Download - Adult Facilitation Skills
ADULT FACILITATION SKILLS
Charles S. Logan
ADULT FACILITATION SKILLS
Adult Facilitation Skills
Effective adult facilitation skills core learning modules
include:
I. Presentation Skills
II. Using Visual Aids
III. Preparation
IV. Instructor Mechanics
V. Adult Learning Model
VI. Three Learning Styles
VII. Team Dynamics in the Classroom
VIII. Managing Difficult Situations
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ADULT FACILITATION SKILLS
ADULT FACILITATION SKILLS
I. Presentation Skills
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ADULT FACILITATION SKILLS
Public Speaking – A Common Fear
Fear of speaking is experienced by nearly all people
Personal growth occurs when a person:
Analyzes their strengths and weaknesses
and
Actively engages in a program to capitalize on existing
strengths and develop improvement areas
Take a few minutes to score your public speaking skills
using the criteria on the next two slides
Be prepared to share some of your findings with the
group
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ADULT FACILITATION SKILLS
Self-Analysis Worksheet
1 Level of self confidence 1 2 3 4 5 6 7
2 Executive dress / appearance 1 2 3 4 5 6 7
3 Level of enthusiasm 1 2 3 4 5 6 7
4 Posture 1 2 3 4 5 6 7
5 Gestures & facial expressions 1 2 3 4 5 6 7
6 Eye contact (95% on audience) 1 2 3 4 5 6 7
7 Ability to organize presentations 1 2 3 4 5 6 7
8 Variations in loudness & pitch 1 2 3 4 5 6 7
9 Variation in rate (i.e., use of pauses) 1 2 3 4 5 6 7
10 Impromptu speaking ability 1 2 3 4 5 6 7
11 Use of humor and levity 1 2 3 4 5 6 7
12 Use of visual aids 1 2 3 4 5 6 7
13 Movement / body gestures 1 2 3 4 5 6 7
14 Fillers (ahh, err, umm, ya’ know, OK, etc.) 1 2 3 4 5 6 7
15 Analysis of audience 1 2 3 4 5 6 7
16 Adaptability during speech 1 2 3 4 5 6 7
17 Suprising, originality, lively 1 2 3 4 5 6 7
18 Use of anecdotes and stories 1 2 3 4 5 6 7
19 The “right words come to me” 1 2 3 4 5 6 7
20 Impact on my audience 1 2 3 4 5 6 7
# Item Poor Outstanding
Rating
TOTAL SCORE
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ADULT FACILITATION SKILLS
Score Translation
Score Perception of yourself as a speaker
20-35 “I have trouble expressing ideas and concepts.”
36-50
51-65
66-88
89-95
96-110
111-126
127-140
“With help, I can communicate effectively.”
“I need help but there is hope.”
“I am what is described as an adequate speaker.”
“I am definitely above average as a speaker.”
“I feel like I can give outstanding presentations.”
“I missed my calling as a public speaker.”
“I should be teaching public speaking.”
Do you agree or disagree with your score?What are some areas for you to work on?
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ADULT FACILITATION SKILLS
Projecting Self-Confidence
By applying some basic elements of
communication, you will project confidence,
even if you feel uncertain
Words used to describe people who appear
confident:
The primary means of projecting these
characteristics is through verbal and non-verbal
communication
Self-assured Poised
Secure Capable
Positive Optimistic
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ADULT FACILITATION SKILLS
VOCAL
(TONE)
38%
GESTURES,
EXPRESSIONS
(NON-VERBAL)
55%
WORDS
(VERBAL)
7%
Communication Effectiveness
Most communication occurs through non-verbal channels
How can you use communication skills to your advantage to project confidence to your audience?
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ADULT FACILITATION SKILLS
Communication Tips
Non-Verbal Verbal
• Pause and breathe after every
sentence
• Breathe deeply (from your
diaphragm, not your chest)
• Stand tall
• Smile
• Keep your hands free
• Move around
• Maintain eye contact
• Slow yourself down - relax
• Speak loudly
• Vary voice intonation and energy
level
• Be passionate – it’s contagious!
What else has worked for you in the past?
