Training Facilitator Quotes

You’re a proper little princess, aren’t you? Big estate in Brighton, summers in Toulouse, porcelain china on your shelves and Assam in your teacups? How could you understand? Your people reap the fruits of the Empire. Ours don’t. So shut up, Letty, and just listen to what we’re trying to tell you. It’s not right what they’re doing to our countries.’ His voice grew louder, harder. ‘And it’s not right that I’m trained to use my languages for their benefit, to translate laws and texts to facilitate their rule, when there are people in India and China and Haiti and all over the Empire and the world who are hungry and starving because the British would rather put silver in their hats and harpsichords than anywhere it could do some good.

Most organised abuser groups call each particular training a “programme”, as if you were a computer. Many specific trained behaviours have “on” and “off” triggers or switches. Some personality systems are set up with an inner world full of wires or strings that connect switches to their effects. These can facilitate a series of actions by a series of insiders. For example, one part watches the person function in the outside world, and presses a button if he or she sees the person disobeying instructions. The button is connected to an internal wire, which rings a bell in the ear of another part. This part then engages in his or her trained behaviour, opening a door to release the pain of a rape, or cutting the person's arm in a certain pattern, or pushing out a child part. So the watcher has no idea of who the other part is or what she or he does. These events can be quite complicated.

It’s not easy to feel good about yourself when you are constantly being told you’re rubbish and/or part of the problem. That’s often the situation for people working in the public sector, whether these be nurses, civil servants or teachers. The static metrics used to measure the contribution of the public sector, and the influence of Public Choice theory on making governments more ‘efficient’, has convinced many civil-sector workers they are second-best. It’s enough to depress any bureaucrat and induce him or her to get up, leave and join the private sector, where there is often more money to be made. So public actors are forced to emulate private ones, with their almost exclusive interest in projects with fast paybacks. After all, price determines value. You, the civil servant, won’t dare to propose that your agency could take charge, bring a helpful long-term perspective to a problem, consider all sides of an issue (not just profitability), spend the necessary funds (borrow if required) and – whisper it softly – add public value. You leave the big ideas to the private sector which you are told to simply ‘facilitate’ and enable. And when Apple or whichever private company makes billions of dollars for shareholders and many millions for top executives, you probably won’t think that these gains actually come largely from leveraging the work done by others – whether these be government agencies, not-for-profit institutions, or achievements fought for by civil society organizations including trade unions that have been critical for fighting for workers’ training programmes.

Anybody with martial training and engineering skills can be a superhero, but that doesn’t make them a hero. Superhero culture is dangerous, for it facilitates a paradigm of secret identity. And consistent practice of such secrecy eventually ruins an individual's accountability. You don't see soldiers hiding their identity do you, no matter how much they've got to lose!

By necessity, we are direct and swift in speech and movement. This is the true dynamic that underlies our apocryphal rudeness. Also true: we do not make eye contact. Neither do we encourage it. Consider the number of humans a New Yorker will pass on a given day – on the subway, in a train or bus terminal, in an office or simply walking down the street. To facilitate speed and minimize drama, it’s productive to keep one’s eyes focused ahead.

Either way, I suspect that it’s less effective to aim at the Gini index as a deeply buried root cause of many social ills than to zero in on solutions to each problem: investment in research and infrastructure to escape economic stagnation, regulation of the finance sector to reduce instability, broader access to education and job training to facilitate economic mobility, electoral transparency and finance reform to eliminate illicit influence, and so on.

Respecting individual and group autonomy means that we don't need a bunch of f*cking managers; it means that no matter how well positioned or knowledgeable you are, people can communicate and resolve conflicts best when speaking from their direct experiences and with genuine humility. Some of the first skills taught in conflict resolution, facilitation, and de-escalation trainings are how not to speak for others; you learn that you break trust when trying to represent others without their consent.

Agile coach: The individual is an agile expert who provides guidance for new agile implementations as well as existing agile teams. The agile coach is experienced in employing agile techniques in different environments and has successfully run diverse agile projects. The individual builds and maintains relationships with everyone involved, coaches individuals, trains groups, and facilitates interactive workshops. The agile coach is typically from outside the organization, and the role may be temporary or permanent.

Riding a bike is one of the best ways to explore parts of Finland in summer. The terrain is largely flat, main roads are in good condition and traffic is generally light. Bicycle tours are further facilitated by the liberal camping regulations, excellent cabin accommodation at campgrounds, and the long hours of daylight in June and July. The drawback is this: distances in Finland are vast. It’s best to look at planning shorter explorations in particular areas, and combining cycling with bus and train trips – Finnish buses and trains are very bike-friendly

The key thing to know about this is that of course you have no input. Only comments and observations that support the pre-approved plan will be supported. All others will be written on a big pad of paper and discarded later. The illusion of public buy-in is all that is needed. The organizers can later point to the fact that they held a public meeting, a certain number of residents attended, public comment was taken, and the community approved the plan. The facilitator is often a private consultant who has been professionally trained in running and managing a meeting. This consultant has been hired by your city to fulfill the requirement that the project has been seen and supported by its citizens---it’s YOUR plan.

