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Practical & Motiv Facilitation

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PPT for Practical & Motivating Facilitation session for Alberta Career Development Conference (May 2009, Edmonton)

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Practical & Motiv Facilitation

  1. 1. Practical & Motivating Facilitation Karen Carleton, M.Ed., M.S. Facilitator
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  3. 3. Frame: CDP Standards and Guidelines Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  4. 4. Intended Learning Outcomes <ul><li>To learn tools for planning motivating sessions </li></ul><ul><li>To learn tips for effective group facilitation </li></ul><ul><li>To support quality career development services </li></ul>Client-Centered Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  5. 5. Session Objectives <ul><li>To discuss & apply </li></ul><ul><ul><li>Adult Learning realities </li></ul></ul><ul><ul><li>Nine Events of Instruction </li></ul></ul><ul><ul><li>ARCS Motivation </li></ul></ul><ul><ul><li>Facilitation Tips </li></ul></ul><ul><li>To hear a Case Study </li></ul><ul><li>To share ideas (brainstorming, discussion) </li></ul><ul><li>To practice workshop planning (group scenarios) </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  6. 6. <ul><li>A need to learn – purposeful & relevant </li></ul><ul><li>Self-directed – no instructor needed </li></ul><ul><li>Prior experience – incorporate & build on </li></ul><ul><li>Readiness – timely & desired </li></ul><ul><li>Problem-solving - critical & creative thinking </li></ul><ul><li>Intrinsic Motivation - desire to learn or achieve a goal </li></ul>Adult Learning Principles 1 example for each <ul><ul><li>“ Androgogy” = helping adults learn </li></ul></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton ALWAYS TRUE ?
  7. 7. Adult Learning Realities <ul><ul><li>Adults are time-pressed </li></ul></ul><ul><ul><li>Seek relevant & immediately applicable learning (not theory)  needed; solves problems </li></ul></ul><ul><ul><li>Need for social interaction </li></ul></ul><ul><ul><li>Have prior experience to build on  </li></ul></ul><ul><ul><li>People learn differently – auditory, visual, hands-on, reflective </li></ul></ul>How do these realities affect facilitation? Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  8. 8. Learning Research <ul><li>Meaningful Learning </li></ul><ul><ul><li>Tie new knowledge/skills to what learner already knows </li></ul></ul><ul><li>Information Processing </li></ul><ul><ul><li>Mind like a computer (organized memory) </li></ul></ul><ul><li>Learning progression </li></ul><ul><ul><li>Concrete to abstract - hands-on, pictures, and language </li></ul></ul><ul><li>Socio-cultural aspect of learning: </li></ul><ul><ul><li>Context is personal, and social </li></ul></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  9. 9. Nine Events of Instruction <ul><li>Research on effective learning and instruction </li></ul><ul><li>Order of teaching/learning events </li></ul><ul><li>Importance of feedback </li></ul><ul><li>Lesson Plan </li></ul><ul><li>Introduction </li></ul><ul><li>Objective </li></ul><ul><li>Pre-assessment </li></ul><ul><li>Motivational hook </li></ul><ul><li>Presentation </li></ul><ul><li>Practice </li></ul><ul><li>Post-assessment </li></ul><ul><li>Summary & Conclusion </li></ul><ul><li>NAIT: http://www.nait.ca/docs/LessonPlanChecklist.pdf </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  10. 10. Nine Events of Instruction <ul><li>Gain learners’ attention </li></ul><ul><li>Inform learners of objective </li></ul><ul><li>Stimulate learners’ recall of prior knowledge </li></ul><ul><li>Present new content </li></ul><ul><li>Provide learning guidance </li></ul><ul><li>Elicit performance (practice skill, apply knowledge) </li></ul><ul><li>Provide feedback (guide practice) </li></ul><ul><li>Assess learners’ performance </li></ul><ul><li>Enhance retention & transfer of learning </li></ul>2 Ideas for facilitating each Event Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  11. 