Learning Journal

EDGE Essentials
of Facilitation
e-Manual
Creating a great learner
experience

Name: ___________________________________________






Essentials of Facilitation, v. 1.0


2

Version Control
Change Description Date of Change Resulting Version #
Initial release July 2013 Version 1.0








3
Table of Contents

How to Use this e-Manual ........................................................................................................ 4
Module 1: Preparing to Facilitate ............................................................................................ 6
IFL and EDGE facilitation culture ........................................... Error! Bookmark not defined.
Presenting v. Training v. Facilitating .................................................................................... 7
Getting ready...................................................................................................................... 10
Module 2: Creating a Positive Learning Environment ........................................................... 15
What does a positive learning environment look like? ...................................................... 16
Attributes of effective facilitators ...................................................................................... 17
Module 3: Engaging Learners and Fostering Learning ........................................................... 23
Introducing Content ........................................................................................................... 24
Presenting Content ............................................................................................................ 27
Summarizing Content ......................................................................................................... 46
Module 4 What to Do at the End of Your Course ............................................................... 50
Assessing learners and learning ......................................................................................... 51
How to close and end your class..................................................................................... 55
For the Learning Manager ...................................................................................................... 59


4
How to Use this e-Manual
Welcome to the exciting world of facilitation. We believe its one of the
very best job roles at BMO. But
before you head off to your
classroom, there are a few things
wed like you to know.
The IFLs mission is to turn
potential into performance and
EDGE, thru you our facilitators,
plays its part by creating great
learner experiences. To help you
do this weve established a
comprehensive facilitator
development program that begins with the IFL Onboarding process,
followed by this course, Essentials of Facilitation. In a few months, you
can attend the 3-day Fundamentals of Facilitation course to fine tune
your skills even further.
Essentials of Facilitation consists of 4 Modules, each of which teaches a
set of essential skills youll need to become a great facilitator.
We recommend that you work through the Modules in order, performing
the activities in each one. While you can certainly read straight through
all the Modules in just a few hours, it might be better to spread out the
readings and exercises over your first few days as an EDGE facilitator.
Depending on how you like to learn, you have at least 2 options for
using this manual. You can (1) print the manual, in which case you can
take note of your questions as you progress through the course; theres
space provided throughout to record them but you wont be able to use
the embedded resource links. Or (2) read this manual in its electronic
form giving you immediate access to resources via the links but of
course you wont be able to take notes or write your questions in the
manual itself. The choice is yours, use whatever option works best for
you.
Before you begin, speak to your Learning Manager and discuss when
you should check in with him or her, i.e. after each Module or perhaps
only when youve completed Module 4.


5

Heres a guide to the amount of time we estimate itll take to complete
each Module and to review your learning with your Learning Manager.
Dont worry if it takes you a little longer or shorter, everyone comes to
facilitation with different experience and background. The objective is to
become highly proficient so take whatever time you need to acquire the
skills and knowledge of a great facilitator.

Module
Estimated Time to
Complete
#1 Preparing to Facilitate 15-30 minutes
#2 Creating a Positive Learning Environment 15-30 minutes
#3 Engaging Learners and Fostering Learning 30-60 minutes
#4 What to Do at the End of Your Course 15-30 minutes
Total Learning Time About 2-3 hours
Meet with Learning Manager to review progress 1-2 hours

We hope that you find the information that follows interesting and the
skills useful. Any comments or suggestions you have for improving the
content are very welcome. Please send them to the Essentials of
Facilitation Course Owner at frank.morris@bmo.com.
Mod 1 Preparing to Facilitate
6
Module 1: Preparing to
Facilitate
Expect the best, plan for the worst, and prepare to be surprised Denis Waitley

This module addresses Facilitating Training CSTD competency
#1 Preparing to Facilitate
1. a. Become familiar with training content and design
1. b. Ensure training supports desired performance outcomes
1. c. Coordinate logistics

Learning Objectives
At the end of this module, you will know:
How EDGE is organized and where you fit in
What processes and documents are provided to support you in
becoming a great facilitator
How much license you have to deviate from the Facilitator
Guide
How Presenting differs from Training and from Facilitating
And be able to:
Prepare yourself and your classroom in advance of your class


Mod 1 Preparing to Facilitate
7


Presenting v. Training v. Facilitating

What kind of instructor do you think you are right now? Are you a
presenter, a trainer or a facilitator? Do you even know the
difference? Take this (admittedly unscientific) survey to find out.