It was an amazing experience,” I said. “By remembering the love I felt I was able to open up. I sat up there all day simmering in it. I didn’t reach the state I experienced on the ridge but I got close.” Sanchez looked more serious. “The role of love has been misunderstood for a long time. Love is not something we should do to be good or to make the world a better place out of some abstract moral responsibility, or because we should give up our hedonism. Connecting with energy feels like excitement, then euphoria, and then love. Finding enough energy to maintain that state of love certainly helps the world, but it most directly helps us. It is the most hedonistic thing we can do.” I agreed, then noticed he had moved his chair back several more feet and was looking at me intensely, his eyes unfocused. “So what does my field look like,” I asked. “It is much larger,” he said. “I think you feel very good.” “I do.” “Good. That is what we do here.” “Tell me about that,” I said. “We train priests to go farther into the mountains and work with the Indians. It is a lonely job and the priests must have great strength. All of the men here have been screened thoroughly and all have one thing in common: each has had one experience he calls mystical. “I have been studying this kind of experience for many years,” he continued, “even before the Manuscript was found, and I believe that when one has already encountered a mystical experience, getting back into this state and raising one’s personal energy level comes much easier. Others can also connect but it takes longer. A strong memory of the experience, as I think you learned, facilitates its re-creation. After that, one slowly builds back.” “What does a person’s energy field look like when this is happening?” “It grows outward and changes color slightly.” “What color?” “Normally from a dull white toward green and blue. But the most important thing is that it expands. For instance, during your mystical encounter on the ridge top, your energy flashed outward into the whole universe. Essentially you connected and drew energy from the entire cosmos and in turn your energy swelled to encompass everything, everywhere. Can you remember how that felt?” “Yeah,” I said. “I felt as though the entire universe was my body and I was just the head, or perhaps more accurately, the eyes.” “Yes,” he said, “and at that moment, your energy field and that of the universe were the same. The universe was your body.

In 1924, riding a wave of anti-Asian sentiment, the US government halted almost all immigration from Asia. Within a few years, California, along with several other states, banned marriages between white people and those of Asian descent. With the onset of World War II, the FBI began the Custodial Detention Index—a list of “enemy aliens,” based on demographic data, who might prove a threat to national security, but also included American citizens—second- and third-generation Japanese Americans. This list was later used to facilitate the internment of Japanese Americans. In 1940, President Franklin D. Roosevelt signed the Alien Registration Act, which compelled Japanese immigrants over the age of fourteen to be registered and fingerprinted, and to take a loyalty oath to our government. Japanese Americans were subject to curfews, their bank accounts often frozen and insurance policies canceled. On December 7, 1941, the Japanese attacked a US military base at Pearl Harbor, Hawaii. More than 2,400 Americans were killed. The following day, America declared war on Japan. On February 19, 1942, FDR signed Executive Order 9066, permitting the US secretary of war and military commanders to “prescribe military areas” on American soil that allowed the exclusion of any and all persons. This paved the way for the forced internment of nearly 120,000 Japanese Americans, without trial or cause. The ten “relocation centers” were all in remote, virtually uninhabitable desert areas. Internees lived in horrible, unsanitary conditions that included forced labor. On December 17, 1944, FDR announced the end of Japanese American internment. But many internees had no home to return to, having lost their livelihoods and property. Each internee was given twenty-five dollars and a train ticket to the place they used to live. Not one Japanese American was found guilty of treason or acts of sedition during World War II.

The program, piloted last year in Boston and Washington, D.C., pairs teachers with mentors who are still in the classroom. Before being selected, mentor teachers are interviewed, asked to share a strong Common Core lesson plan, and must prove that they’re effective in the classroom. Once the mentors are chosen, they are trained in facilitation and how to teach adults.

IT should cross-examine business opportunities and risks, and IT must contribute to or facilitate and accelerate organizational performance.

So it is necessary that we have a means of monitoring the tension developed by muscular activity, and equally necessary that the threshold of response for the inhibitory function of that monitor be a variable threshold that can be readily adjusted to suit many purposes, from preventing tissue damage due to overload, to providing a smooth and delicate twist of the tuning knob of a sensitive shortwave receiver. And such a marvelously adaptable tension-feedback system we do have in our Golgi tendon organs, reflex arcs which connect the sensory events in a stretching tendon directly to the motor events which control that degree of stretch, neural feed-back loops whose degree of sensory and motor stimulation may be widely altered according to our intent, our conscious training, and our unconscious habits. This ingenious device does, however, contain a singular danger, a danger unfortunately inherent in the very features of the Golgi reflex which are the cleverest, and the most indispensable to its proper function. The degree of facilitation of the feed-back loop, which sets the threshold value for the “required tension,” is controlled by descending impulses from higher brain centers down into the loop’s internuncial network in the brain stem and the spinal cord. In this way, conscious judgements and the fruits of practice are translated into precise neuromuscular values. But judgement and practice are not the only factors that can be involved in this facilitating higher brain activity. Relative levels of overall arousal, our attitudes towards our past experience, the quality of our present mood, neurotic avoidances and compulsions of all kinds, emotional associations from all quarters—any of these things can color descending messages, and do in fact cause considerable alterations in the Golgi’s threshold values. It is possible, for instance, to be so emotionally involved in an effort—either through panic or through exhilaration—that we do not even notice that our exertions have torn us internally until the excitement has receded, leaving the painful injury behind to surprise us. Or acute anxiety may drive the value of the “required tension” so high that our knuckles whiten as we grip the steering wheel, the pencil suddenly snaps in our fingers, or the glass shatters as we set it with too much force onto the table. On the other hand, timidity or the fear of being rejected can so sap us of “required tension” that it is difficult for us to produce a loud, clear knock upon a door that we tremble to enter.

