Lars Karlström is a workshop facilitator who strives to learn, challenge norms, and to encourage people to activate their own journey. In this article Lars examines the connection phase of a workshop/course and how a facilitator can be more inclusive, especially related to participants from minority groups.
Background
A few years ago when I planned my first professional workshop I asked myself the question ”What are the key variables behind a successful workshop?”. My brother (a professional facilitator) provided an answer. I was advised to use a framework that divides the learning process into four key steps. These steps are shortened to ”CCCC” and stand for connection, concept, concrete practice, and conclusion.
All steps in this framework are important in their own way, but I was advised to pay extra attention to the first C – Connection. This first step is where the workshop facilitator has to create a connection between the topic and the participants. For example, if participants do not see any value in the presented information their motivation to listen, learn and/or attend may be lost. If the facilitator is unsuccessful at this part I still think a workshop can be salvaged if the presenter is engaging and/or if the informational interest increases.
There is however another part of the connection phase that might be even more important. That is, the participants’ connection to the facilitator and to each other. These interpersonal connections at the beginning of workshops can influence participants’ motivation to engage with the material/exercises and their sense of inclusion. In order to demonstrate this I will describe some of my own experiences as a participant with a disability.
Facilitator – participant connection
As a blind and somewhat introverted person it can be very, very challenging to be in group situations (especially with new people). Throughout my life I have unfortunately attended workshops where I ended up feeling unwanted, like a burdon, and/or ignored. Firstly, I have met facilitators who refused to let me participate in a workshop/course because they thought teaching me would be too much of a hassle. Secondly, I have encountered situations where I can clearly tell that the facilitator is unhappy about having me in the workshop. Lastly, I have met facilitators who disregarded my stated needs. This sends a clear message that their life would be easier if I was not there… Not a very uplifting feeling to have.
In these examples I instantly lost all sense of connection to the facilitator, which drastically decreased my motivation to participate in their workshop. Consequently, it did not matter what I thought about the material itself as the facilitator – participant connection was lost (and therefore also my interest in learning).
In contrast, last year I contacted a facilitator as I was interested in registering for her three-day course in Shibari. I explained that I was blind, asked how she felt about me attending, and if she was interested in collaborating to make the course more accessible for me. The most important takeaway from her initial response: ”I feel optimistic… There will be exercises I am not sure if you can complete… I am happy to collaborate to find solutions…”.
If you adapt a positive, solution-focused, and collaborative mindset many seemingly overwhelming difficulties can be solved. Together this facilitator and I discussed potential challenges and bit by bit we formed a plan. More specifically, I was given one exercise to learn in advance, she held space for me at the opening circle to explain my needs to the other participants, and we arranged for me to get some extra support during a particularly tricky part of the course. As the weekend arrived our solutions clicked into place, challenges were overcome, and I managed to fully participate and complete all tasks and exercises.
In this example I felt connected to the facilitator. I felt as if she valued me as an individual because of her ability to hear, understand, and meet my needs. Additionally, in meeting my needs she also connected me with the group. This is because the strategies we used helped me participate in an inclusive way, and I cannot highlight enough how important this can be!
Participant – participant connection
If I think back on workshop/courses I attended, the truly awful experiences are the ones where I felt left out and lonely. For instance, I have attended workshops where the facilitator exclusively described exercises using a ”sight reliant language”. This type of language combines spoken words and non-verbal communication to accurately provide an instruction. However, as a blind person I feel a bit left out when listening to the following instructions ”First you move the hand over here, then up, around, and lastly down like this”. I mean, here where? Up and around how? Down in what way? The interesting thing is that better verbal instructions, (such as first move your right hand, arm straight, in front of your body, right palm facing towards the left) will make it easier for everyone.
Additionally, I have throughout my life participated in many ”mix and match” exercises during workshops/courses. That is, an activity where you move around, find a person to do a short exercise with, move around to the next person… These activities serve a purpose, but they can be very challenging for a blind and introverted person. Consequently I have many times walked around by myself and listened to other people match up, have fun, move on, have fun again… In those instances when the exercise is longer I have many times stood there, unmatched and lonely…
In these situations I have not felt as if I could contribute/learn on the same terms as everyone else, which affected my sense of connection to the other people in the group. As my participant – participant connection decreased, my motivation to engage and learn were also lost. Fortunately this does not happen as often anymore, as I have found collaborative strategies in order to increase my sense of connection to the other participants.
One of these strategies is for me to brainstorm with the facilitator about possible difficulties and solutions. One thing I ask the facilitator to hold space for is a moment for me to explain to the group at the very beginning that I am blind and what that may mean for the workshop/course ahead. For instance, these days if I know that there will be a ”mix and match” exercise during the workshop I make sure to invite the other participants to approach me as it is difficult for me to know who is nearby and/or who is already matched up. The facilitator can therefore play a vital role in the sense of connection a participant has to both the facilitator and to the rest of the group.
Minority stresses and connection
If a person is part of a minority group (e.g because of ethnicity, gender identity, or a disability), they are probably acutely aware of the prejudices held by the normative majority (e.g the White, cisgender, and non-disabled population). For someone with vision loss this can include prejudices such as a blind person is not as desirable to be with as a fully abled person.
As I walk through life each actual and perceived discriminative encounter can slightly bruise the sense of self-worth. This can over time become a deep scar, a reminder that some people think that I am less, that I am an unworthy friend, and/or that I am an undesirable partner. The shallow bruises can of course heal, but somewhere deep down maybe there is a scar that remembers. A scar that I am reminded of each time I feel less, unworthy, or undesired.
In conclusion, as a workshop facilitator it is therefore important to be aware of minority stresses. This does not mean knowing every stressor of every person in every minority group. Rather, it is about understanding that a person from a minority group may come to a workshop/course with underlying scars and/or specific needs. Thus, if a facilitator can hold a safe and inclusive space in which needs can be clearly communicated and positively met, they have the foundation of a truly extraordinary connection phase.
Five tips for an inclusive connection phase
1) Be approachable: It is important to show people that you want to create an inclusive space. For example by encouraging people to contact you with specific needs before, during, and after the workshop/course.
2) Be mindful: If you have a person from a minority group in your workshop/course, be conscious of their potential needs and scars. For example ask them if there is anything specific they want you or the group to be aware of.
3) Be solution-focused: If a participant contacts you about upcoming needs or challenges approach this with a collaborative mindset. For example, include them in the discussion and ask for their advice about potential solutions.
4) Be adaptable: In meeting peoples’ needs sometimes the well organized plan for the workshop/course might need to be slightly altered. For example, maybe an exercise can be modified or moved to better suit someone’s needs. In these situations it can be beneficial to ask ”If I make this change will it really have any negative consequences?”.
5) Be a learner: On the road as a facilitator you will make mistakes, a perfectly natural thing to do. In the end it is not the mistakes that will define you, it is what you do with the knowledge that you could have done better. Ask participants for feedback, consider, integrate, and become a slightly wiser and more inclusive facilitator, one workshop at a time.