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ADULT FACILITATION SKILLS
ADULT FACILITATION SKILLS
II. Using Visual Aids
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ADULT FACILITATION SKILLS
Preparing Presentation Materials
Effective presentations utilize:
PowerPoint slides
Flip Charts
Simulations and exercises
Props and examples
Other visual aids
Serve as props
Support the information you are presenting
Remember … You are the most important visual aid
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ADULT FACILITATION SKILLS
Preparing Presentation Materials
Things to Consider
Trainee
Need
• What is the purpose of the training?
• What are the specific skills and concepts to be
transferred?
• How can I emphasize the main teaching points?
Material
Retention
• What level of participant comprehension is needed?
• What competence is required for the training to be
considered successful?
Material
Type
• What type of instructional material best satisfies the
training objectives?
• What training format(s) will most effectively transfer
learning? (lecture, discussion, exercises)
What other considerations can you think of?
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ADULT FACILITATION SKILLS
5 Reasons for Using Visual Aids
1. Helps make you more persuasive
2. Helps increase learning retention
3. Adds excitement and interest to your presentation
4. Allows use of different teaching methods for different learning
styles
5. Provides organization and structure to your presentation
What are other reasons for using Visual Aids?
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ADULT FACILITATION SKILLS
Effective Use of Visual Aids
Don’t be afraid to mix it up:
Variety of visual aids can add interest and excitement to your
presentation
Use text, graphics, color, and animation to reinforce your teaching
points
Cannot compensate for poorly written or unorganized material
DON’T GO OVERBOARD!
Visual aids should enhance your presentation, not complicate or compete with it
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Slide Design Flow and Content
Identify audience
Identify presentation scope
Learning objectives
Priority of key concepts
Samples of behavior
”What’s In It for Me?”
At least one sample of behavior per learning objective
Takeaways
Develop presentation material
Pre-work
Slides
Exercises
Post-work
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Slide Design & Layout
Which slide looks better?
This Slide Or This Slide
Why?
Exercise
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Slide Design Rules
Keep slide titles focused
Descriptive
Short
One idea or topic per slide
Message clarity
K.I.S.S. - Simple is better
If your message isn’t clear and intelligible, you risk losing the audience
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Slide Formatting Rules
Font type and size
Font type: use sans serif font (i.e., Arial, Tahoma, Helvetica)
Avoid mixing font types
Keep font size consistent
Text case: use both lower and UPPER case letters
Avoid using all UPPER case (i.e., shouting)
Keep formatting simple and consistent
Use color, bold print, italics, underlining to add emphasis
Don’t overdo it
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ADULT FACILITATION SKILLS
Use of Graphics, Tables and Charts
Use graphics and artwork to add impact and interest
Don’t overdo it
Avoid using as “filler”
Simplify data tables to emphasize main points
Tie to teaching points
Label charts and graphs
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Designing the Slide Background
Which slide looks better?
A B
Why?
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Designing the Slide Background
Considerations
Consistent Look Audience Readability
• Look professional, which adds to
your credibility
• Use a single background as a
unifying theme throughout
• Ensure slide design enhances
your presentation, and doesn’t
detract from it
• A white or off-white background
with black type is easiest to read
• Avoid using dark-colored
backgrounds
These can add drama to a
presentation, but usually require
a darkened room
What other considerations can you think of?
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Use of Special Effects & Automation
Use video clips, and slide animation and transition, to add
impact and life to the presentation
Don’t overdo it – don’t have it be a distraction
Stay consistent
Fully automated slide sequences may be difficult to “back up”
during a presentation
Consider using sequential, manually-activated slides
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ADULT FACILITATION SKILLS
III. Preparation
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ADULT FACILITATION SKILLS
The Importance of Preparation
Thorough preparation is essential for a successful presentation:
Helps remove the fear of the unexpected
Allows you to concentrate your attention on the group and your
message
Phases of preparation:
Preparing Materials
Preparing for the Delivery
Preparing the Room
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ADULT FACILITATION SKILLS
Preparation – Materials
Before the training session review all presentation materials
Make sure you understand the content
Check for typos, errors, and sequential/logical disconnects
Plan how you will deliver each of the key concepts
Introduction for each section
Stories and real-life examples
Summary to recap and emphasize main points
Set up place-holding notes and other reminders to help during
delivery
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ADULT FACILITATION SKILLS
Preparation – Delivery
Develop a delivery schedule – Stick to it!