Check the boxes that are most like you:

Column A Column B
In preparing for your class, you ask
What do these people need to
learn?
In preparing for your class, you ask
What do I know about this topic?
You never tell people what they
could learn for themselves through
an activity or by responding to your
questions.
Youre the expert, so people will
gain the most by being quiet and
paying close attention to what you
have to say.
Your learners spend more time
talking than you do.
You spend more time talking than
your learners do.
You use a variety of approaches to
encourage involvement and allow
people to learn in different ways.

You rely mostly on lecturing
because thats the fastest, most
efficient way of transferring your
knowledge to your learners.
Youre probably not using
PowerPoint! Or, if you do, you use it
sparingly and with few bullet points.

A class isnt a class without a
PowerPoint deck. Preferably one
with many slides of text because,
after all, you have a lot of content to
cover.

If you checked mostly Column A youre a facilitator and if you
checked mostly Column B youre a presenter. If you have a pretty
even mix from both columns, youre likely a trainer, that is, someone
who selects a delivery mode based on what is appropriate for different
situations.

When you deliver instruction, whether in person or virtually, youll
probably use one of three delivery modes:
Presenting
Facilitating
A blend of presenting and facilitating which well call Training
Mod 1 Preparing to Facilitate
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Lets define these delivery modes in a bit more detail:

Presenting is the skill of delivering a message that has been specifically
developed for a certain topic or audience. You are both engaging the
class (in order to keep their attention) and disseminating information.
You have a pre-designed talk or message to get out.

Facilitating is the skill of interacting with your audience to draw out
their ideas and lead them to new ideas or understandings. Youre not
only engaging your audience but also using them as a resource.
Participants are integrally involved in arriving at new knowledge, so
buy-in is a natural result. Your role is to direct the process and
encourage rich interaction. While facilitation is a lot of fun, it requires
real effort and occasionally courage on your part because you have to
give up some control of the class to your participants. Successful
facilitators have learned over time to trust their audiences and have faith
in the process.

Training combines features from both of the other modes. At times, you
are presenting information that your audience doesnt yet have. At other
times, you are focused on engaging them. At yet other times, you are
using your audience as a source of the best and most current information.

Activity:
Now read this blog post from Langevin Learning Services, a global
provider of train-the-trainer services: Whats the Difference Between
Training, Facilitating and Presenting?

According to this blog, what is the one element needed to turn a
presentation into a training session?

What ideas, tips and tricks did you see that you could use in your
class? Jot down one or two here so you dont forget them.




Mod 1 Preparing to Facilitate
9
Having completed this section of Module 1 and thinking about the
course you intend to teach, which delivery mode do you think youll
use the most?

When you review the Facilitator Guide for your course, see if you
can identify the different delivery modes that have been designed into
the material.

VI Ps (Very Important Points):
Different learners who need to learn different things at different
times require different delivery modes.
We speak of three delivery modes, namely presenting,
facilitating and training.
Your course Facilitator Guide is designed to support you in using
the most appropriate delivery mode.
The modules in this course will provide you with the basic
knowledge of these modes but your skill in using them will only
develop as you put them into practice in the classroom.


Mod 1 Preparing to Facilitate
10
Getting ready

Not every item below needs to be done for every class but they should
serve as a reminder of what you need to consider for every class.

Prepare yourself to facilitate
Before you facilitate your course the first time, you will usually
co-facilitate at least once with
an experienced EDGE
facilitator. Review the Co-
Facilitation Guidelines on the
EDGE CoC site.
Review both the Facilitator
Guide and the Participant
Manual. If this is your very
first delivery, perform this
review with your Learning Manager or one of your Facilitator
colleagues who has delivered the course before.
Develop and rehearse any stories and examples you plan to use.
Plan to be away from the office. Post an Out of Office greeting
in Outlook and your phone. Shut down your Instant Messenger
(IM).
Get as much rest as you can beforehand. Facilitating is physically
and mentally tiring.
Be yourself. The training is not about you. The participants are
there to learn and they want you to succeed as much as you do.

Prepare for resistance to learning
Its not unusual to discover that a few of your participants resist
learning. This can happen for a variety of reasons. Why not
anticipate and prepare for it in advance?

Here are some typical reasons why learners might resist your
instruction and how to deal with each.