HeartMath Inner Balance biofeedback monitor. It detects your heart’s minutest rhythms and sends a graph to your smartphone, facilitating HRV training.

FOGLAMP project checklist FOGLAMP is an acronym for focus, oversight, goals, leadership, abilities, means, and process. This tool can help you cut through the haze and plan your critical projects. Complete the table for each early-win project you set up. Project: __________________________ Question Answer Focus: What is the focus for this project? For example, what goal or early win do you want to achieve? Oversight: How will you oversee this project? Who else should participate in oversight to help you get buy-in for implementing results? Goals: What are the goals and the intermediate milestones, and time frames for achieving them? Leadership: Who will lead the project? What training, if any, do they need in order to be successful? Abilities: What mix of skills and representation needs to be included? Who needs to be included because of their skills? Because they represent key constituencies? Means: What additional resources, such as facilitation, does the team need to be successful? Process: Are there change models or structured processes you want the team to use? If so, how will they become familiar with the approach?

Thus, the play is no longer to try to uncover needs, but to facilitate a conversation where the salesperson raises potential issues and their implications. This facilitation is a proactive means of accomplishing two things. On one hand, your bringing up important issues could absolutely jog the customer’s thinking and cause them to recognize key points that they might not have otherwise factored into their decisions. As well, raising important issues and implications is one of your greatest opportunities to gain credibility with potential buyers, as we will discuss in more depth when we get to the chapters on needs development. The key is preparation. When I train sales teams on-site, they leave with a list of action items that are important in terms of implementing the QBS methodology. The first action item on the list is always the same—to create a repository of decision issues and implications that could impact the customer. Notice I use the word “could,” because we’re not asking salespeople to be clairvoyant. You can’t know what’s important to a customer until you actually talk with them. But, you can absolutely make a list of potential issues and the implications of those issues, as a way to prepare yourself in advance for more productive conversations.

Managing the Neutral Zone: A Checklist Yes No   ___ ___ Have I done my best to normalize the neutral zone by explaining it as an uncomfortable time that (with careful attention) can be turned to everyone’s advantage? ___ ___ Have I redefined the neutral zone by choosing a new and more affirmative metaphor with which to describe it? ___ ___ Have I reinforced that metaphor with training programs, policy changes, and financial rewards for people to keep doing their jobs during the neutral zone? ___ ___ Am I protecting people adequately from inessential further changes? ___ ___ If I can’t protect them, am I clustering those changes meaningfully? ___ ___ Have I created the temporary policies and procedures that we need to get us through the neutral zone? ___ ___ Have I created the temporary roles, reporting relationships, and organizational groupings that we need to get us through the neutral zone? ___ ___ Have I set short-range goals and checkpoints? ___ ___ Have I set realistic output objectives? ___ ___ Have I found the special training programs we need to deal successfully with the neutral zone? ___ ___ Have I found ways to keep people feeling that they still belong to the organization and are valued by our part of it? And have I taken care that perks and other forms of “privilege” are not undermining the solidarity of the group? ___ ___ Have I set up one or more Transition Monitoring Teams to keep realistic feedback flowing upward during the time in the neutral zone? ___ ___ Are my people willing to experiment and take risks in intelligently conceived ventures—or are we punishing all failures? ___ ___ Have I stepped back and taken stock of how things are being done in my part of the organization? (This is worth doing both for its own sake and as a visible model for others’ similar efforts.) ___ ___ Have I provided others with opportunities to do the same thing? Have I provided them with the resources—facilitators, survey instruments, and so on—that will help them do that? ___ ___ Have I seen to it that people build their skills in creative thinking and innovation? ___ ___ Have I encouraged experimentation and seen to it that people are not punished for failing in intelligent efforts that do not pan out? ___ ___ Have I worked to transform the losses of our organization into opportunities to try doing things a new way? ___ ___ Have I set an example by brainstorming many answers to old problems—the ones that people say we just have to live with? Am I encouraging others to do the same? ___ ___ Am I regularly checking to see that I am not pushing for certainty and closure when it would be more conducive to creativity to live a little longer with uncertainty and questions? ___ ___ Am I using my time in the neutral zone as an opportunity to replace bucket brigades with integrated systems throughout the organization?

