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Facilitation skills
- 2. Program Objectives To Handledifficult Participant. Understand the trainer and to adapt new learning style. Train according to learning style of Participant. To learn and practice facilitation tools and techniques. To increase the confidence and competence in facilitating meetings and presenting results.
- 3. TTT (Train TheTrainer)
- 4. Who is a Facilitator? Afacilitator is responsible for structuring groups and group activities in a manner that supports and inspires the participation of all members and allows the group to accomplish its goals and objectives. 4 Who is a Facilitator?
- 5. Facilitator’s Job Requirements Connect betweenparticipants and training objectives Facilitator = Mediator Time guard Directing the conversation Facilitator is not: • Involved in discussion • Participant Facilitator’s Job Requirements
- 6. Qualities of aFacilitator
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- 9. Learning Matrix Unconscious(competence): Leadsto Perfection Conscious(competence): Able to Aid and Show Unconscious(Incompetence): Not Aware what is Supposed to Know. Conscious(Incompetence): Realized I don’t Know
- 10. Ways to CounteractFatigue while Driving Adult way of Learning: • Adults learn through practical experience. • Have Readiness to Learn. • Self Concept & Goal Oriented towards Learning. • Learn from others and mistakes. • Learn by reading books. • Child way of Learning: • Learn by guidance and support. • Need motivation. • Learn in Controlled Environment. • Learn by memorising. Types Of Learning
- 11. Principles of AdultLearning Accountability: Success Is in the Eyes of the Learner. “Who is accountable to whom”? First, adult learners are clearly accountable to themselves. No teacher can learn for a learner. Immediacy: Teaching What is Really Useful. “Without immediacy there is a dullness in the learning situation”. All the decisions about content, methods, learning tasks, and materials are directed by this principle of immediacy. Reinforcement: Knowing Where and How to Begin. It is another basic and vital principle for adult learning.” Reinforcement means the repetition of facts, skills, and attitudes in diverse, engaging, and interesting ways. Experience: Learning from Past. Adult learners need to be able to draw upon their past experiences to aid their learning. need to select case scenarios and examples that they can relate to. Safety: Creating a Safe Environment for Learning. Create an inviting setting for learners. Begin with simple, clear, and easy tasks before advancing to more complex or difficult ones. The environment is nonjudgemental.
- 12. Principles of AdultLearning Teamwork: How People Learn Together. It invites to “How People Learn Together,” Teams give the welcome energy of constructive competition. Relevance: To Solve Realistic Problems. The content of a training program must be meaningful and relevant to the adult learners, their lives and their business. They have to very clearly see why and how this is important to them personally and how it applies to their life. Activity: Needs Assessment. Discover what the group really needs to learn, what they already know,“ Invite learners to put themselves into the learning task”.
- 13. Retention Pyramid This is howadults learn and retain knowledge. Try to have different activities based on the topics taught so that the learners can learn effectively. 55 % 38 % 7% Tell me, I hear Let me do and I understand Show me and I see Retention Pyramid:
- 14. Influence of LearningStyles
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- 16. Types of TrainingStyle
- 17. Types of TrainingStyle
- 18. Types of TrainingStyle
- 19. Types of TrainingStyle
- 20. Learning Objectives • Thelearning objectives are the starting point of the development of a learning activity. They constitute an essential element in the preparation of a training course. Defining adequate learning objectives can be one of the most time-consuming tasks in training design. Even though they may be expressed in a single paragraph of a few lines, they are the foundation of any training course as they relate to the overall training goal. • Characteristics: • They determine the behavior changes that will occur, setting the targets that are to be reached by the end of the training. • They provide the trainees with a clear understanding of what they will be expected to know or to do when the course is completed. • They must be verifiable and measurable even when the training focuses on attitudes. • They must always have three elements: – Performance: What the trainee will be able to do as a result of the training, expressed in behavioral terms with action verbs. – Conditions: Circumstances under which the performance occurs, which should be aligned with real- world performance (e.g. role-play, simulation, using job aids, while being observed). – Standards: They form the basis for trainee’s evaluation, describing how well he/she will be expected to perform each objective.
- 21. 3 Types ofObjectives
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- 23. Learning Objectives • Todetermine what the trainees will learn: What learning outcomes participants of this training course need to demonstrate? What should learners know or be able to do by the end of this training event? • To determine how one will be able to verify it: With what performance criteria? • The answer will determine the type of objectives that must be developed, indicating the modalities of assessments that need to be designed. If the training course is an awareness raising, knowledge based and skills-based one it needs objectives stating each one of these components and assessments must be designed accordingly.