11. Workshop Planning Practice <ul><li>Groups: Draft a </li></ul><ul><li>CD Workshop Plan </li></ul><ul><li>Scenario card </li></ul><ul><li>Worksheet </li></ul><ul><li>1-2 sentences for an activity for each Element </li></ul><ul><li>Roles (recorder, presenter, facilitator/timer) </li></ul><ul><li>25 minutes, then debrief </li></ul><ul><li>Nine Events: </li></ul><ul><li>Gain attention - </li></ul><ul><li>Inform of objective - </li></ul><ul><li>Stimulate prior learning - </li></ul><ul><li>Present content - </li></ul><ul><li>Provide guidance - </li></ul><ul><li>Elicit performance - </li></ul><ul><li>Provide feedback - </li></ul><ul><li>Assess performance - </li></ul><ul><li>Enhance retention & transfer of learning - </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  12. 12. Learning & Motivation <ul><li>Motivation strongly influences learning & achievement </li></ul><ul><li>Old view: “Carrots-and-sticks” (*extrinsic) </li></ul><ul><li>New view: Considers learners’ thoughts, perceptions, prior experience (*internal) and learning context (incentives & environment) </li></ul><ul><ul><li>Meaningful = better learning </li></ul></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  13. 13. Learner Motivation <ul><li>“ Locus of Control” </li></ul><ul><li>Internal vs. External </li></ul><ul><ul><li>Effort & Ability (internal) </li></ul></ul><ul><ul><li>“ Luck” (external) </li></ul></ul><ul><li>What learners attribute their success/failure to (self vs. environment) </li></ul><ul><li>Client examples? </li></ul><ul><li>Example: </li></ul><ul><li>“ I should have revised </li></ul><ul><li>my resume, arrived on </li></ul><ul><li>time for the interview & </li></ul><ul><li>tailored my </li></ul><ul><li>cover letter. Next time.” </li></ul><ul><li>vs. “Just my luck, I didn’t </li></ul><ul><li>get hired ! Stupid company.” </li></ul><ul><li>Self-responsibility </li></ul><ul><li>Belief in the ability to achieve personal goals </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  14. 14. Learner Motivation <ul><li>Self-confidence-Learning link </li></ul><ul><ul><li>Prior experience </li></ul></ul><ul><ul><li>Designed for learner success </li></ul></ul><ul><ul><li>Encourage attributions to self </li></ul></ul><ul><ul><li>Supports achievable goals </li></ul></ul><ul><li>Captures learners’ Interest (motivation-learning tie) </li></ul><ul><li>Encourages persistence & positive attitude </li></ul><ul><li>Avoids “seductive” (irrelevant) details </li></ul><ul><li>Clear , organized materials </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton Ideas?
  15. 15. Learner Motivation <ul><li>Expectations: </li></ul><ul><li>Perception of ability to succeed at goal (getting a job) </li></ul><ul><li>Perception of value of achieving goal (getting a job = pride, self-reliance) </li></ul><ul><li>Real problem-solving </li></ul><ul><li>Boost client self-confidence </li></ul><ul><ul><li>Break goals into steps </li></ul></ul><ul><ul><li>Promote client responsibility for results </li></ul></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton How can we help clients reframe their perceptions?
  16. 16. ARCS Motivation <ul><li>Model developed late ‘70s, early ‘80s </li></ul><ul><li>Appeal of instruction & outcome: </li></ul><ul><ul><li>A ttention </li></ul></ul><ul><ul><li>R elevance </li></ul></ul><ul><ul><li>C onfidence </li></ul></ul><ul><ul><li>S atisfaction </li></ul></ul><ul><li>Attention: gain learners' attention and engage them </li></ul><ul><li>Relevance: learners see the instruction as valuable </li></ul>Now Hiring ! Resume Checklist Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  17. 17. ARCS Motivation <ul><li>Confidence: learners believe they can succeed in the learning activity </li></ul><ul><li>Satisfaction: learners find the learning rewarding (process & product) </li></ul><ul><li>A – perception or inquiry arousal; variety (*relevant cartoon, quote, question) </li></ul><ul><li>R – goal or motive focused; familiar content (*work or life related) </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  18. 18. <ul><li>C – high chance for success, ownership (*gradual skill practice, feedback) </li></ul><ul><li>S – reinforce intrinsic locus; external incentives/praise (*feel satisfied, in control, equal) </li></ul><ul><li>Regroup (5 mins): </li></ul><ul><li>How you would </li></ul><ul><li>include ARCS </li></ul><ul><li>elements in the </li></ul><ul><li>Workshop plan? </li></ul>ARCS Motivation WIIFM Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  19. 