Place milestones in your material to help you measure your pace
Anticipate questions the class might ask and practice answering
them
To answer difficult questions
Prepare notes or supporting documents
Have them available if you need them (i.e. Appendices, reference
articles, books)
Use parking lot as necessary – you don’t need to answer all
questions immediately
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ADULT FACILITATION SKILLS
Preparation – Room
Visit the room prior to presenting (at least 1 hour)
Make sure all mechanical equipment is connected and in working
order (computer, projector, video, DVD, etc)
Can you see and read slides from the back of the room?
Practice speaking at the front of the room
Is your voice audible in the back of the room?
Use a checklist to ensure that all supplies and materials are on hand
and accessible
Have a backup plan available in case of technical failure (i.e.,
hardcopies of presentation and exercise materials)
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ADULT FACILITATION SKILLS
IV. Instructor Mechanics
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ADULT FACILITATION SKILLS
Instructor Mechanics
Understanding Your Role as an Instructor
Instructor Appearance
Structuring Your Presentation
Delivering the Presentation
Mentally Setting the Stage for Success
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Role of the Instructor
Engage the participants in a productive and enjoyable learning
experience
Communicate key concepts to all class participants
Use the “Seven Instructor Functions” to ensure a successful
learning experience for your class
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Instructor - Seven Basic Functions
1 OrganizeOrganize material into a logical order to make the material
more meaningful
2 MotivateMotivate students by making the material more interesting,
showing how learning the material will lead to a desirable
goal
3 MeasureMeasure continuously to see if students understand the
material and are learning key concepts
4 InterpretInterpret difficult material by capturing key concepts and
relating it to material already known
5Generalize
Knowledge
Help crystallize concepts through examples for transfer to the
real world
6 GuideGuide participant activities toward the most efficient learning
outcomes
7Provide
Feedback
Provide feedback so that students will know how they are
doing and will be able to adjust their performance
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ADULT FACILITATION SKILLS
Instructor Appearance
Your appearance can have a big influence on your audience
Wear clothing that is appropriate for the audience
Clothing should fit properly and be pressed
Solid colors and conservative patterns are generally best
Avoid things that could cause an audible distraction
Jewelry that makes noise when you move
Change in your pocket
You never get a second chance to make a good first impression!
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ADULT FACILITATION SKILLS
Delivering the Presentation
Make sure everyone can see clearly
Sit at tables, get student perspective
Be aware of flip chart and podium locations
Don’t dim the lights – you want your audience to remain awake
and focused on you
Give an introduction to set the stage
Avoid standing too far off to the side for the presentation
Don’t be afraid to stand in front of the screen from time-to-time
to focus attention on a point
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Presentation Tips
Use the “3 Ts” to pace and maintain audience focus during your
presentation:
Highlight, summarize, and explain a few key points on each
slide.
DO NOT read directly from the slides
Touch … the button to change the slide
Turn … back and face the audience
Talk … loudly and at a normal pace to resume
your presentation
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More Presentation Tips
Tip Why
Strongly encourage
class participation
Participants may offer specific knowledge and
examples that are beneficial for the entire class
Use direct and indirect
questioning
To ensure audience participation
Indirect questions are asked to the
classroom
Direct questions are posed to a specific
individual
Gauge the
participants’
comprehension
Questioning allows you to gauge
comprehension of material and gives you a way
to involve reluctant individuals
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Using Flip Charts
Charts
• Use 2 flip charts to work both sides of the room
• Use self adhesive flip charts when possible
• When using standard flip charts, tear off strips of masking tape
in advance to use in posting charts can use self adhesive if
appropriate
• To allow quick access, tab flip chart pages with masking tape,
possible preparation in advance
Markers
• Use the biggest/fattest you have (don’t use ball point or fine
markers.
• Write in large letters using the wide part of the marker (so your
audience can see)
• Vary marker colors, to add interest or highlight a specific point
(Use vivid marker colors)
Recording• Turn sideways while writing; do not block the chart
• When recording, write down the participants’ exact words
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Keeping the Class Engaged
Use Good Eye
Contact• Move closer to the audience and focus on an
individual for a complete thought
Keep a Positive
Attitude• Attitudes are infectious, and if you have a high
energy level, this will rub off on the class
Tell a Story • Tell about a “real-life” example that helps illustrate
your point
Remain Open and
Empathetic• If the class senses you care about them, they’re
more likely to care about you
“People don’t care how much you know, until they know how much you care”
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Pacing Your Presentation
If your audience has …
High Subject Knowledge Low Subject Knowledge
• Link back to basic concepts
• Draw on learner's experience
• Use discussion method
• Provide relevant examples
• Check for understanding
• Move quickly to more advanced
concepts
• Present concepts deliberately
• Use step-by-step approach
• Provide relevant examples
• Check for understanding
• Adjust pace to ensure audience stays
engaged
What do you do when your audience has both high and low levels of knowledge?