- 24. Objectives about Behaviors •Bloom’s taxonomy presents a system of classifying intellectual behavior that is important to learning as it provides a framework to be used when deciding which training component will add value. There are three categories: cognitive, affective, and psychomotor. Cognitive learning, which has to do with factual knowledge, is the category within which most training courses are developed. Bloom’s taxonomy categorizes knowledge in six progressively complex levels (from simple to more complex) which facilitate the construction of learning objectives:
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- 26. How to openthe session? 1 Welcome: Always Welcome the Participants for attending the training and for spending their time. 2 Greeting: It is always a good practice to greet the audience with a smile .You are perceived as a warm and friendly person who will be there when they need you most . 3 Introduction: Trainers start the session by introducing themselves and encourage the participants to wish everyone else in the class . This way people know each other. 4 Expectations: Tell the participants what the training is about and what you are expecting from them. 5 Story telling/Theatrics: Start with a story and link it to the training program. The mind becomes active while listening to a story and tries to connect real life experiences with it. Or Start the proceedings with a motivational video on leadership qualities
- 27. Tipsfor Facilitation Success(For Audience) •Welcome and Overview What’sAhead • Individually Greet and Welcome Participants • Conduct an Icebreaker/Introductions • Use HumorAppropriately • Use Inclusive Language • Do Role plays and Puzzles • Prepare the Meeting Environment Opener Options:
- 28. Presentation Planning Successfulness of apresentation is directly proportional to its planning. Why planning is required??? • It lets you know what to expect • It provides logical flow to the presentation • It ensures a smoother delivery • It gives you confidence • It helps you know how effective your presentation is to the audience Presentation Planning
- 29. KnowYour Audience • Commonalties • Motive(Audience needs) • Culture • Age • Level of understanding • Attitude • Size of class • Education • Skill Level Know Your Audience!!
- 30. How to CaptureAudience Attention? . Capture the attention of the audience by: • Asking a tricky question • Telling a joke • Telling a story, anecdote, shocking facts • Using a quotation • Stating an impressive fact • Referring to the previous speaker/occasion • Making an Offer • Do Role plays and Puzzles • Offering a sincere compliment • Making an emphatic statement 30
- 31. Questioning Skills • Why Questioningis Important? • It Helps to decide what the participants know or perceive. • Facilitates feedback and increases understanding • Encourages discussion • Assists the group toward what they are trying to achieve Questioning Skills
- 32. Question Types The various typesof questions are: • Open-ended • Close-ended • Overhead • Relay • Reverse • Rhetoric Questioning Types
- 33. Asking Questions Tips for askingquestions are: • Plan your questions • Distinguish between questions to get information (facts) and those to get opinions • Connect questions to the audience’s background • Move from general to specific • Maintain one topic at a time Asking Questions
- 34. Handling and Responding • Statequestions to entire group • Pause • Write the question • Recognize contributions • Foster responses • During silence look for non-verbal cues indicating ideas • Rephrase the question • Avoid "yes" or "no" questions • Avoid creating defensive responses • Ask "single issues" questions How to Ask Questions?
- 35. Impact of NotUsing Questions Impactof Not Asking Questions
- 36. Tipsfor Facilitation Success(For Facilitator) •Welcome Nervousness • Be Organised • Prepare the Meeting Environment • Practice, Practice, Practice • Visualize Success • Anticipate What Could Go Wrong • Look Your Best • Arrive Early • Breathe Deep • Keep Something to Drink Handy • Individually Greet Participants • Count to 10 Before Reacting/Responding Tips for Facilitation Success (For Facilitator)
- 37. Performance Tips • Make eyecontact • Speak loudly & clearly • Use short simple sentences • Avoid jargon & abbreviations • Vary pitch, tone, volume, speed and pauses • Avoid distracting mannerisms • Relax, be enthusiastic • Don’t Apologise • Keep an eye on the time remaining • Explain figures, and point to important aspects • Give a clear and concise summary, then stop. • Don’t go overtime. Performance Tips!!
- 38. Do’sand Don’ts In presentation sessionsdon't forget the following: • Eye contact • Commitment/enthusiasm • Body language & motion • Audience awareness • Flexibility • Use humor only to interpret a seriousissue in a lighter way Note: No humor is better than bad humor • In presentation sessions do not dothe following: • Turn away questions • Ignore signs of audience fatigue • Be afraid to stray fromyour script • Turn your back to the audience • Stand at the back of the room/between the light and the screen while using audio visuals • Panic. You’ve practiced andare ready • Avoid topics that appear sexist, religious,political Do’s and Don'ts:
- 39. Course Summary After completing thismodule, you will be able to: • Use the facilitator guide • Gain an insight on your facilitation skills • Understand effective presentation skills • Conduct a training session • Understand your short comings during presentation Overview and Summary: