This document provides strategies for instructors to facilitate training sessions using participant-centered methods. It discusses that facilitation involves guiding participants to figure things out themselves rather than simply instructing. Some key strategies include using hooks like quick quizzes or questions to engage participants at the start, introducing oneself to build credibility, setting community expectations, and using icebreakers to help participants get to know each other and feel more comfortable. Facilitation helps build buy-in from participants and keeps them focused through participation and interaction. The document also discusses styles of classroom management and tips for handling different types of difficult participants.

1. B U I L D I N G B U Y - I N T H R O U G H I N T E R A C T I O N
Facilitation for Instructors

2. The Hook
Imagine…

3. Introductions

4. The Purpose
 What is facilitation?
 How can I use it to enhance my
training sessions?
 And will it work?
 Are there other facilitative strategies
that can work?
 Glad you asked!

5. So… What is it?

6. Facilitation vs…
 Consulting:
 I’m not telling you what to do. I’m guiding you in figuring out
what you should be doing.
 Instructing:
 I’m not necessarily a subject matter expert of your content.
 Presenting:
 I’m not selling anything.

7. Facilitation + Training?
 Helping achieve specific outcomes using
participant-centered methods.
 Regularly evaluate the process in real time.
 Are familiar with the organizational culture
and context.
 Stimulate dialogue and interaction between
participants.

8. Oh!

9. Strategies for Instructors
The Hook:
 Quick Quiz:
 3-5 Questions that get the students thinking about what they’re
about to learn. Scenario based? Open answers?
 Questions:
 Designed to get a physical response. “How many here…” “Did
you know that…”
 Visualization:
 Paint them a picture that invokes empathy.

10. Strategies for Instructors
The Introduction:
 Sell yourself:
 They already know you’re an instructor.
 Prove yourself:
 Explain why you’re a credible resource for them.
 Have fun at your expense:
 Share a story about your experience that illustrates how this
training could have helped you at one time.

11. Strategies for Instructors
Community Expectations:
 Set the ground rules:
 Behaviors expected of everyone set by
everyone.
 Set the expectations:
 Active attention.
 No cell phones except during breaks.
 If you’re tired – stand up.

12. Strategies for Instructors
Ice Breakers:
 Establishing common ground:
 Creates a positive group dynamic.
 Bankable attention to students:
 You get to know the participants and therefore enhance their
connection to you.
 Common Ice Breakers:
 Ten things we have in common.
 One Word.
 The Little Known Fact (Introductory Ice Breaker)

13. Why will this work?
 Building buy-in from the beginning.
 Building confidence in instructor
competence.
 Builds participation from all in
attendance.
 Gives everyone a reason to stay
focused.

14. Supporting Cast

15. Classroom Management
Two Styles:
 Dominance
 Crystal clear about goals, expectations and behavior
 Assertive body language
 Deliberate verbal language
 Cooperative
 Personal, authentic interest in students
 Easily slipping into informal roles before/after class
 Greetings by name
Find your sweet spot.

16. Difficult People?
 Categories:
 The Rambler
 Talktalktalktalk
 The Know-it-All
 Don’t worry about teaching him anything…
 The Show-off
 Better than you in every way. Just accept it.
Refuse the urge to pass the labels!!!
 Slants your communication with them
 Others can pick up on this.
 Be firm in your ground rules
 Do not be shy in pointing out bad behavior.

17. Summary
Good work everyone!
Any comments?