Stay sought-after by enabling others to proudly use their best talents together on things that matter to them. One way is to get employees to pair up on projects, thus cutting down silos and scaling up stronger performance -- plus these benefits: • Facilitates cross-training in a fast, natural and fun way. • Enables individuals in different parts of your organization to get to know more people in meaningful ways, and discover each other's best talents and favorite interests. • Prevents your organization from being hamstrung when a key expert leaves.

Third, although formal education and training seems effective in combating explicit bias, it appears to have less success in ameliorating implicit attitudes.

Francine’s face. “We don’t really use the word ‘teaching’,” she said, using her fingers to form quotation marks. “We train NGO leaders to better manage their organizations.” “Right,” I said, although still not certain how “teaching” was different from “training”. Maybe I wasn’t so smart, after all. “We facilitate staff to be better project managers, financial managers, better people managers.” Francine leaned into the desk to emphasize the word “facilitate”. “And we facilitate organizations to develop long-term strategies, to create sound work plans, and to evaluate their programs. Among other things, of course. So our role is that of a facilitator, not a teacher, as such.” I’d never heard the word “facilitate” used so many times in the same breath. Back then, I had no idea how many times I, myself, would breathlessly use that word during my work in Africa.

The Invitational Church In the invitational church, the focus is on growth. The goal of the church is to reach out and gather people into the church. Therefore, the church is designed as a consumer-oriented place that takes special care to make sure the red carpet is rolled out for visitors and guests. A highly trained staff puts forth great effort to ensure the very best experience for everyone who comes to the church, with special attention paid to visitors. Invitational churches are often successful at growth because this is a large part of their goal and focus. There are many wonderful aspects of the invitational church. I believe God sovereignly birthed the church growth and seeker movements to help the institutional church get beyond itself and start caring about the millions of people trying to find God who were unable to fit into the institutional church. I deeply appreciate and value invitational churches, because they have come up with a way to re-create a modern day “Court Of The Gentiles” aspect of the temple, a place where God-seekers can come and find God. They have unselfishly set aside their desire for church to be about themselves, and they have designed church services for lost people and seekers. What a refreshing change when invitational churches hit the scene! They have really harvested many people for Jesus and helped thousands of churches become outward-focused. This is a good thing! The difficulty with the invitational church is that the individual is essentially irrelevant. What I mean is, when most people walk into an invitational church, it really doesn’t matter whether or not they show up. Why is this true? Because the invitational church has, by default, set the bar very low to make sure that whosoever will may come. However, the inadvertent message is that the individual is not really needed. Little is asked or required of people, and it is very clear that if they aren’t part of the overall goal to facilitate growth, their gifts may not be needed. To prove the point: where do many of the people who have left institutional churches go? They often sit in the back of invitational churches where they can go unnoticed and where they can have very little asked of them. The invitational church is a great place to recover from the institutional church. Some go on and become involved in meaningful ways. But often over time, two negative things happen to believers who have been in invitational churches. One, they become sedentary, consumer-oriented Christians. Those who joined the institutional church and who wanted to make a difference have all but lost their initial fire. Often they no longer burn with zeal for God and His purposes. Instead, they unwittingly adopt the culture of the invitational church into their Christianity, and they, too, lower the bar to the point where, for all intents and purposes, they are now just showing up at a weekend service. Or two, they begin to feel the need for a more personal, relational church, and they move on to something more personal and meaningful to them.

Youth ministers have usurped the roles of fathers, and fathers have gladly relegated their duty to youth ministers without a fight or affliction of conscience. The harsh reality of our secular age is that an entire generation is without fathers who will walk beside them and teach them the Word of God. Because fathers would not train their children, we (the modern church) have risen up to do it for them. The practical result is that fathers are eliminated from the discipleship equation, and the church facilitates and endorses the practice. Because man’s ways are never better than God’s, this was not an upgrade. This practice of usurping the father’s role has instead generated an unrelenting cycle of the breakdown of fatherly leadership in the home.

• Launched Real Time Talent, one of the most innovative workforce development initiatives in the country. It links the curriculum and training for more than four hundred thousand postsecondary students with the skill requirements of employers in the state (RealTimeTalentMN.org). • Created the Business Bridge, which facilitates connections between the procurement functions of large corporations and smaller potential suppliers located in the region. As a result of this effort, participating businesses added more than $1 billion to their spending with local businesses in two years—a year ahead of their goal. • Helped to build the case for investing more aggressively in higher education. By strengthening relationships between business and higher education leaders, and using a fact-based set of findings to justify investing more than an incremental amount, a coalition organized by Itasca helped increase spending in the state by more than $250 million annually. That’s not bad for a group of people with no budget, no office, no charter, virtually no Internet presence, virtually no staff—but a huge abundance of trust.

