This document discusses facilitating informal learning in the workplace. It begins by asking why informal learning is needed given trends like newer, more complex equipment and a decreasing experienced workforce. It then discusses assessing reality through questions about equipment, technologies, information access, and learner expectations. The rest of the document focuses on adapting a teaching approach to incorporate both formal and informal learning methods like case studies, discussions and learner participation. It emphasizes the facilitator role in creating an engaging environment, managing group dynamics, and ensuring the group feels ownership over the learning process.

1. Good Afternoon
Jan Willem Vernhout, 8 november 2010, Dommel
Afternoon and Welcome
Facilitating theFacilitating the
process of
learning
1
Jan Willem Vernhout, 8 november 2010, Dommel Valley Group

2. Content
Answering the following
Why is informal learning
What does it mean?
How can you adapt informal
How to make it reality
Content
following questions
learning needed?
informal learning?
reality?
2

3. Reality
Is equipment is getting
Are new technologies
Is the reliability of equipment
learn by experience?
Is the experienced workforce
Does the new workforce
faster?
Do we have more information
the past?
Should we learn how
Do we exactly know
people/students expect
Reality check
getting more complex?
technologies introduced quick and one after the other?
equipment increasing, thus less chance to
workforce (based on age) decreasing?
workforce has to gain experience/knowledge
3
information and easier to access compared to
how to process information?
what way of learning our workforce/
expect?

4. Before we move
Why do we have toWhy do we have to
we move forward
do we have to learn?do we have to learn?
4

5. Two sides of the coinTwo sides of the coin
What
Content
Knowledge
Experience
Information
Process approach
ensures efficient use of knowledge and experience;
by asking the right questions at the right time!
Two sides of the coinTwo sides of the coin
How
Process
Method
Logic
System
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ensures efficient use of knowledge and experience;
by asking the right questions at the right time!

6. HOW = process ofHOW = process of RATIOnalRATIOnal
How
5 main steps:
Reflect
Analyse
Target
ImplementImplement
Observe
RATIOnalRATIOnal Thinking SkillsThinking Skills
6

7. Learning approachLearning approach
Content - formal
Classroom
Presentation
Self-study
DemonstrationDemonstration
Process – informal approach
In combination with “content”
Different role & additional skills for a classic teacher!!
Learning approachLearning approach
Process - informal
Case study
Discussions
Practice
Teach by participant
7
Teach by participant
informal approach
In combination with “content”
Different role & additional skills for a classic teacher!!

8. Your learning
What are the characteristics of yourWhat are the characteristics of your
current teaching/learning approach?
Why is this your approach?
How would you summarize it in 4 words?
learning approach
What are the characteristics of yourWhat are the characteristics of your
current teaching/learning approach?
Why is this your approach?
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How would you summarize it in 4 words?

9. Thinking PreferenceThinking PreferenceThinking PreferenceThinking Preference –– how we thinkhow we think
9

10. Thinking PreferenceThinking PreferenceThinking PreferenceThinking Preference –– individual profileindividual profile
10

11. Preferred Learning StylesPreferred Learning Styles
Different Thinking
styles demand for
different learning
styles
Preferred Learning StylesPreferred Learning Styles
11

12. Thinking PreferenceThinking PreferenceThinking PreferenceThinking Preference –– how we learnhow we learn
12

13. Preferred Teaching StylesPreferred Teaching StylesPreferred Teaching StylesPreferred Teaching Styles
13

14. How canHow can youyou use different thinking stylesuse different thinking styles
World Class TrainingWorld Class Training
What
Why
How
ExampleExample
Understanding & Relevance
use different thinking stylesuse different thinking styles
World Class Training
What
World Class Training
Why
How Example
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Understanding & Relevance
How Example

15. Learning approachLearning approach
Content - formal
Classroom
Presentation
Self-study
DemonstrationDemonstration
Process – informal approach
In combination with “content”
Different role & additional skills for a classic teacher!!
Learning approachLearning approach
Process - informal
Case study
Discussions
Practice
Teach by participant
15
Teach by participant
informal approach
In combination with “content”
Different role & additional skills for a classic teacher!!

