[Found on Bluesky
…where I replied
Ah! This somewhat exists!
Delivered by me – https://systemspractice.org/courses/facilitation-workshops
Developed as part of the Level 7 Systems Thinking Practitioner apprenticeship, under the Apprenticeship Standard https://cherithsimmons.co.uk/apprenticeships/stp/
which is based on the Systems Practice professional standard
with a host of other intervention skills on offer:
Worth a chat to compare notes some time?]
Michael J. Hogan, Benjamin Broome, Owen M. Harney
First published: 07 June 2025
https://doi.org/10.1002/sres.3169
ABSTRACT
In this commentary paper, we address the issue of programme and module development for the purpose of clarifying training requirements for collective intelligence (CI) and systems thinking (ST) facilitators.
In efforts to address complex societal problems, teamwork and associated collective intelligence (CI) and systems thinking (ST) skills are increasingly valued in organisations and communities (Mulgan 2018; Jackson 2019). CI can be understood as the enhanced capacity that is created when a group of people work together on a shared problem, often with the help of technology (Mulgan 2018). CI processes can be designed to perform a variety of different group functions, and the functional capabilities we associate with individual intelligence—including our ability to observe, focus, analyse, remember, create, empathise, judge, decide and select wise actions in context—can emerge at the group level as part of a CI process (Mulgan 2018). When groups seek to address complex problems, methods that incorporate multiple, integrated, sequential group functions can be implemented as part of a CI process. Importantly, ST methods (which typically involve the coordination of multiple, sequential actions) can be designed and implemented as part of a CI process. ST can be understood as a pluralistic approach that integrates diverse methodologies to understand interconnections within complex systems, enabling context-specific solutions to practical problems (Jackson 2019). Jackson (2019) describes a range of ST methods for working in the context of technical complexity (e.g., Operations Research), process complexity (e.g., the Vanguard Method), structural complexity (e.g., System Dynamics), organisational complexity (e.g., Organisational Cybernetics), people complexity (e.g., Interactive Planning) and coercive complexity (e.g., Team Syntegrity). However, ST methods can be challenging to implement, and groups often need support from an experienced facilitator who can help them to orchestrate CI and the implementation of ST methodologies.
In a previous commentary paper published in Systems Research and Behavioural Science (Hogan and Broome 2020), we countered the view that teams can readily “facilitate themselves” when using ST methods (i.e., the idea that groups can easily orchestrate their own CI during the implementation of ST methods). Separately, in a second commentary (Hogan and Broome 2021), we argued that an educational focus on group process facilitation is needed as a key pillar of ST education and training (see also Kanne 2018). Finally, in a third commentary paper (Broome and Hogan 2021), we argued that educational training programmes designed to develop CI and ST facilitation skills should include a focus on competencies needed to perform the CI and ST facilitator role. We conceptualised facilitator skill development across three competency levels. Level 1 includes Foundational competencies, which involve knowledge of group dynamics and communication processes. Level 2 includes Performative competencies that allow the facilitator to plan and execute groupwork sessions, including developing skill facilitating groups using a range of different CI and ST methodologies. Level 3 includes competencies that enhance group project work through Mastery of the facilitation process, helping groups develop productive ways of behaving together by exercising mindfulness, vision and adaptability (see Table 1). In this commentary paper, we address the issue of programme and module development for the purpose of clarifying training requirements for CI and ST facilitators.TABLE 1. Core competencies of CI and ST facilitators.