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If You Don’t Know the Answer...
Don’t panic
Identify reasons the information is not available
Reinforce the most important messages
Communicate the “Big Picture”
Promise to get information quickly then share it
Use a “Parking Lot” for follow-up
Cross items off as they are answered or addressed
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ADULT FACILITATION SKILLS
Before You Take the Stage
Do a final check:
Enthusiasm and High Energy Level
Confident Body Language
Breathe Deeply
Good Eye Contact
Encourage Class Participation
Smile and Have Fun!
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ADULT FACILITATION SKILLS
V. Adult Learning Model
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Learning Objectives
By the end of this module you should be able to: Apply Adult Learning Principles in the classroom
Describe key Adult Learning Principles
Use key Adult Learning Principles in a classroom setting
Understand the three learning styles and their impact on learning, retention and recall Describe the three learning styles
Compare techniques for integrating the three learning styles to increase student learning, retention and recall
Understand how team dynamics influence classroom behavior and the importance of establishing norms Identify aspects of team dynamics and how to establish classroom
norms
Understand the sources of conflict and how to manage it Compare and contrast ways to identify sources of conflict and
manage it in a positive and constructive manner
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Adult Characteristics
Adults are people who:
Have a good deal of practical experience
Link learning to previous knowledge
Learn by doing
Have ideas to contribute
Have established values and attitudes
Can change
Respond to reinforcement
Need to be recognized
Get tired of sitting
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Adult Learning Principles
Adults learn best by:
A hands-on approach
Combining previous experiences with new learnings
Solving real problems
Skillful application of adult learning principles can significantly
impact the effectiveness of training materials and delivery
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ADULT FACILITATION SKILLS
Adult Learning Principles
Principle Need Technique
Use Problem-
Focused
Learning
Adults like to focus on
problems, not subjects
Gear the training and examples to
types of problems the audience
may encounter in their jobs
Allow
Opportunity
for Immediate
Application
Adults like to get right to
the point of useful
information
Provide exercises to can help them
apply what they have learned
Capitalize on
Experience
Adults have a wealth of
knowledge and experience
to draw on
Provide opportunities to relate the
old to the new
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ADULT FACILITATION SKILLS
Adult Learning Principles
Principle Need Technique
Allow Learner
Control
Adult learners want flexibility to
choose what they need to
learn
• Ensure flexibility to allow for audience
input into the learning process
Encourage
Active
Participation
Adult learners learn by doing –
helps increase learning
retention
• Use sample problems, case studies,
exercise and simulations to facilitate
retention of learning
Paint the Big
Picture
Adult learners like to follow the
entire logic of a topic and know
where the instruction is headed
• Present the whole, then the parts,
then recap the whole again
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ADULT FACILITATION SKILLS
Adult Learning Principles
Principle Need Technique
Balance
Between Modes
of Association
In learning, adults use their
whole brain (right/left brain) in
associating concepts
Left brain: logical, analytical,
deductive, sequential,
objective
Right brain: creative, intuitive,
holistic, random, subjective
• Design training material that appeals
to both types of thinking and
integrate the components into a
whole
Accommodate
Individual
Learning Styles
Adults learn using a variety of
learning styles, and at
different rates
• Provide activities to accommodate
variety in learning styles
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ADULT FACILITATION SKILLS
Adult Learning Principles
Principle Need Technique
Focus Time
on Task
Adults want feedback on how
well they are mastering a topic,
along with remediation to
ensure success
• Keep lectures brief, with frequent
opportunity to practice applying
topics learned (i.e., exercises)
Use
Instructional
Cues
Adults want guidance with
meaningful cues as they
proceed through a topic so that
they know when they have
completed a section
• Identify learning objectives, samples
of behavior, practice, and closure
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Adult Learning Principles
Principle Need Technique
Check for
Understanding
Adults want feedback on how
well they are mastering a
topic, along with remediation
to ensure success
• Use in-class questions, exercises,
discussion and quizzes (can be
informal and anonymous)
Reinforce
Learning
Behaviors
Adults seek feedback and
praise as they learn
• Give credit and recognition for
success
• Provide remediation for errors
• Explain why the learner is either right
or wrong
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Instructional Technique
Motivate
Explain the “Big Picture”
Introduce the concept(s)
Present an example everyone is familiar with
Relate the familiar example to a work situation
Provide an opportunity to use what’s been learned
Question to see if the learning has transferred
Provide feedback
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Instructional Objectives
Value to Learners Value to Instructor
Lets them know where we are going
What is expected of them
(performance)
Keep focused on plan and road map
Ensures completeness of instruction
Respond to learner needs
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Feedback
Lets the learner know Lets the instructor know
"I have learned"
"I have learned the right thing"
"I need to develop additional skills"
"I need further instruction"
"I see how to apply this skill“
What has been learned
How much has been learned
Learner reaction to learning
Learner reaction to instructor pace,
techniques, etc.
