FACILITATION PRACTICE
MY PURPOSE
What I’m Working Toward
An inquiry guiding my facilitation practice.
I create the conditions for people to explore, question, make meaning together, and move toward purposeful action.
The deeper inquiry underneath my practice is:
“What conditions help people become more fully themselves, together?”
FACILITATION PRACTICE
How I Show Up
Strengths that consistently shape my facilitation.
Presence
Storytelling
Curiosity
Reading the room
Connecting human experience to systems
Intentional experience design
What I’m Practicing
I am practicing how to hold intention without holding too tightly to control. I am examining this growth through the Voltage facilitation competencies: Purposed, Inclusive, Clear, Crafted, and Adaptive.
Purposed
Being more selective about what belongs in an experience so purpose drives design rather than quantity.
Inclusive
Designing participation with greater attention to power, consequence, hierarchy, and who may not experience an invitation to speak as safety to speak.
Clear
Building clearer assessment and check-ins throughout an experience so I can understand what participants are actually making meaning of.
Crafted
Doing less with greater intention and designing with greater attention to cognitive load.
Adaptive
Trusting silence, uncertainty, participant meaning-making, and necessary pivots without interpreting adaptation as failure.
Strong plan, loosely held.
FIVE ROOMS / SELECTED CASES
Five contexts. One practice.
Five different rooms through which the same underlying facilitation practice can be examined.
DOCUMENTARY IMAGE
PLACEHOLDER
01.
Organizational Experience Design
Walking the Path: An Immersive Look at the Braven Accelerator
Story creates proximity.
VIEW CASE STUDY
I use story and immersive design to help people encounter systems through human experience.
DOCUMENTARY IMAGE
PLACEHOLDER
02.
Higher Education + Sustained Facilitation
59 Learning Labs
A room is never the same twice.
VIEW CASE STUDY
Fifty-nine Learning Labs taught me to prepare deeply, read the room, and change course when the people in front of me needed something different.
DOCUMENTARY IMAGE
PLACEHOLDER
03.
Storytelling + Pedagogy
Your Story, Your Superpower
Storytelling as a learning tool.
VIEW CASE STUDY
I use storytelling to create reflection, connection, and participant meaning-making.
DOCUMENTARY IMAGE
PLACEHOLDER
04.
Leadership Development + EQ
EQ-i / EQ 360 Debrief
The assessment is an invitation.
VIEW CASE STUDY
I use inquiry to help people construct meaning rather than handing them conclusions about themselves.
DOCUMENTARY IMAGE
PLACEHOLDER
05.
Community + Power + Belonging
Voice, Accountability & Healing
Who needs to speak, and who needs to listen?
VIEW CASE STUDY
I design participation with attention to power, safety, voice, and what different communities need from a room.
How I Design
CONNECT
Create the conditions for people to arrive, feel a sense of belonging, and understand how they are being invited into the experience.
EXPLORE
Use curiosity, questions, and multiple perspectives to help people examine what they know, notice what they may be missing, and learn from one another.
EXPERIENCE
Move ideas beyond explanation through storytelling, dialogue, simulation, reflection, and other experiences that make learning tangible.
MAKE MEANING
Create space for people to reflect on what happened, connect it to their own context, and construct meaning together.
ACT
Help people translate what they have discovered into agency, decisions, commitments, or a purposeful next step.
EMERGING REFLECTIVE PRACTICE
Looking Back, Designing in the Present, Looking Forward
A reflective practice that continually informs the arc I design for participants.
Looking Back
Draw from what the room has already taught me. Consider participant response, energy, silence, confusion, belonging, assessment evidence, feedback, and moments when the design either supported or constrained participation. Use those observations to inform future choices.
Designing in the Present
Bring those two perspectives together in the design itself. I prepare intentionally, but I do not treat the plan as more important than the people experiencing it. The design should create enough structure to hold the learning and enough flexibility to respond to the room.
Looking Forward
Anticipate the conditions participants may need to engage meaningfully. Consider where clarity, choice, challenge, support, pacing, accessibility, or different pathways into participation may be needed, while remaining responsive to what actually happens in the room.
A NOTE ON PRACTICE
Looking Back, Designing Forward.
What I understand now
I understand now that I can prepare deeply without holding too tightly to the plan. Some of my best facilitation happens when I’m paying attention to what the room is giving me and making choices from there.
What I would preserve
My attention to people. I would preserve the use of story, thoughtful sequencing, clear purpose, and opportunities for participants to learn through one another. I would also preserve the preparation that allows me to be more present and responsive once I enter the room.
What I would change
I would design with greater simplicity and more space. Earlier in my practice, I sometimes equated strong facilitation with how much I could thoughtfully prepare or include. I now want to make more deliberate choices about cognitive load, instructions, pacing, silence, and when the facilitator should step back.
What I’m practicing next
I’m practicing trusting the room more. That means designing structures that distribute participation and ownership, assessing learning while it is happening, and becoming increasingly comfortable adapting the plan when what I observe suggests the room needs something different.
Credentials + Development
Voltage Control Certified Facilitator
EQ-i 2.0 / EQ 360 Certified Practitioner
Additional Professional Development
CONTACT
CONNECT