This document provides guidance for trainers on enhancing their facilitation skills. It discusses identifying the trainer's personal facilitation style by relating it to elements of earth, wind, fire or water. Trainers are guided to reflect on their strengths and areas for improvement. The document also covers key principles of adult learning, such as making the training relevant, allowing mistakes, and ensuring emotional and intellectual engagement from participants. It provides questions trainers can ask participants to effectively process activities and concepts. The goal is to help trainers develop as confident, skilled facilitators who can craft impactful learning experiences.

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Enhancing Facilitation Skills
Paraluman R. Giron, Ed. D.

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Are youa _________
sage onthe stage? guide on the side?

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Objectives
1. Increase trainers’ ability
to facilitate effective,
participatory trainings.
2. Provide opportunity to
trainers for self-reflection
and self-analysis.
3. Guide trainers’ to craft
their personal facilitation
skills enhancement plan.

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Who am I?

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Earth
Wind
Fire
Water
Which one are you most like?

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List at least three
(3) characteristics.
Describe what the
element does.

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Write down your
name on top of your
list.
You have now
created a powerful
WORD PICTURE about
yourself.

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I am ___________ .
I, ___________ am.
WIND
WIND is invisible,
powerful, untamed,
moody, exciting...

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WIND blows,
soothes,
comforts,
pollinates,
excites, stirs. . .

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the soil that supports
and nurtures living things.
I give solid footing to those
I am earth
Meditation
By Laurie Beth Jones
Meditation
By Laurie Beth Jones

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I am wind
the power that sweeps away
old fears and carries new
ideas like springtime.

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I am fire
Igniting the power
and passion in
others. I give
warmth on cold,
wintry nights, and
clear the way for
new beginnings.

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I am water
Irresistible. No obstacle can stop
me. I go over, under, around and
through. I change forms to steam
or ice or rain. I bring life wherever
I go. I touch everyone I meet.

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Who Am I?

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A Right Brain Exercise
A facilitator is like
_________________ to me.

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Individual Task
List at least three (3)
characteristics of an
effective facilitator of
learning.

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Group Task (15 minutes)
1. Share your list with
the group.
2. Come up with at least
five (5) common
answers.

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3. Prepare your output
using a power point
presentation.
4. Select a member to
present the group
output in three (3)
minutes.

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 What common
answers were
presented?
 How do we classify
them?

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knowledge
values
and
attitudes
skills

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A confident and skilled facilitator
is an accomplished dancer.

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One notices
the dance
but not the
dancers.

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The accomplished
dancer…directs process, yet
supremelyflexible;
follows principles not
rules;

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sets aside judgment ;
improvises;
directs orrequests;
knows own cognitive styles
and stretches beyond them;

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thinks beyond activities to
outcomes;
mediatestension;

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reflective andlearn from
experience;
keenobserver;
firm orsoft;
confidentandcompetent.

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Three (3) Fundamental Questions
for Self-Reflection
1. Where am I going?

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2. Where am I now?

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3. How can I close the gap?

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Conditions which facilitate
learning- Acceptance
- Cooperation, care, concern
change, communication
- Trust oneself / others
- Ideas (different ideas)
- Value for individual differences
- Evaluation (self-evaluation)

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Principles of Learning
- Learning and experience occur inside
the learners
Controlled by the learner
People learn what they want to learn
- Evolutionary process / Experimental
- Acceptance where people are free to
explore: Active and personal involvement
- Right to make mistakes / Respect
- Needs based / Relevant to the learner

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- Emotional and intellectual
process
- Learner is the richest
resource

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Four Stages of Experiential
Learning Process
1 Activity
2 Analysis
3 Abstraction
4 Application
New Experience,
re-learning, un-
learning

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Activity
(Experience)
 Describes the
structural experiences
designed to engage
the participant-learner
in activity dealing with
the concepts to be
used/learned.

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The experiences may be:
 direct or vicarious
 case analysis
 questionnaires to be answered
 simulation exercises
 personal disclosure sessions
 etc.

37. Processing
Questions
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 What is going on?
 How do you feel about that?
 What do you need to know
to…?
 Would you be willing to try?
 Could you be more specific?

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 Could you offer a
suggestion?
 What would you prefer?
 What are your suspicious?
 What is your objection?
 If you could guess at the
answer, what would it be?

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 Can you say that in another
way?
 What is the worst/best that
could happen?
 What else?
 And?
 Would you say more about
that?

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Analysis (Reflective
Feedback)
 Describes the process
of inquiry into the
results of the Activity.

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Includes:
 What questions are to be
raised?
 What data will surface?
 How will personal insights
be evoked and processed/
discussed?

42. Processing Questions
Questions are directed toward
generating data.
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 Who would volunteer to share?
Who else?
 What went on/happened?
 How did you feel about that?
 Who else had the same
experience?

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 Who reached differently?
 Were there any
surprises/puzzlements?
 How many felt the same?
 How many felt differently?
 What did you observe?
 What were you aware of?