What may be misperceived or
misunderstood
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ADULT FACILITATION SKILLS
VI. Three Learning Styles
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The Three Learning Styles
All adults have a primary style of learning which favors one of
their sensory channels
Use of the preferred styles during training has a significant
impact on the learner’s ability to understand and master new
information
The three learning styles or modes are
Visual
Aural
Kinesthetic
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Visual Learning
Learn Best By Learning Clues
Reading
Seeing a picture
Studying something by
looking at it
“Let’s read the instruction manual”
“Draw me a process map”
“Let’s sketch this out and analyze it”
Where have you used this style in the past?
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ADULT FACILITATION SKILLS
Aural Learning
Learn Best By Learning Clues
Hearing
Having something verbally
described to them
“Tell me how this works”
“Could you describe this process for
me?”
“Let’s brainstorm and analyze this”
Where have you used this style in the past?
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Kinesthetic Learning
Learn Best By Learning Clues
Hands on application
“getting their hands dirty”
Physically interacting with
the product or process
“Let’s take it apart”
“Let’s go out to the line and follow a
part through the process”
“Let’s run some experiments and find
out what happens”
Where have you used this style in the past?
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Preferred Training Styles
Style Visual Aural Kinesthetic
Speech X
Slide Presentation X X
Exercise X X X
The learning styles should be used in combination to reach a wider audience and reinforce each other
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Learning and Retention
How we learn Ability to retain learning
1% through taste
2% through touch
3% through smell
11% through hearing
83% through sight
10% of what is read
20% of what is heard
30% of what is seen
50% of what is seen and heard
70% of what is said while reading
90% of what is said while doing
Do you agree with these percentages?
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ADULT FACILITATION SKILLS
Ability to Recall Information
Method of Instruction Recall 3 Hours Later Recall 3 Days Later
Telling alone 70% 10%
Showing alone 72% 20%
Showing and telling 85% 65%
Source: Western Michigan University
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ADULT FACILITATION SKILLS
Learning, Retention, and Recall
Majority of learning occurs through sight
Retention improves through:
Seeing
Listening
Doing together
Long-term retention requires teaching the new skill to others
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ADULT FACILITATION SKILLS
VII. Team Dynamics in the Classroom
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1. Forming 2. Storming
3. Norming4. Performing
Stages of Team Formation
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ADULT FACILITATION SKILLS
Stage of Team Formation: Stages 1 & 2
Stage Description Key Characteristics
Forming Initial stage – Team in
forming process
Members feel uncertain about roles, expectations, and team
Confusion about team goals, structure, and leadership
Members attempt to define and understand their roles
Limited interaction among team members using trial and
error
Storming Team conflict –
Members test positions
and challenge other
team members
Members often clash and confront each other on all project
aspects
Members compete for desired assignments or project
outcomes
Members assess their commitment to the project and team
Members refine their pattern of interaction, some members
may begin to withdraw
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ADULT FACILITATION SKILLS
Stage of Team Formation: Stages 3 & 4
Stage Description Key Characteristics
Norming Team Settlement –
Members begin to
settle into their roles
and responsibilities
Members cooperate and collaborate with each other
The team forms a group identity; members begin to be
committed to the project
Members open up to each other and exchange ideas and
thoughts
Members work toward mutual goals
Members interact according to what has been established
and accepted by the team
Performing Team Performance –
Members collectively
demonstrate consistent
performance
Firmly established team structure, deliverables, goals
Members work cross-functionally and consistently to
achieve team goals and tasks
Team becomes effective and continues development and
achievement of tasks
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ADULT FACILITATION SKILLS
Team Dynamics Summary
All newly formed groups (including classes) will experience the
four stages of team development
Morale initially drops, then dramatically improves during the
“Storming” phase
Instructors help their class move through the “Storming” to the
“Norming” phase by involving them in the development of class
