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Tool: Facilitator assessment

Typical use (type of issue/project)

To assess your capability as a facilitator and identify areas for improvement.

Ease of use rating

Used by

Yourself as a facilitator.

Tips for effective use

Think about times when you have facilitated sessions in a formal setting but also when you have facilitated in informal settings like meetings or even something as simple as helping two people to resolve a dispute.

Signals of successful use

Used to build self-awareness of your facilitation style. It can be passed on to colleagues for their own personal use. Once each person has identified their strengths and weaknesses individually, they can meet in a group to brainstorm solutions for improving themselves.

Signals of unsuccessful use

After completing the exercise you can’t see a way to improve your facilitation skills or you don’t feel comfortable practising some of the tips.

Links to other tools

Response feedback, Ways to change state, and Contracting.


Facilitator assessment

Success Profile

I currently do this well

I do this, but would like to do it better

This is new to me


  • Understand the business and its context
  • Language, jargon, terms and phrases




  • Make connections to the business
  • Link materials to group’s reality
  • Answer  individual’s questions with organisation based examples




  • Use and explore examples from the business





  • Commitment/belief in material/method




  • State management and flow
  • Monitor own state
  • Recognise when out of positive state (or flow) and have recovery mechanism
  • Avoid perfection ‘syndrome’, in other words don’t set themselves up as the expert




  • Role model content – for example, know your purpose,  take and accountable approach




  • Use content/events in the moment





  • Build rapport with group and individuals
  • Pace group and individuals
  • Match energy and encourage group to appropriate level
  • Adjust atmosphere to match session




  • Engage group in questions/dialogue
  • Make links for others




  • Focus on group/individuals needs rather than own
  • Monitor own needs, recognising when they may be prevailing





  • Clarity of learning goals for the group
  • Understand what actions will support learning goals/what will detract
  • Hold position on challenges that may damage learning goals
  • Use questions and interventions to further learning goals




  • Monitor progress toward learning goals
  • Honour different learning needs and styles within the group
  • Take corrective action where goals are not met/understood
  • Able to make judgements about resistance versus personal need




  • Debrief making connections to work
  • Encourage application to self rather than application to others




  • Deep understanding of the materials