| Facilitating collective intelligence and systems thinking | ||
|---|---|---|
| Level 1: Foundational | Foundational competencies include knowledge of group dynamics and communication processes and perspective on knowledge transfer across different CI and ST project applications. | Attention to group dynamics and communication processes is foundational for the facilitator of any group that wishes to be successful, but these competencies are particularly important in systems thinking and collective design. Working with groups facing complex problems, CI and ST facilitators need a strong understanding of processes such as group formation and building positive working relationships among team members. Systems design requires working through multiple variables that impact the situation, and facilitators must guide the group carefully through the process of managing conflict and engaging in dialogue. Participants need to be open to differing opinions and points of view, which requires listening and empathy. Conflict is inevitable and even desirable when groups are engaged in systems analysis, and it is critical that the facilitator is able to help groups identify their differences and manage them productively. Strong design work often necessitates bringing together participants from across organisational contexts, and learning to work together is vital for systems thinking. Forming a cohesive team that can withstand the challenges inherent in systems thinking requires facilitation skills that go beyond the usual skills required of a group moderator. To be successful in navigating the intricacies of complex systems design, facilitators needwell-developed competencies in managing group relations and promoting communication that builds positive working relationships. |
| Group dynamics | Focus on developing a foundational understanding of group dynamics, which helps in navigating the unique interactions within a group across different organisational contexts, including the dynamics of group formation, cohesion, teambuilding, intergroup relations and managing conflict. This knowledge can be developed through case studies, communication exercises, literature review and group projects. | |
| Organisational ecosystemsGroup formationGroup cohesionTeambuildingIntergroup relationsManaging conflict | ||
| Communication process | Focus on developing know-how and skill in applying facilitator communication processes that support meaningful dialogue, such that groups can communicate ideas and reasoning, develop shared values and goals, build positive working relationships and make collective decisions. Critical to this process is active listening with respect and curiosity, which encourages openness, empathy, and reflexivity, allowing group members to explore ideas and exercise their CI and ST skills. Communication process competencies can be developed through issue-based dialogue, idea generation, argumentation and relational thinking (e.g., causal loop and matrix structuring) exercises in class. | |
| DialogueListeningOpennessValidationEmpathyReflexivity | ||
| Level 2: Performative | Performative competencies allow facilitators to plan and execute a CI and ST session. | Facilitating CI and ST work is much more than managing an agenda and directing the conversation. The CI and ST facilitator’s work starts with planning the design session, and knowledge of the organisational and historical context is essential for properly constructing the flow of activities. Although all groups can benefit when facilitators have a solid understanding of the situation, the success of a group engaged in systems analysis is highly dependent on the CI and ST facilitator selecting appropriate methodologies that will help them generate, structure, and select ideas for action, while sequencing the flow so that each stage of the group work builds upon the products from the previous stage. Although there are a limited number of tested methodologies for CI and ST work, it is critical to choose from among them the techniques that will help the group explore all the relevant angles on the situation and map the array of factors that need to be taken into consideration. Central to the work of the CI and ST facilitator is the ability to implement these methodologies within the group context. Working with a carefully constructed session plan, the facilitator must be able to go beyond simply following the established steps of the methodology. As a group works through the complex set of factors that impact their situation, they will be discovering new insights, and the methodologies and the flow of activities might need to change. CI and ST facilitators must be able to pick up on the nuances in the discussion and maintain a pace that will allow progress while simultaneously making sure sufficient time is allowed for in-depth exploration of ideas. This requires knowledge and expertise in systems approaches that allows them to adjust to changing circumstances and needs. Maintaining a controlled environment while giving participants freedom to explore and play with ideas is key to promoting the innovation that is crucial for systems thinking. Only with methodological expertise and skills in session management can the CI and ST facilitator help a group design viable alternatives to complex problem situations. |
| Contextual knowledge | Focus on developing knowledge facilitators need to understand regarding various forms of contextual influence at play prior to, during, and after CI and ST groupwork. This may include the history of the group, the cultural and political contexts within which the group functions, as well as the social context. Knowledge of these contexts enables facilitators to select appropriate activities and methodologies while anticipating and managing individual and group behaviours. This knowledge can be developed through case studies, site visits, literature review and group projects. | |
| Organisational contextHistorical contextCultural contextPolitical contextSocial context | ||