norms
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ADULT FACILITATION SKILLS
Establishing Class Norms
Let the class establish its own norms
Write the norms down and post them in class
Code of Conduct
Parking Lot
Benefits and Concerns
Refer to the norms to help facilitate the class
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Code of Conduct
Description Examples
General ground rules on how
members should conduct
themselves in class
• Full participation by all members
• Treat others with respect
• Only one person talking at a time
• No hidden agendas
• Be ready to start on time
• No cell phones in class
Establish Code of Conduct for the class during the kick-off
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Parking Lot
Description Examples
Place for recording issues
outside the scope of the class
Topics not covered in class curriculum
In-depth discussions
Questions that cannot be answered in
class
Issues captured in the Parking Lot should be resolved, before the start of the next class session
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Benefits and Concerns
Comments should be captured as stated by class members
This is their opportunity to provide direct feedback on the class
Description Method
Daily summary of things
that went well and areas
that need improvement
Open Forum: Instructor writes down
comments on a board that are verbally
submitted by class members
Silent Method: Class members write
comments on Post-It notes and post
directly to board
Follow-up on improvement needs, if possible, and provide feedback to class
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ADULT FACILITATION SKILLS
VIII. Managing Difficult Situations
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ADULT FACILITATION SKILLS
Managing Difficult Situations
Despite your best efforts to establish an effective and
nurturing learning environment, Difficult Situations will arise in the classroom
The key to re-establishing a comfortable learning
environment for your class is:
Understanding the source of conflict
Promptly dealing with the conflict in a positive, constructive and
professional manner
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Where Does Conflict Come From?
Classroom conflicts have two types of sources:
Prior experiences, perceptions, and values brought into the
classroom by each participant
In-class situations experienced by the participants
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ADULT FACILITATION SKILLS
Understanding Sources of Conflict
Source Possible Reasons
Prior experiences,
Perceptions and Values
• Previous encounters
• Substantial disagreement and unhappiness over
message, methods, and objectives
• Hot buttons
• Personal problems
• Differences in style
Classroom
experiences
• Comfort level with subject matter, classroom environment,
and participants
• Belief that participation will result in positive benefits
• Feeling of acceptance and support from instructor and
other class members
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ADULT FACILITATION SKILLS
Where Does Conflict Come From?
Signs of potential conflict:
Repeated interruptions or challenges to class material
Body language indicating boredom, apathy, and disinterest
Inside jokes, rumors, gossip
Repeated tardiness
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Turning Around A Hostile Situation
What to do
Recognize the
situation
The first and most important step is recognizing that a
hostile situation exists, and then deal with it promptly
The longer the negative situation is allowed to exist, the
more it will negatively affect other class members
Collaborate with your
co-instructor
Ensure understanding of the situation
Agree on a response plan
Take the high road Maintain a positive, constructive approach to resolving the
conflict
What other techniques have you used in the past?
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Tips for Resolving Conflict
Focus on the issues and behaviors, not personalities
Allow people to talk and “blow off steam”
Understand the other point of view
Seek common ground
Maintain each person’s dignity and respect
Don’t take it personally!
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ADULT FACILITATION SKILLS
General Rules for Managing Conflict
Refer the class back to the “Code of Conduct” to remind
everyone of the ground rules they established at the beginning
of class
Use the “Parking Lot” to capture and address difficult issues
offline
Have a private conversation with the disruptive person outside
of class to investigate the reason for their behavior
Ask your co-instructor for help managing the disrupting
behavior while you continue instructing the class
Do what is in the best interest of the class and the individual
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ADULT FACILITATION SKILLS
79
If Worker Hasn’t Learned
The Instructor Hasn’t TaughtTraining Within Industry 1946