16. Retention Reality
Six months later
PresentationPresentation
P + Demonstration
P + D + Participation
P + D + P + Role Modelling
P + D + P + RM + Personal Feedback
P + D + P + RM + P + On
Reality – how we learn
3%3%
5%
15%
P + D + P + Role Modelling 25%
P + D + P + RM + Personal Feedback 45%
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45%
+ D + P + RM + P + On-the-Job Coaching 85%
Source: University of Colorado

17. Retention Reality
Six months later
PresentationPresentation
P + Demonstration
P + D + Participation
P + D + P + Role Modelling
P + D + P + RM + Personal Feedback
P + D + P + RM + P + On
Reality – Influence
3%3%
5%
15%
P + D + P + Role Modelling 25%
P + D + P + RM + Personal Feedback 45%
17
45%
+ D + P + RM + P + On-the-Job Coaching 85%

18. AssignmentAssignment
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How did my parrot die?

19. A different approachA different approach ––
Formal
Present informationPresent information
Trust the content
Static program
Knowledge focus
Little interaction (Closed Q’s)
Instructor controlInstructor control
Grading
Manuals & sheets
Trainer = expert
how to make it happenhow to make it happen
Informal
Facilitate thinking processFacilitate thinking process
Trust the process
Dynamic around tasks
Application/performance focus
High interaction (Open Q’s)
Learner control
Little interaction (Closed Q’s)
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Learner control
Advice and guidance
Case studies
Trainer = facilitator

20. BehaviourBehaviour of an effective facilitatorof an effective facilitator
Effective facilitators:
Create a stimulating environment for learning and cooperationCreate a stimulating environment for learning and cooperation
Explicit expectations and objectives
Resist to answering all questions yourself and offer
opportunity to have questions answered by group
Tolerate unexpected silences and some confusion, allow time
for reflection
Acknowledge the issues and feelings of othersAcknowledge the issues and feelings of others
Have attention to group dynamics by looking at verbal and
non verbal behaviour
Use flexibility around agenda to meet the need and
expectation of the group
Do not assume
of an effective facilitatorof an effective facilitator
Create a stimulating environment for learning and cooperationCreate a stimulating environment for learning and cooperation
Explicit expectations and objectives
Resist to answering all questions yourself and offer
opportunity to have questions answered by group
Tolerate unexpected silences and some confusion, allow time
Acknowledge the issues and feelings of others
20
Acknowledge the issues and feelings of others
Have attention to group dynamics by looking at verbal and
non verbal behaviour
Use flexibility around agenda to meet the need and
expectation of the group

21. What is he doing?What is he doing?What is he doing?What is he doing?
21

22. Facilitator skillsFacilitator skills
FacilitateFacilitate
RATIOnal
Thinking
Process
Manage
resistance
Involve the group
Facilitator skillsFacilitator skills
Clarify & summarize
FacilitateFacilitate
Non-verbal
behaviour
Active Listening &
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Presentation
techniques
Involve the group
questioning

23. BehaviourBehaviour of an effective facilitatorof an effective facilitator
Remember that you are facilitatingRemember that you are facilitating
another person's process. It's not your
process. Do not intrude. Do not control.
Do not force your own needs and
insights into the foreground. When the
work is done, the group will say:
“We did it ourselves”“We did it ourselves”
Lao Tzu, The Tao Te
of an effective facilitatorof an effective facilitator
Remember that you are facilitatingRemember that you are facilitating
another person's process. It's not your
process. Do not intrude. Do not control.
Do not force your own needs and
insights into the foreground. When the
work is done, the group will say:
“We did it ourselves”
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“We did it ourselves”
Lao Tzu, The Tao Te-Ching

24. www.cothink.nlwww.cothink.nl
Jan Willem Vernhout
0613140979
Jan.willem.vernhoutJan.willem.vernhout
www.cothink.nlwww.cothink.nl
Willem Vernhout
Jan.willem.vernhout@cothink.nl
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Jan.willem.vernhout@cothink.nl

25. ExperienceExperienceExperienceExperience &&&&
Edgar Dale: The cone of experience & learning…
&&&& LearningLearningLearningLearning (1)(1)(1)(1)
Edgar Dale: The cone of experience & learning…
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26. ExperienceExperienceExperienceExperience &&&&
1946, 1st Edition of
Audiovisual Methods in
TeachingTeaching
1954, 2nd Edition of
Audiovisual Methods in
Teaching
1969, 3rd Edition of
Audiovisual Methods in
TeachingTeaching
&&&& LearningLearningLearningLearning (2)(2)(2)(2)
Audiovisual Methods in
Audiovisual Methods in
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26