19. Case Study <ul><li>Career Preparation workshops </li></ul><ul><ul><li>Boise State University’s Career Centre & International Student Office </li></ul></ul><ul><li>Prior experience (miners, business college, ABE & High school students) </li></ul><ul><li>Instructional Design project </li></ul><ul><li>Learner & Facilitator guides plus materials (*customized) </li></ul><ul><li>Two target audiences : </li></ul><ul><ul><li>International students </li></ul></ul><ul><ul><li>Engineering students </li></ul></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  20. 20. <ul><li>Details </li></ul><ul><li>350 international students per yearly </li></ul><ul><li>Seek part-time on-campus jobs, internships, or post-grad employment </li></ul><ul><li>Lack local career knowledge & skills (resumes, interviews) </li></ul><ul><li>High motivation (eager to work) </li></ul><ul><li>Need info & guided practice </li></ul>Case Study Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  21. 21. Case Study <ul><li>Career Preparation Workshop </li></ul><ul><li>Seeking part-time work on campus? </li></ul><ul><li>Want to create a winning resume and an effective cover letter? </li></ul><ul><li>Need help with job interview practice? </li></ul><ul><li>Looking for an internship or post-graduate work? </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  22. 22. <ul><li>Career Preparation Workshop Agenda </li></ul><ul><li>When: Saturday, February 9, 2008, 1:00-4:00pm </li></ul><ul><li>1:00-1:30pm US Employer Expectations </li></ul><ul><li>1:30-2:15pm Resume & Cover Letter writing talk </li></ul><ul><li>2:15-2:30pm Break </li></ul><ul><li>2:30-3:00 Resumes & Cover Letter practice </li></ul><ul><li>3:00-4:00pm Interview Skills Practice </li></ul><ul><li>Where: Room 301, Micron Engineering Center </li></ul><ul><li>To register email: [email_address] </li></ul><ul><li>Cost: FREE Seats: 30 </li></ul>Case Study Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  23. 23. <ul><li>Topics: </li></ul><ul><li>US Employer Expectations </li></ul><ul><li>Resume & Cover Letter writing discussion </li></ul><ul><li>Resumes & Cover Letter practice (*electronic templates saved to PC desktops) </li></ul><ul><li>Interview Skills Practice (*demos & role-plays) </li></ul><ul><li>Nine Events: </li></ul><ul><li>Gained attention - questions </li></ul><ul><li>Explained and wrote objectives (& learners’ own) </li></ul><ul><li>Prior experience stories (US & at home) </li></ul><ul><li>Discussed content & handouts </li></ul><ul><li>Guided practice with feedback </li></ul><ul><li>Checklists for transfer of learning </li></ul>Case Study Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  24. 24. <ul><li>ARCS </li></ul><ul><ul><li>Attention: high interest </li></ul></ul><ul><ul><li>Relevance: wanted or needed work </li></ul></ul><ul><ul><li>Confidence: gained knowledge & skills </li></ul></ul><ul><ul><li>Satisfaction: high success rate </li></ul></ul>Case Study <ul><li>Old-new knowledge link – meaningful & memorable learning </li></ul><ul><ul><li>Flowchart – from application to hiring </li></ul></ul><ul><ul><li>Resume/cover letter writing & interview practice (*feedback - 2 facilitators) </li></ul></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  25. 25. Case Study <ul><li>Results </li></ul><ul><li>Most learners got jobs or internships and reported the workshop helped </li></ul><ul><li>BSU still uses the career preparation materials -1) course project example, 2) workshops & 3) online publication </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  26. 26. Facilitation Basics <ul><li>Ease participants towards their goals </li></ul><ul><li>Facilitator Qualities </li></ul><ul><li>Respectful </li></ul><ul><li>Flexible </li></ul><ul><li>Organized </li></ul><ul><li>Good-humoured </li></ul><ul><li>Patient, good listener </li></ul><ul><li>Cooperative </li></ul><ul><li>Responsive </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  27. 27. Facilitation Basics <ul><li>Introductions & Expectations </li></ul><ul><ul><li>Agenda or schedule </li></ul></ul><ul><ul><li>Housekeeping (washrooms, breaks, cell phones) </li></ul></ul><ul><ul><li>Icebreakers & activities </li></ul></ul><ul><ul><li>Group guidelines (respect, “share the floor,” participation, cooperation) </li></ul></ul><ul><ul><li>Objectives (general & personal) </li></ul></ul><ul><ul><li>Visual aids, interaction & role-plays </li></ul></ul><ul><ul><li>Prepare - handouts, door signs etc </li></ul></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton <ul><ul><li>Additional suggestions? </li></ul></ul>