Tactical decision games are situational exercises on paper representing a snap shot in time. A scenario is handed out that describes a problem related to your profession (law enforcement, security, military, business, etc). The facilitator sets a short time limit for you to come up with a solution to the problem presented. The TDGs can be conducted individually or in a group setting. As soon as time is up, with the facilitator using “time hacks”, an individual or group is told to present their course of action to the rest of the group. What you did and why? Justifying your actions to everyone else! It is important that individuals or groups working together are candid and honest in their responses. You’re only fooling yourself to do otherwise. The lesson learned from the TDGs can make you more effective and safe in the performance of your job. The time to develop the strength of character and the courage to make decisions comes here, in the training environment. Mistakes can be made here that do not cost a life and valuable lessons are learned.

In 1956 a rather delicate assignment came my way. I visited Switzerland at the invitation of Nestle but with a very specific brief from the Ministry of Industries, Government of India. Industries and Commerce Minister, Manubhai Shah, wanted me to ask the executives at Nestle what they were up to in our country. Under the excuse of producing condensed milk, they were importing not just milk powder, but also sugar and the tin plate for the cans! On my arrival at the airport at Nestle’s headquarters at Vevey, a Nestle car, about a mile long, was waiting to whisk me off to the best hotel in town where they put me up. I met with Kreeber, one of their two managing directors, and some other officers. The discussions turned pretty heated. I told them that my government had given them a licence to set up a plant in India so that they would produce condensed milk from Indian milk, not from imported ingredients. The Managing Director told me that it was not possible to produce condensed milk from buffalo milk, which was available in India. I said to him, ‘If you don’t know how to make it, come to me. I will teach you because I believe we can make it out of buffalo milk. I know it is more complicated than making it from cow’s milk and there are problems, but they are not insurmountable problems.’ When I assured them that it could be done, they said that their experts would have to come and set up their plant. Then they wanted the entire share capital in their hands. In those days government allowed only 49 per cent share capital to foreigners; 51 per cent had to be Indian. Kreeber said they could not agree to that. So I showed them a way out of that too. I said that 49 per cent could be with Nestle Alimentana and 51 per cent could be owned by Nestle India and in this way the entire project could stay in their hands. I was, in fact, facilitating their entry here. Ultimately, the Director agreed to set up a plant in India. At this point I told him that they could bring in any number of foreign experts they liked but my government hoped that, in five years, Indians who would be trained for the purpose would replace these experts. Kreeber’s response to this was that the production of condensed milk was an extremely delicate procedure and they ‘could not leave it to the natives to make’. At this, I lost my temper. Getting to my feet, I thumped the table loudly and said: ‘Please remember that you are speaking to a damned “native”. If you are suggesting that even after five years of training, the “natives” are not fit to occupy any position of authority in Nestle you are insulting my country. My country knows how to do without you.’ And I stormed out of the meeting – which I hope was what any self-respecting Indian would have done.

The week before Notes Day, all facilitators attended a training session to help them keep each meeting on track and make sure that everyone—the outgoing, the laid-back, and everyone in between—was heard from. Then, to make sure something concrete emerged, the Working Group designed a set of “exit forms” to be filled out by each session’s participants. Red forms were for proposals, blue forms were for brainstorms, and yellow forms were for something we called “best practices”—ideas that were not action items per se but principles about how we should behave as a company. The forms were simple and specific: Each session got its own set, tailored specifically to the topic at hand, that asked a specific question. For example, the session called “Returning to a ‘Good Ideas Come from Anywhere’ Culture,” had blue exit forms topped with this header: Imagine it’s 2017. We’ve broken down barriers so that people feel safe to speak up. Senior employees are open to new processes. What did we do to achieve this success? Underneath that question were boxes in which attendees could pencil in three answers. Then, after they wrote a general description of each idea, they were asked to go a few steps further. What “Benefits to Pixar” would these ideas bring? And what should be the “Next Steps” to make them a reality? Finally, there was space provided to specify “Who is the best audience for this idea?” and “Who should pitch this idea?

In 1989, Eugene Peniston and Paul Kulkosky used a specific neurofeedback protocol for the treatment of posttraumatic stress disorder (PTSD). They facilitated twilight states of learning by rewarding both alpha and theta. Their protocol has come to be called deep-states training (Robbins, 2000a). Guided visualizations and skin temperature (ST) training were also part of the protocol design. The first landmark study included a small population of Vietnam veterans. Two years later Peniston and Kulkosky studied the effect of neurofeedback training with veterans who had dual diagnoses of alcoholism and PTSD. Both studies had positive outcomes (Peniston & Kulkosky, 1999). They

At that time, my friend Madhwarao, a leader of the Rashtriya Swayamsevak Sangh’s intellectual circle, came to my small house in Mysore, riding pillion on somebody’s scooter. I was surprised to see him transformed. He was usually dressed in the Sangh Parivar uniform, but that day he came wearing a T-shirt and trousers. As he settled down, Madhwarao said, ‘You must be surprised at my clothes. I have gone underground now.’ I asked him a question then. ‘Why do you oppose Indira Gandhi? I just don’t understand it. She dismissed the DMK government that was inimical to the Aryans. She enforced family planning programmes on Muslims to prevent them from having too many children. She split Pakistan and facilitated the creation of Bangladesh. She got India the atom bomb. By annexing Sikkim, she expanded the country. She made sure trains ran on time. The idea of Savarkar’s India was reinforced through Indira Gandhi. Why then do you oppose her?’ An intellectual like Madhwarao had no answer to this. A few years later, when Vajpayee, whom Govindacharya described as ‘just a mask’, was the prime minister, some prominent RSS leaders said that Indira Gandhi was our true leader.

