How can you create a safe learning space in a facilitation session?

Growing up in Singapore we are always mindful of commenting about race, language and religion. Hence, I practise such code of conduct online too!

Ways of working (rather than ground rules) are a must when facilitating a meeting, whether face to face or online. Ask the group to agree those ways of working which will ensure the group gets the best from their opportunity together. It may be that the group suggests 'low level' ideas such as keeping phones and laptops off, which are valid, however encourage the group to think more deeply about behaviours they would l like to experience in each other. Suggesting ways of working can work well, particularly as a starting point for the group to expand on. Aim to avoid proposing ways of working without giving the group the opportunity to comment and build.

Prioritize relationships between the facilitator and the participants, and among the participants themselves. Research shows that positive bonds can foster supportive and productive learning environments. Encourage creativity as a means of self-expression and exploration. This can help participants feel more engaged and confident in their learning process3. Create a warm and inviting space that reflects the diversity and interests of the participants. This can include using colorful and comfortable materials, displaying positive messages, and allowing participants to personalize the space. Incorporate self-reflection and mindfulness into the session activities.

You can also have the group create their own rules. I have found that sharing the importance and value of rules to the group THEN asking them to share the rules they would like to abide by sets the collaborative tone quickly. Also...you can then refer back to the group's rules if they need reinforcing.

I thoroughly agree with Tom Russell FRSA & Garett Bugda. Trust-building is key. I would add: try to make it less about 'ground rules' & more about a 'social contract.' I always explained to my students that we live in a society full of 'social contracts.' I would always give the example of them not going to a restaurant and taking a bite out of a stranger's burger or sitting on a random person's lap. This not only helps them understand how we live in a civil society, but it tends to make them laugh which makes the process easier!

To do that it is essential to actively stop negative behaviours on first occurrence. Do not wait and see if the offending individual changes way of behaving, but do something about it immediately. If left unchecked, those negative behaviours such as interrupting others, making offensive comments, or downplaying other people's voices, will become accepted and expected, making them harder and harder to interrupt, like a rolling snowball.

One way to do this is to bring your authentic self. Allow yourself, as the facilitator, to be vulnerable. Be honest with a group if you make a mistake. Answer questions honestly. If you don't know, I say you don't know. Faking it is hard and when the group sees through you, you will have lost their trust. Also try to make your conversations honest and purposeful. Choose icebreakers that feel relevant to the objectives of the gathering.

An easy but underestimated way of building rapport and trust is greeting your students at the door & asking how they are. This already creates a positive interaction between you and the students before the class starts but also allows you to pick up on any potential problems early before they cause classroom disruption. Try also to remember interesting facts about your students like their favourite sports team and see if you can sprinkle them in your lessons. These tiny things go a long way.

Starting the session with icebreakers such as truth, truth, lie with a group creates dynamic where people get to be creative and share insights about themselves that may not be something they normally share, this removes the risk of everyone saying the same thing like asking "what are you grateful for?" When people share like this it creates safety in the room which makes for a great learning environment.

I think of Tim Clark’s 4 stages of psychological safety: do people feel safe enough to/am I helping people to…. 1) include their voice (inclusion safety) 2) learn by asking questions and sharing mistakes (learner safety) 3) contribute even their most unpolished ideas (contributor safety) 4) challenge the status quo? (Challenger safety) It gives me a sense of how to interpret behaviours and gage the level of safety and trust in the room. It also reminds me what I need to be supporting.

I learnt that when someone puts in a very different experience/perspective that challenges the room, our job as facilitator is to model the way the room can engage with it. It’s key to secure yourself, not operate out of triggers, and really model active listening , genuine curiosity, healthy boundaries, clear x kind communication - and be willing to derail whatever you’ve planned to debrief the learning moment for everyone.

Early in my training journey, I couldn't understand why trainees struggled with basic instructions and took feedback personally. This dilemma compelled me to rethink my approach. I learned the importance of blending firmness with empathy. While remaining true to my nature, I recognized the value of setting clear expectations. I communicated to trainees that my corrections were aimed at improvement, not criticism. I taught them to embrace mistakes as opportunities for growth, preventing repetition in their roles. As I revealed more about my teaching style, trainees realized its benefits for their career advancement. They saw my genuine concern for their success, which enhanced our rapport and cultivated a supportive learning atmosphere.

Look to employ different modalities of work to inspire participation and diversity. Use individual work, pairs, trios, small team and large group engagements. Look for opportunities to work silently before conversations to allow people to get their ideas and thoughts out before they are challenged.

I also seek feedback - anonymous feedback as well as open feedback. I have learned in the Guyana context to model the language with the group - switching from 'English' to varieties of 'creolese' while also taking account of any special needs. There are also some persons who might share in smaller groups rather than in the larger plenary so giving time as well.

In some cases, I form the participants into groups to handle case studies and get a leader to present their position for each group. Correct suggestions attract marks and others no sanctions.

This article is about "creating a safe learning space in a facilitation session" but it reminds me of the environment I like to create at places I work - to develop and refine ideas, strategies, etc. Take an idea, challenge it, anyone, and then see if the challenge stands. If it does then use that as your next starting point and challenge that. And continue. Key points is - no ego. Don't be attached to your ideas - be committed to developing the best ideas with your colleagues. I find that this kicks into gear when my ideas are challenged and I follow that challenge to a new landing place and let go of my idea in front of the group. Model the behavior!

Here's an old favourite, but it's a goody! Use the 'Feedback Sandwich.' 1) Tell your student what they did well 2) Give them the feedback. Start the statement with "it would be even better if..." 3) End it with praise For example: 1) Michael, I loved how your creative writing story - the Sci-Fi element rocks! 2) It would be even better if you watched your spelling and grammar - remember your full stops and commas. 3) You wrote two pages of solid work - you did a great job! That's how you give feedback without crushing their spirit!

We need to consider the group dynamics and purpose of the session. In some instances a group of strangers training together may be more comfortable sharing with the premise that nothing is to be shared about others outside the sessions. The stakes are lower and anything shared likely won't have the potential to effect their career. When facilitating with teams or colleagues, we can't assume that level of trust and psychological safety to share is present. Even if it's stated, until it's proven, some people will hold back. While I always do my best to draw people into the conversation, I also respect why they may not feel like sharing, and invite a one on one conversation as an alternative to group sharing. Every voice matters.

Sharing personal experiences relevant to the topic by the facilitator and the participants will make it more meaningful and will ensure involvement too.

I often explore these questions with participants through surveys or individual interviews: 1. In general, how safe is it for people to speak their truth(s), offer feedback openly, and raise tough questions or challenging issues? How does this “show up?” 2. How do perceptions of equity, inclusion, and safety seem to vary? For/by whom and why? What conditions are most in play? 3 .What existing norms or “rules of engagement” may need disruption or interruption to create a better conversational climate? I then try to design the session components (advance communications, pre-work, physical or virtual environment, session materials, opening and closing, et al) to accelerate and enhance participants’ sense of safety, equity, and inclusion.

Creating a safe space requires a lot of commitment towards fostering a supportive learning environment where individuals can thrive and reach their full potential. A few fundamentals for doing so are 1. Establishing clear ground rules 2. Maintaining confidentiality 3. Building inclusive environment 4. Allowing mistakes to happen

We note when promising 'confidentiality' that there might be times when things slip outside. So we discuss what do we do if confidentiality is broken. We also discuss the things we cannot keep confidential. I have learned in doing the prevention of gender-based violence work that a safe and caring learning space should also include some resources for support if people need to temporarily break out of the space , or to offer support if people feel the need to share in the group.