  28. 28. Activity Facilitation <ul><li>Explain directions & check understanding </li></ul><ul><li>Suggest group roles (presenter, facilitator, recorder, timer) </li></ul><ul><li>Thank speakers & participants </li></ul><ul><li>Lead & debrief activities </li></ul><ul><li>Invite questions & comments </li></ul><ul><li>Brainstorming - no evaluation/criticism; use speaker’s own words </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton <ul><ul><li>Others activity tips? </li></ul></ul>
  29. 29. Facilitation Tips <ul><ul><li>Engaging - relevant, involvement, variety </li></ul></ul><ul><ul><li>Hands-on </li></ul></ul><ul><ul><li>Diversity - allow varied perspectives, needs & objectives </li></ul></ul><ul><li>Guided practice & Feedback </li></ul><ul><ul><li>Address unruly participants ASAP (guidelines, private chat) </li></ul></ul><ul><ul><li>Evaluate skills & knowledge learned </li></ul></ul><ul><ul><li>Follow-up if possible </li></ul></ul>Questions? Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  30. 30. Session Summary <ul><li>Plan for learner motivation (adult learning realities, Nine Events, ARCS) </li></ul><ul><li>Prepare client-centered sessions </li></ul><ul><ul><li>Customize activities & materials </li></ul></ul><ul><ul><li>Guided practice & give feedback </li></ul></ul><ul><li>Borrow tips & ideas, and </li></ul><ul><li>Have fun , try new approaches </li></ul>Thanks for sharing!
  31. 31. Bibliography <ul><li>Carliner, S. (2003). Training design basics . Alexandria, VA: ASTD. </li></ul><ul><li>Driscoll, M. P. (2004). Psychology of learning for instruction (3rd ed.). Boston: Allyn and Bacon. </li></ul><ul><li>Gagne, R. M., & Rohwer Jr., W. D. (1969). Instructional psychology. Annual Review of Psychology, 20 , 381-418. </li></ul><ul><li>Keller, J. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 26 (8), 1-7. </li></ul><ul><li>NAIT (n.d.). Lesson Plan Checklist. Retrieved May 31, 2009 from, http://www.nait.ca/docs/LessonPlanChecklist.pdf </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  32. 32. Electronic Resources <ul><li>Certificate in Adult & Continuing Education/CACE (U of A) - http://www.extension.ualberta.ca/cace/index.aspx </li></ul><ul><li>Facilitation resources - http://chriscorrigan.com/parkinglot/?page_id=958 </li></ul><ul><li>http://managementhelp.org/grp_skll/facltate/facltate.htm </li></ul><ul><li>Facilitator Training (online & in-person)- http://www.leadstrat.com/ </li></ul><ul><li>Lesson Plan Checklist - http://www.nait.ca/docs/LessonPlanChecklist.pdf </li></ul><ul><li>Karen Carleton’s “DIY “carer prep materials (Engineering students) here: http://coen.boisestate.edu/students/career_resources.asp </li></ul><ul><li>Instructor Training (BMI modules at NAIT) - http://www.nait.ca/39248.htm </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton
  33. 33. Print Resources <ul><li>Brookfield, S.D. (1990). Understanding and facilitating adult learning. San Fransisco,CA: Jossey-Bass </li></ul><ul><li>Caffarella, R.S. (2002). Planning program for adult learners: A practical guide for educators, trainers and staff developers. 2 nd Edition, San Francisco, CA: Jossey-Bass. </li></ul><ul><li>Johnson, D.W. & Johnson, F. P. (2003). Joining Together: Group Theory and Group Skills. Toronto: Allen and Bacon. </li></ul><ul><li>Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education, 89 , 3-13 </li></ul><ul><li>Simonsen, P. (1997). Promoting a career development culture in your organization: Using career development as a change agent. Palo Alto, CA: Davies-Black. </li></ul>Practical & Motivating Facilitation, BTT (2009), Karen Carleton

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