Being a Helper It is not good for the man to be alone. I will make a helper suitable for him. —GENESIS 2:18     One of the joys of being an older woman is helping teach the younger women how to be helpers for their husbands. Daughters and daughters-in-law need to hear your wisdom when it comes to marriage. Sharing your experience becomes a great reward of your station in life. When I make this suggestion to a group, many women who have adult children will quietly comment that they don’t have anything to teach anyone else. In fact, they are intimidated by the next generation and feel insecure about their experience. This is the perfect reason to begin mentoring another woman. You’ll both discover the depth and breadth of your wisdom as wives and mothers. As a mature adult, you can be the one who encourages your daughters and daughters-in-law in how to be helpers to their mates, one of the great principles of marriage. What a difference it would make if more women would uphold their husbands as they attempt to rise above the pull of the world and toward God’s purposes. You can be the facilitator who will help women to understand and implement Paul’s teaching in Titus 2:3-5: “Teach the older women to be reverent in the way they live…. Then they can train the younger women to love their husbands and children, to be self-controlled and pure, to be busy at home, to be kind, and to be subject to their husbands, so that no one will malign the word of God.” As a grandparent, the easiest way to teach is by example. Often married children are not eager to ask their parents about marriage, but they cannot deny your living and modeling Scripture. Be available to help when it is requested. We must be sensitive that we don’t barge unannounced into their lives, but be prepared when the time comes. Prayer: Father God, as a mature woman of God, I want to be used to encourage other women how to be makers of their homes. Give me the perfect timing to be available. In the meantime I will demonstrate Your Word by my life. Amen.  

In developing country contexts, basic income and cash transfers have been shown to have positive effects on entrepreneurship;3 in Madhya Pradesh, basic income was strongly associated with new entrepreneurial activities.4 In industrialized countries, basic income would provide essential security for the growing numbers of unwillingly self-employed and independent contractors, as well as for those with entrepreneurial ambitions. More generally, it would encourage people to seek training and job opportunities in line with their skills and motivations rather than those most likely to ‘put food on the table’. This would make the economy more productive by facilitating the efficient reallocation of talent and increasing the level of job engagement. In

The narcissistic gratifications involved in psychoanalytic training, such as professional advancement, the unconscious misuse of the therapeutic relationship as an expression of power, basking in patients’ idealizations, and the facilitation of vicarious living through patients may unfortunately remain unrecognized for many years. The

Harts held up his hand. “No, it doesn’t fit. The crime wave ruse was well underway before you became involved, and following you would not facilitate it.” Murphy shook his head. “What can I do?” The general took the photo, put it in an envelope and gave it back to Murphy. “You may need this. Since we now know you’re a target of surveillance, we have to proceed by different rules. When you’re walking, double back occasionally and see if anyone else does the same thing. Leave stores and cafés by a different door than you came in, if they have one. If you take the Metro, get on the first train and get off before it departs and see if anyone else does the same thing. If you see him again, let me know. Right now there is more deception and intrigue here in Paris than in the whole rest of the world. Do you still have your service weapon?” “Yes sir, but it’s under lock and key at

When he trains people who provide Medicare counseling to consumers, here are his six “go-to” websites: • Medicare.gov, the Medicare website • CMS.gov, the CMS website • Regulations.gov, the federal regulations website • eCFR.gov, the electronic Code of Federal Regulations website • SSA.gov, the Social Security Administration’s website, and • HealthCare.gov, the federally facilitated medical marketplace website

Teaching music to beginners is a rewarding journey that requires patience, creativity, and effective instructional strategies. Whether you're introducing young children to their first instrument or guiding adult learners through the basics of music theory, creating engaging lessons is essential for fostering a love for music and promoting skill development. In this blog, we'll explore practical strategies and techniques for teaching music to novices, focusing on methods that inspire enthusiasm, facilitate learning, and cultivate musical growth. Before diving into the lesson material, it's essential to establish clear learning objectives that outline what students will be able to accomplish by the end of each session. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART), providing students with a clear roadmap for their musical journey. By clearly defining learning goals as emphasized by music teachers like Charles Barnett, students can understand what is expected of them and track their progress over time, enhancing motivation and accountability. Moreover, aligning learning objectives with students' interests, abilities, and developmental stages can help tailor the lesson content to their individual needs and preferences. Whether the goal is to master basic instrumental techniques, understand musical notation, or develop ear training skills, ensuring alignment between objectives and student expectations is crucial for creating engaging and effective music lessons.

