How can you lead a large group facilitation session with ease?

Handling a large group facilitation, especially coming from an engineering role, can be a bit like navigating unfamiliar waters. But with time, I've picked up a few strategies. First and foremost, I always dive deep into preparation. Being well-versed with the content gives me the confidence to guide discussions. Setting clear objectives for the session helps me and the group stay on track. I've also learned the importance of breaking down topics into manageable segments, ensuring I maintain the group's attention. Active listening has become one of my strongest tools; it allows me to understand everyone's input and adjust the session's flow accordingly.

The classic question is useful as you prepare: What would success look like? In other words, what actions do you want the participants to take during and after the session? How will you follow it up so it becomes part of a process, not a single event?

I like to have participants tell one another personal stories related to the topic. If possible, these stories should feature them or a person close to them who represents a successful experience with the topic. For example, I asked a group of directors at a large pharmaceutical research lab to share a story of how they were inspired by a leader, formal or informal; what they learned and how they have put it into practice.

As a corporate trainer, for over twenty-five years I’ve had the opportunity to create many impactful large-group team-building activities that not only promoted team cohesion but also created a valuable learning experience for all participants. Here are my top five guidelines for success: 1. Define clear objectives and expected outcomes 2. Select engaging activities: using real scenarios whenever possible or appropriate case studies 3. Break into pairs, trios, or small groups and facilitate discussions of activities 4. Identify important takeaways then use reflection and debriefing to reinforce understanding 5. Summarize key learnings and discuss how they might find ongoing follow-up and support

Whether your session is virtual or face-to-face, send participants any material they need to bring with them well in advance and let them know if they need to print it or if you will support the use of devices during the session.

I use a planning process that I call In/Out/Up/Down: In: How much time is devoted to my speaking to them by voice or media? Out: How much time is devoted to their speaking to me or each other via small group activity/questions? Up: How much time are they "up and about" either in groups, breaks, stretching, or interactive activity? Down: How much time are they sitting/listening? I seek a balanced flow that allows for purposeful movement and interaction. It creates an atmosphere of engaged, easy sharing, that surfaces the wisdom and knowledge participants bring to the session.

In any long large group session, whether in person or virtual, suggest physical exercises like stretching or otherwise moving for a minute or two every hour or so to keep people energized and attentive.

One of the facilitator's tasks is to ensure the psychological safety of participants. I had learned that one way to do that is to physically move toward the person being disruptive. I was tested in a class of managers when the company's legal council began interrogating them in response to a statement one of them made. The managers were terrified. I knew I had to make a move. I walked toward him calling his name (Buzzy). He ignored me. I ratcheted it up with "BUZzy, BUZzy, BUZzy, as I moved. The class laughed, he stopped. Then, to honor his question, I asked if we could 'stipulate' (a word he had used earlier) that there was more than one perspective in the room about the issue and he agreed. It is also important to respect the disrupter.

The way I have always handled this is to ask people early to suggest questions or topics they would like to have included in the session. I list them on a flipchart or a slide. I let them know which ones I will definitely cover and which I will definitely not have time for (or are not needed for most in the group.) I tell them what I plan to do about the ones we won't be covering. If other questions come up, I add them to the list. This way, I can deal with the questions at an appropriate time during or after the session.