1. Facilitator
Training
Get Hired! Workshop Series

2. Introduction & Ice Breaker

3. Objectives
 What is a Facilitator
 Facilitation Skills
 Adult Learning Techniques
 Implementation of Get Hired! Series

4. Best & Worst Workshop
 Share with the group your best workshop
experience? What made it the best?
 Now share with the group your worst
workshop experience? What made it the
worst?

5. Facilitators We Dread
 The Drill Sergeant—The facilitator who is rigidly stuck on the agenda
and puts the clock above content
 The Guardian—The facilitator who makes certain that all
conversation goes through him or her and not from participant to
participant
 The Know-it-all –The facilitator who always has the answer. The
know-it-all can’t say “I don’t know.”
 The Ice Cube—The distant and aloof facilitator who is unwilling to
personalize the experience
 The Blabber—The facilitator who loves the sound of his or her own
voice.
 The Pretender—The facilitator who doesn’t ask real questions but
only “pretense questions” that are really designed to give the
facilitator an excuse to pontificate.
 The "I Can't Hear You" Guy—The facilitator who refuses to listen.

6. Continued……
 The Marathon Man—The facilitator who piles activities on top of one
another, doesn’t allow for breaks, and ignores the need for groups
to reflect on a topic or idea
 The Parrot—The facilitator who relentlessly recaps information,
restates ideas, and summarizes the obvious
 The Molasses Man—The facilitator who is painfully slow and doesn’t
have a feel for pacing, variety, or style
 The Passenger—The facilitator who lets people talk too long and
gives up the reins of facilitation,
 The Storyteller–-The facilitator who tells far too many cutesy stories
and never really gets to the content.
 The Centerpiece—The facilitator who makes himself or herself the
real content of the workshop
 The Tunnel Driver—The facilitator who keeps doing the same thing
hour after hour
http://www.workshopexercises.com/Facilitator.htm

7. A Facilitator is….
 One who plans, guides and manages a
group event to ensure that the group's
objectives are met effectively, with clear
thinking, good participation and full buy-
in from everyone who is involved.

8. A Facilitator Must
 Be objective
 Focus on group process
 Have a neutral stance
 Let go of personal views
 Create participatory environment

9. How do you see yourself?
 Teacher/Instructor
 Coach/Mentor
 Facilitator
 What are the major differences?

10. Your Role…
 Understand what methods yield the
greatest retention
 Guide and control group process
 Focus on outcomes
 Involve participants
 Provide active learning opportunities

11. Retention Rates
 According to the National Training
Laboratory, research shows the following
average retention rates for different training
methods:
 5% Lecture
 10% Reading
 20% Audio-Visual
 30% Demonstration
 50% Discussion Group
 75% Practice by Doing
 90% Teaching Others

12. Guiding & Controlling Meeting
 Set the Ground Rules
 Set the Scene
 Get Things Flowing
 Keep up the Momentum and Energy
 Listen, Engage and Include
 Monitor Checkpoints and Summarize
http://www.workshopexercises.com/Facilitator.htm

13. Set the Ground Rules
 What rules should
participants follow?
 How will people
interact?
 How will questions be
handled?
 How will you ensure
people’s ideas are
respected?

14. Set the Scene
 Run through
objectives and
agenda
 Make sure everyone
understands their role
 Make sure everyone
understands what the
group is seeking to
achieve

15. Get Things Flowing
 Make sure
introductions take
place
 Use appropriate
Ice Breakers
 Positive, high
energy beginning

16. Keep up the Momentum and
Energy
 Maintain focus and interest
 Watch for signs that a break is needed

17. Listen, Engage and Include
 Be alert and actively listen to group
 Remain interested and engaged
 Set a good example for participants

18. Monitor Checkpoints &
Summarize
 Keep in control of agenda
 Tell participants what they have achieved
 Tell participants what is next
 Summarize often

19. Adult Learning Principles
 Active Learning
 Problem-Centric
 Previous Experience
 Relevance
 Emotional Connection
 Self-Learning
 Alignment
 Fun

20. Active Learning
 Active
participation
through discussion,
feedback and
activities creates
more learning than
passive listening or
reading.

21. Problem-Centric
 Adults want their problems solved.
 They are not there just to get more
information.
 If your presentation does not help them
solve their pressing issues, it will be
forgotten.
 Adults are problem-centric, not content-
centric.

22. Previous Experience
 New information has to be linked
to previous knowledge and
experience or it will not be
remembered.
 Allow participants time to discuss
with each other how the new
information connects with what
they already know.
 As a speaker, sometimes you may
need to help them see the
connections.

23. Relevance
 If the information being
presented is not relevant to the
listener’s life and work, it will not
get their attention.
 As a speaker, your content must
have meaning and immediate
relevance.
 If your concepts are
complicated or difficult to
understand, the listeners will lose
attention.

24. Emotional Connection
 Presentations that connect with a
learner’s emotions are more likely to
be remembered, recalled and
learned.
 Fear is not a good motivating factor
for learning as it causes the brain to
react in a fight or flight syndrome.
 Fear actually hampers real learning.
 As a speaker, debrief participants
after emotional stories or
experiences so that they can
reflect and learn from their feelings.

25. Self-Learning
 Adult learners have some
strong beliefs about how
they learn.
 As a speaker, always
explain why the audience
should participate in
specific activity and how
the process as well as
content benefits their
learning.

26. Alignment
 Adults expect that a
presenter’s content, learning
outcomes and activities be
aligned together.
 If the learning outcomes do not
match the content, the learner
feels disconnected and
learning is hampered.
 If the learning activity seems
childish or forced, learning is
lost.

27. Fun
 Learning should be fun!
 As a presenter, if you are
not having fun presenting
your information and
facilitating learning, then
you should stop.
 By all means, make learning
fun, enjoyable and filled
with laughter!

28. Learning Styles

29. What to Remember…
 Not everyone learns the
same
 We tend to instruct from
our own learning style
 Know your learning style
 Presentation and
activities should reach
all 3 learning styles

30. Get Hired! Series
 Consistency between
centers
 Focus on active learning,
not lecture
 Leave with tangibles as
well as solutions to their
job search problems
 Group
participation/learning

31. Assessment
 Personality
 True Colors
 Animal
 Skills
 Interests
 Values
 MicroSkills

32. Career Exploration
 VOS
 O-Net Online
 EDD LMI
 Identifying Barriers
 Setting Goals

33. Self-Marketing
 Master Application
 Resume & Cover
Letter
 30-Second
Commercial
 Business Cards
 Interviewing
 Networking

34. What Employers Want
 Attitude
 Innovation, Creativity
 Higher-Order Thinking
 Customer Service
 Communication
 Who would you hire?

35. Next Steps
 Enthusiasm & Excitement
 Recruit candidates
 Provide me with your handouts so they
can be compiled for us
 As you prepare, remember Active
Learning is our goal!