I would say 'Integrity first ! Streamlining individual actions for the greater organizational good'. To restore trust after a stakeholder challenges your decision, acknowledge their concerns and engage in intent listening. Delineate your decision-making process and provide a well-substantiated rationale. Demonstrate a commitment to collaboration and receptivity to constructive criticism. Listen !! for strategic implementation that facilitates progressive results. Serving an organization requires prioritizing the collective good over individual agendas. Finally, fortify the relationship through consistent communication and constructive dialogue to enhance trust.

Diversity training is any program designed to facilitate positive intergroup interaction, reduce prejudice and discrimination, and generally teach individuals who are different from others how to work together effectively. "From the broad corporate perspective, diversity training is defined as raising personal awareness about individual differences in the workplace and how those differences inhibit or enhance the way people work together and get work done. In the narrowest sense, it is education about compliance – affirmative action (AA), equal employment opportunity (EEO), and sexual harassment." A competency based definition refers to diversity training as any solution designed to increase cultural diversity awareness, attitude, knowledge, and skills. Diversity training is thought to be more needed because of the growing ethnic and racial diversity in the workplace.

This means that nobody is to interject while the other person is talking. Cutting a person off mid-sentence tends to be perceived negatively, which can escalate aggression. If possible, have another person facilitate the conversation, warning both parties to

The four best strategies for building shame-resilient organizations are: 1. Supporting leaders who are willing to dare greatly and facilitate honest conversations about shame and cultivate shame-resilient cultures. 2. Facilitating a conscientious effort to see where shame might be functioning in the organization and how it might even be creeping into the way we engage with our co-workers and students. 3. Normalizing is a critical shame-resilience strategy. Leaders and managers can cultivate engagement by heling people know what to expect. What are common struggles? How have other people dealt with them? What have your experiences been? 4. Training all employees on the differences between shame and guilt, and teaching them how to give and receive feedback in a way that fosters growth and engagement.

The solfeggio is a six-note scale and is also nicknamed “the creational scale.” Traditional Indian music calls this scale the saptak, or seven steps, and relates each note to a chakra. These six frequencies, and their related effects, are as follows: Do 396 Hz Liberating guilt and fear Re 417 Hz Undoing situations and facilitating change Mi 528 Hz Transformation and miracles (DNA repair) Fa 639 Hz Connecting/relationships Sol 741 Hz Awakening intuition La 852 Hz Returning to spiritual order Mi has actually been used by molecular biologists to repair genetic defects.115 Some researchers believe that sound governs the growth of the body. As Dr. Michael Isaacson and Scott Klimek teach in a sound healing class at Normandale College in Minneapolis, Dr. Alfred Tomatis believes that the ear’s first in utero function is to establish the growth of the rest of the body. Sound apparently feeds the electrical impulses that charge the neocortex. High-frequency sounds energize the brain, creating what Tomatis calls “charging sounds.”116 Low-frequency sounds drain energy and high-frequency sounds attract energy. Throughout all of life, sound regulates the sending and receiving of energy—even to the point of creating problems. People with attention deficit hyperactivity disorder listen too much with their bodies, processing sound through bone conduction rather than the ears. They are literally too “high in sound.”117 Some scientists go a step further and suggest that sound not only affects the body but also the DNA, actually stimulating the DNA to create information signals that spread throughout the body. Harvard-trained Dr. Leonard Horowitz has actually demonstrated that DNA emits and receives phonons and photons, the electromagnetic waves of sound and light. As well, three Nobel laureates in medical research have asserted that the primary function of DNA is not to synthesize proteins, but to perform bioacoustic and bioelectrical signaling.118 While research such as that by Dr. Popp shows that DNA is a biophoton emitter, other research suggests that sound actually originates light. In a paper entitled “A Holographic Concept of Reality,” which was featured in Stanley Krippner’s book Psychoenergetic Systems, a team of researchers led by Richard Miller showed that superposed coherent waves in the cells interact and form patterns first through sound, and secondly through light.119 This idea dovetails with research by Russian scientists Peter Gariaev and Vladimir Poponin, whose work with torsion energies was covered in Chapter 25. They demonstrated that chromosomes work like holographic biocomputers, using the DNA’s own electromagnetic radiation to generate and interpret spiraling waves of sound and light that run up and down the DNA ladder. Gariaev and his group used language frequencies such as words (which are sounds) to repair chromosomes damaged by X-rays. Gariaev thus concludes that life is electromagnetic rather than chemical and that DNA can be activated with linguistic expressions—or sounds—like an antenna. In turn, this activation modifies the human bioenergy fields, which transmit radio and light waves to bodily structures.120

This is the experiential inequality that exists at the heart of the emotional patriarchy we are in in which men's enjoyment and experience of the world are a priority while women are trained primarily to create and facilitate those experiences.

Circle of Security alone has trained more than thirty thousand facilitators in twenty-two countries.