| Methodological expertise | Focus on developing know-how and skill needed to implement the CI and ST methodologies that have been selected during the planning process. Facilitators are responsible for effectively implementing the selected methodologies that aid groups in generating, structuring and choosing ideas for action. Ideally, training programmes should equip facilitators with skills in a diverse range of systems thinking methods to enhance their effectiveness. Know-how and skill can be developed in a classroom context through implementation and reflection on process steps for each CI and ST method in turn. This can be complemented by the provision of process guides and workbooks. | |
| Generating ideasStructuring ideasSelecting ideas | ||
| Session management | Includes a focus on the know-how and skills required to plan and execute a CI and ST session, including sequencing of activities, managing discussions, setting and maintaining appropriate pacing and progression, anticipating tasks, and coordinating the facilitation team. Class activities including mock CI and ST design sessions and collaborative planning exercises can cultivate session management skills by allowing students to practice organising logistics, structuring discussions, and facilitating turn-taking in a controlled environment. Additionally, debriefing sessions with instructors and peer evaluations can enhance these skills by providing opportunities for students to reflect and further develop their management skills. | |
| Planning and organisationDiscussion managementTemporal regulationAnticipating tasksCo-facilitator teamwork | ||
| Level 3: Mastery | Mastery incorporates mindfulness, vision and adaptability and involves the ability to guide groups through complex CI and ST planning and implementation processes, including in sensitive situations with divided opinions or emotional topics. Developing mastery takes time, necessitating ongoing debriefing, feedback, reflection and a commitment to learning from experiences. | By definition, most CI and ST sessions are dealing with complex issues, many of which have long resisted resolution. For such sessions, Levels 1 and 2 competencies are essential for the CI and ST facilitator. But there will be times when the facilitator will be required to work with groups facing highly sensitive circumstances involving more emotional topics about which there may be strong division. These situations require a degree of mindfulness, vision and adaptability that facilitators rarely achieve at a high level. But with sufficient experience and proper guidance and reflection, a level of mastery can be reached that will position the CI and ST facilitator to take on more challenging situations. Through enhanced self and other awareness, qualities such as patience and curiosity can help strengthen a facilitator’s work in these more difficult sessions. CI and ST facilitation can often be a balancing act, and a level of mastery is required that will help facilitators make good choices about how to move forward with groups facing what sometimes seem to be overwhelming odds. Particularly when working in protracted conflict situations, the CI and ST facilitator may need to help the group move past failures and regain a sense of hope for the future. The facilitator can encourage the group to continue through bleak circumstances, or alternatively to take a break and wait out a dangerous turn of events. And when the group experiences failure or loses hope, it is important to help them recover and regain their motivation to continue. |
| Mindfulness | Mindfulness focuses on self-regulation of thought, behaviour and emotional and physiological reactivity during facilitation, which support important facilitator traits such as curiosity, impartiality, emotional awareness, and maintenance of integrity in the role requirements of the CI and ST facilitator. Classroom activities can include active mindfulness practices to enhance awareness and self-regulation (e.g., during dialogue, idea generation, argumentation and relational ST activities). Other activities include role-playing scenarios to practice impartiality and curiosity in challenging discussions, and reflection journals to analyse experiences and promote integrity in their facilitator roles. | |
| CuriosityPatienceEquanimityImpartialityEmotional awarenessIntegrity | ||
| Vision | Vision focuses on the need for the facilitator to offset any discouragement and adversity the group faces, projecting hopefulness, courage and resilience in their own vision of the task at hand. CI and ST instructors can use case studies and personal reflection coupled with role-playing scenario to support the development of perspective in students. | |
| HopefulnessCourageResilience | ||
| Adaptability/flexibility | Adaptability/flexibility focuses on the need for facilitators to accept and deal with uncertainty. This involves remaining open-minded, amenable to changing plans and approaches and the capacity and resilience to navigate unforeseen challenges. Classroom activities can include scenario-based simulations where students face unexpected challenges and must collaboratively find new solutions, fostering resilience and problem-solving skills. Additionally, group discussions focused on reflecting on setbacks can encourage students to articulate their vision for future group work while practicing adaptability in adjusting their plans. | |
| Open-mindednessAbility to adapt methodsRecovery capacityPressure resilience | ||
- Note: Overall, the competencies required of the CI and ST facilitator overlap in important ways with the skills of good managers, group leaders, teachers and others responsible for working with groups. Most of the qualities and skills we outline for CI and ST facilitators are important in general human relations. However, the demands of working with groups facing complex problem situations require not only specialised applications and adaptations of these competencies, but they also require a holistic integration of the components of each level and across the levels. In other words, facilitating CI and ST requires also a systems approach to the knowledge and expertise involved in the facilitation process. Neglect of any individual competency will leave the facilitator vulnerable to failure. Similar to the product that emerges from systems design work, the facilitation process needs to function as an integrated whole, modelling the process we are trying to help the group achieve in dealing successfully with complex issues.
Systems Community of Inquiry 