and it is our hope that this will continue to be the case. Possible reasons to contact an administrator, venue staff, or an authority include:
- An attendee has harassed another attendee.
- An attendee has made an unwanted sexual advance against another attendee.
- An attendee is overly intoxicated and difficult to manage.
- In the facilitator’s judgement, any egregious situation is occurring.
Important: A facilitator should not engage with a dangerous or uncertain situation. Please leave this to an administrator or venue staff.
4. Additional Facilitator Responsibilities
4.1 Are there any other responsibilities for facilitators to perform?
Weekly, there are a few additional responsibilities that a facilitator may be asked to perform, including:
- Orientating potential new members (observers).
- Serving as a co-facilitator to help train new facilitators.
4.2 How do facilitators orientate potential new members (observers)?
Orientations occur 20 minutes before the beginning of a critique or discussion, and for another 10-20 minutes after the critique or discussion ends.
Prior to the meeting, the facilitator answers questions that the potential new member (observer) has about The People’s Colloquium, largely by quoting information from The People’s Colloquium’s website, Guidelines for Participation, workshop syllabi, and by sharing personal experience pertinent to The People’s Colloquium.
After the meeting ends, the facilitator reconvenes with the potential new member (observer) to inquire about their experience and whether it met their expectations. If the potential new member (observer) wishes to continue on with the workshop, the facilitator should perform a website tutorial so that the potential new member (observer) can learn how the website works for members—logging in, finding assignments, finding submissions or syllabi, checking out other offerings, our social media, so on and so forth.
After the orientation has ended, please contact an administrator to convey the result of the orientation—specifically, whether the potential new member (observer) is interested in attending The People’s Colloquium in the future, and in what capacity.
4.3 How do existing facilitators help train new facilitators?
Occasionally a facilitator will be assigned as a co-facilitator. In these cases, the co-facilitator should talk with the primary facilitator before the critique or discussion in order to discover how they can best be of service in their supporting role. This is a conversation that can happen by email or in person.
When a facilitator is assigned to co-facilitate a critique or discussion, they should act as just another participant, stepping in to facilitate only as needed or by request. For instance, the co-facilitator might act as facilitator at the request of the assigned facilitator, say if the conversation extends beyond their knowledge.
After the critique or discussion, the co-facilitator should check in with the assigned facilitator to discuss challenges, if necessary.
4.4 What is the role of a facilitator during the first meeting of a Focus Group?
A Focus Group is a critique group that has a fixed membership, agrees to meet for a certain number of meetings, and is united by a shared interest. The facilitator may either be a member of that Focus Group, or in some cases, may be a guest facilitator present to facilitate the first meeting, or a meeting when another facilitator can't be present.
There are several special considerations for the first meeting of a Focus Group.
- To start the meeting, the facilitator should begin with a round robin of introductions so that participants can meet and learn about each other. These introductions should include a description of their art project (how far along they are, difficulties, expected completion dates, etc.), and what they hope to receive from participation in the Focus Group.
- The next step is to determine the Focus Group’s structure. Certain aspects of a Focus Group’s structure are fixed. For instance: Focus Groups meet on an every-other-week schedule, and meet for 1.5 hours. However, other aspects of a Focus Group’s structure are up to that Focus Group’s participants to decide. This decision should occur in a democratic fashion that meets the needs and desires of that Focus Group’s participants. Aspects of the Focus Group to be decided upon include: the nature or quantity of Focus Group submissions, whether or not a Focus Group will include discussions in addition to critiques and on what schedule, how may submission rotations the participants are committing to, etc.
- The final step is to determine a submission rotation. The best way to do this is to plot the dates which the Focus Group will meet given the number of submission rotations agreed to, and then to assign particular participants to particular dates. For instance, if there are six members of a Focus Group, and they have agreed to meet for two submission rotations, then the facilitator must assign a total of twelve workshops. Remember, Focus Groups meet every other week, and thus, in this example, the facilitator should determine the submission rotation for the next twenty-four weeks. When establishing a submission rotation, the key factors are participant creative schedules and creative production rates, and workshop dates should be complimentary them.
Once the submission rotation has been established, the Focus Group’s first meeting has come to an end. The Focus Group will meet again in two weeks for its first critique meeting.
4.5 What should a facilitator do to set up a workshop and take attendance?
A facilitate may be called to set up a workshop. This oftentimes occur when an administrator cannot be present or cannot arrive prior to the beginning of the workshop.
If a facilitator is called to set up a workshop, that facilitator should perform the following duties:
- The facilitator should set up the physical space for the workshop no less than 20 minutes prior to the start of the workshop. Setting up the space entails moving or combining tables and assigning workshop group spaces. It’s important that tables/workshop spaces be given sufficient distance from one another to avoid cross-talk, and also in order to create as comfortable a physical space as possible.
- Once the physical space has been set up, it’s necessary to make sure that participants know the correct place for everyone to sit. In practice, this usually entails locating lost looking participants and then directing them to the right location.
- The facilitator should take attendance. To do so, copy-paste the workshops attendance list from the online forum. Bold names that are in attendance and underline names that are absent. After the workshop, please send this list to an administrator so that the master attendance list can be updated. Below you will find an example.
The People’s Gallery – 09/12/2020
Community Critique #1
Submitting artist: John D
Facilitator: Samantha S
Discussion Group #1: Art Theory
Facilitator: Rich P
4.6 What happens during the monthly facilitator meeting?
At monthly facilitator meetings, facilitators from across The People’s Colloquium’s workshops and discussions convene to discuss the facilitator role, its responsibilities, its difficulties, and strategies for being effective.
It is part training, part commiserating, part revision to the role and this document, and partly a way to build community across The People’s Colloquium.
4.7 How should a facilitator post resources to Facebook?
Weekly, each facilitator should post a resource to our Facebook page at https://www.facebook.com/groups/302783856820952/.
Resource should feature:
- Art, such as visual art, music, literature/poetry, performance, etc.
- Thought, such as philosophy, art/literature/music/performance theory, art/literature/music/performance history, etc.
- Human interest, such as cognitive science, social-science, art/thought cultural news, and other relevant resources
- Critique/Discussion references
Please do not post anything that is overtly political, pop-cultural trivia, promotional, or off topic.
Those without Facebook are welcome to email their resources to Rich each week for him to post in your stead.