Why do you give people so much power over you? That M.D. behind his name just means that he’s trained to facilitate your healing. You’re the one who’s actually got to make it happen. Therapy doesn’t work unless you know what you want out of it. You’re the one who has the power to change things.

By practicing slowly, you actually learn the technique better, because you do not allow momentum alone to do the work. Slow motion facilitates the firing of the neural pathway that activates the muscles used. It also helps you use only the muscles and neurons needed, leaving the others relaxed, and preventing any wasted motion.

...You can’t expect niceness to fix the issue. We must understand that the act of caring doesn’t actually solve issues as complex as discrimination and lack of inclusiveness, and that we must use metrics and actually push the envelope to create change. In order to create institutional changes that actually last, library leaders must facilitate the creation of organizational programs that ensure that diversity, inclusion and social justice goals are met. Library managers have to make sure social justice and diversity workshops and trainings are built into professional development budgets, and that our staff have the opportunity to work on not only their technical skills but on being a better, more compassionate workforce.

Comparison across traditions suggests that there are seven practices that are widely regarded as central and essential for effective transpersonal development. These seven are an ethical lifestyle, redirecting motivation, transforming emotions, training attention, refining awareness, fostering wisdom, and practicing service to others. Contemplative traditions posit that meditation is crucial to this developmental process because it facilitates several of these processes.

Beyond the fine points of how to properly interpret esoteric experiences, many mystical traditions also claim that there are methods one can use to develop a direct realization of these states. According to psychiatrist and meditation researcher Roger Walsh: Comparison across traditions suggests that there are seven practices that are widely regarded as central and essential for effective transpersonal development. These seven are an ethical lifestyle, redirecting motivation, transforming emotions, training attention, refining awareness, fostering wisdom, and practicing service to others. Contemplative traditions posit that meditation is crucial to this developmental process because it facilitates several of these processes.64 (page 28) Modern physics has achieved its own version of the perennial philosophy through the development of quantum theory. While many workaday physicists shudder over popular misinterpretations of their precious mathematical models, the founders of quantum mechanics were keenly aware of the radical philosophical changes brought about by their new theory. They wrote about it extensively, and most of them ended up sounding like full-blown mystics.

So far, we’ve discussed evidence indicating that one person’s intention can influence the physiology of a distant person, and that the intentions of trained meditators have a somewhat larger effect than nonmeditators. Through the TM-Sidhi program we found that meditators’ intentions may affect the behavior of the local population as measured through reduced indices of violence. A third class of studies, called the “attention focusing facilitation” design, takes a variation of the TM-Sidhi claim into a controlled laboratory context to see if one person’s focused attention can remotely help a distant person to focus his or her attention. In a “distant facilitation of attention” experiment, the distant person—let’s call her Holly—is asked to focus her attention on a candle flame. As soon as Holly notices that her mind is wandering from the candle, she is asked to press a button and return her attention to the candle. The frequency of her button presses is used to measure Holly’s level of focused attention and is the measurement of interest. A second participant, let’s call him Vernon, is located in a distant, isolated room. Holly and Vernon are strictly isolated to exclude any normal means of communication. Vernon’s role is to act as the “attention facilitator.” He has a computer monitor in front of him displaying an experimental condition, either “control” or “help.” During help periods, Vernon focuses his attention on a candle flame in front of him while simultaneously holding the intention to enhance Holly’s ability to focus on her candle. During control periods, Vernon withdraws his attention from the candle and Holly and thinks about other matters.

5. Question Ball Give each person a full sheet of blank paper. Ask everyone to write a question that they have on the paper. Ask them to print their question so someone else can easily read it and to not sign their name. Have them ball up the paper. You can then collect the question balls in a bucket and redistribute them by throwing one to every person in the class. Or if the group needs a physical energizer, you can ask them to stand up and have a snowball fight with the question balls, seeing how many people they can hit in 30 seconds. Then, at a signal, ask everyone to pick up a ball, open it, and use any person or resource in the room to help answer the question on it. After a few minutes, ask everyone to read their question to the class and give its answer. The facilitator and the other learners can comment as necessary.

Obviously, an actual emergency cannot be interrupted to reflect on specific objectives, goals, and capabilities as a way to engage in an emergent learning process. However, a number of ways that this type of reflective process can still be accomplished is to facilitate and encourage learning during a real emergency. To be clear, the underlying motive of the entire framework is to infuse a continuous learning sensibility into a response agency by adopting a philosophy of continual learning though reflection and action. In other words, a shift in organizational culture and values is necessary.

As you lead your team, your goal should be to help every person get to the place where they are doing their should-dos and love-to-dos, because that is where they will be the most effective. As a rule of thumb, try to hire, train, and position people in such a way that: 80% of the time they work in their strength zone; 15% of the time they work in a learning zone; 5% of the time they work outside their strength zone; and 0% of the time they work in their weakness zone. To facilitate that, you must really know your people, understand their strengths and weaknesses, and be willing to have candid conversations with them.