44. The following questions are
directed towards making
sense of the generated data:
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 How did you account for that?
 How does that mean to you?
 How was that significant?
 How was that good/bad?

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 What struck you about that?
 How do those fit together?
 How might it have been different?
 Do you see something operating
there?
 What does that suggest to you
about yourself/your group?
 What do you understand better
about yourself/your group?

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Abstraction (Integration)
 Describes the
generalization that will/can
be derived from the Activity
and Analysis

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In this portion, theory
input(s), lecturettes, or other
activities may be included to
explain or recapitulate the
various concepts covered in
the learning episode.

48. Processing Questions
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Questions are directed toward
prompting generalizations:
 What might we draw/pull from
that?
 Is that plugging in to anything?
 What did you learn/relearn?

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 What does that suggest to
you about ______ in general?
 Does that remind you of
anything?
 What principles/law do you
see operating?

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 Does that remind you of
anything? What does that
help explain?
 How does this relate to other
experiences?
 What do you associate with
that?
 So what?

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Application (Practical
Synthesis)
 Provides activities
which will enable
participant-learners
to transfer concepts
learned to real life
situations.

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Provides mechanisms by
which learner is able to
evaluate his/her attainment
of the instrumental
(learning content) and the
terminal (behavioral)
objectives.

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 These may include the
following:
 Action plans
 Assignments
 Evaluation activities/
instruments to check
understanding
of/commitment to the
learning outcome

54. Processing Questions
Questions are directed
towards applying the general
knowledge they have gained
to their personal and/or
professional lives.
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 How could you apply/transfer
that?
 What would you like to do
with that?
 How could you repeat this?
 What could you do to hold on
to that?

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What are the options?
What might you do to
help/hinder yourself?
How could you make it
better?

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 What would be the
consequences of doing/not
doing that?
 What modifications can you
make work for you?
 What could you imagine/
fantasize about that?

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A final stage can be added
here, that of processing the
entire experience as a
learning experience.
Questions are aimed at soliciting
feedback.
 How was this for you?
 What were the pluses/minuses?

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 How might it have been
more meaningful?
 What changes would you
make?
 What would you continue?

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 If you had to do it over
again, what would you do?
 What additions/deletions
would help?
 Any suggestions?

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Attitude Portrait of a
Facilitator of Learning
 Realness
 the most basic
 real person
 no front or facade

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 Prizing, acceptance,
trust
 prizing each
participant
 respect for
worth of individual

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 Empathic understanding
 standing in the
participants shoes
 making participants
feel understood not
judged or evaluated

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“At last someone
understands how it feels
and seems to be me
without to analyze or
judge me. Now I can
blossom, grow and
learn.”

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Creating Exemplary
Learning Experiences
1. Plan ahead;
2. Set expectations;
3. Organize your materials;
4. Use visuals

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5. Plan for breaks;
6. Review the main concepts;
7. Make an impact at the
end;
8. Provide snacks
9. Have fun!

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Presentation skills, tools
and techniques

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Presenting Styles
Why is it
important to
be aware of
your
presenting
style?

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• It affects the
learners.

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• It can
encourage
the use of
a variety
of teaching
techniques.

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• It enables
acceptance of
those who are
different from you.

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Learning Environment
How can a trainer create a
learning environment that
helps adults learn?

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• Set ground rules;
• Encourage
participation;
• Facilitate more than
lecture.

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Handling Difficult
Participants Effectively
• Remain calm
• Give the person a task
to do
• Ask for others in class
to respond
• Ignore

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Presentation Behaviors
Verbal
 Pitch, volume, speech
rate;
 Emphasize key points;
 Avoid um, uh, er.

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Visual
 Appearance;
 Mannerisms.
Scan for Learning
Reactions
 Are they asleep?
 Do they look puzzled?

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Overcoming Difficulties
Use planned questions
and ask them more often.
Allow more time.
* Learners must think through
questions, then compose a
coherent sentence or
paragraph.

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Providing Games

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Have Fun
Learning does not have
to be painful. Work at
exciting the “child” that
lives in all of us.

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More fun for you, as
a trainer, as well as for
participants, if your
“child” is involved.

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Learning will
be hindered
if the
attention of
participants
is limited.

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Time
Know your
limits in terms of
realizing your goals.
Consider the
following questions:

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A. How much time
are you allotted?
B. Are you building
in breaks?
C. Are you building in
time for reflecting
and integrating?

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D. Are you taking into
account slippage
(what you may not
anticipate can still
happen!)

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Evaluation
Paying attention to the
“energy levels” of the
participants and yourself will
help you evaluate the
training while it is
still in progress and
at its conclusion.

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You may make the last-
minute changes
throughout the experience
according to your ongoing
evaluations.

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Concluding evaluations
serve the dual purpose of
giving the trainer feedback
and helping participants
integrate what they have
learned.
A. Ongoing Evaluations
B. Concluding Evaluations

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Final Touch

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 Elements of Greatness
 Video developed by Profiles International, Inc.

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