Fear of Change
o Many adults are uncomfortable with change in general. The
may be afraid they wont understand the new material or
Mod 1 Preparing to Facilitate
11
they may have a low opinion of themselves as learners. This
kind of resistance is rarely expressed openly. Fear of
change can manifest as sarcasm, lack of participation,
nervous behavior or side comments.
o To win these people over, give them early successes and
provide encouragement and reinforcement for any signs of
positive change.
Fear of Loss of Status
o Adults often equate their identity and sense of worth with
how well they perform in front of their peers. Thus, a threat
to their social status or losing face can result in resistance
to learning.
o Make it clear that your classroom is a place where making
mistakes is welcome and a sign of learning new things.
Avoid criticism and condemnation of any kind including
any that might come from other learners in the class.
Lack of Energy
o This can occur any time but especially at the beginning of
the day and right after lunch. In this case, resistance shows
itself through a general lack of participation and inattention
by the class as a whole. Its an important responsibility of
yours to energize, excite and motivate your class.
o This is why we include icebreakers in your Facilitator
Guide and schedule Stretch Breaks. In addition, you can
speak to your facilitator colleagues for short energizer
activities you can use whenever you sense the energy level
is ebbing.
Prisoners
o Sometimes youll have people who have been told that they
must attend your course and are there against their will. On
other occasions, some attendees may feel they already know
the material because of their previous experiences. We call
these attendees prisoners.
o Win them over by acknowledging their experience and
encouraging them to share it with the group. Perhaps you
can ask if theyd be willing to help you mentor some of the
less experienced learners during activities.


Mod 1 Preparing to Facilitate
12
Prepare your classroom
Obtain the class roster from your Delivery Specialist. Note who is
coming to your class, from which banking group and which
location.
Gather or make copies of the course outline, Facilitator Guide,
Participant Manual, handouts. Make a few extras in case someone
not on the class list shows up (it happens)
Arrive about 1 hour before your class is scheduled to begin.
Write your name and the course name on the whiteboard so
everyone can see it as they enter the room.
Check your classroom to ensure that:
o The seating arrangements are correct,
o Your computer works and displays your PowerPoint deck
properly. Change the power-saver settings so that your
screen doesnt go black every few minutes.
o Audio equipment is functioning properly. Our AV
technicians will help you with any problems or questions
you might have.
o Lighting is optimized (if your slides have a LIGHT
background, turn ON the room lights; if your slides have a
DARK background, turn OFF the lights).
o Temperature is comfortable.
Prepare flipcharts and visual aids. Test your flipchart and
whiteboard markers and replace any that are fading.
Bring or ensure that the room contains all required supplies, tools,
markers, flipchart paper, equipment, manuals, etc. You may have
to ask our Hospitality colleagues or Program Delivery Specialist
for some of these items as they arent automatically supplied to
the classroom.
Be prepared to start class on time, conduct a full session and end
on time.




Mod 1 Preparing to Facilitate
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Activity
Becoming a great facilitator is a great goal! Take a first step towards
that goal by watching this 4 minute video by Karen Friedman called
Be a Great Facilitator.

What ideas, tips and tricks did you see that you could use in your
class? Jot down one or two here so you dont forget them.








Mod 1 Preparing to Facilitate
14
VI Ps (Very Important Points):
Being ready to facilitate means getting yourself ready and getting
your classroom ready.
You can avoid many problems by thinking about what might go
wrong and preparing in advance how youll deal with them.
Your Learning Manager, Facilitator Guide and colleagues are
great sources of advice on how to prepare to facilitate a course.

When you began Module 1 you had several Learning Objectives.
Do you now know
How EDGE is organized and where you fit in?
What processes and documents are provided to support you in
becoming a great facilitator?
How much license you have to deviate from the Facilitator
Guide?
How Presenting differs from Training and from Facilitating?

Can you now
Prepare yourself and your classroom in advance of your class?


This is the end of Module 1. When youre ready, go on to Module 2
Creating a Positive Learning Environment.


Module 2 Creating a positive learning environment
15
Module 2: Creating a Positive
Learning Environment
I never teach my pupils, I only attempt to provide the conditions in which they can learn. Albert
Einstein

This module addresses Facilitating Training CSTD competency
#2 Create a Learning Environment
#2.a. Establish physical or virtual learning environment
#2.b. Attend to the social and emotional needs of learners
#2.c. Establish responsibilities for the success of training
#2.d. Model appropriate behavior
#2.e. Manage disruptive or counter-productive behavior (see Module 3)

Learning Objectives
At the end of this module, you will know:
What constitutes a positive learning environment
How to attend to the emotional and social needs of learners
What facilitator attributes make you an effective facilitator

And be able to:
Conduct introductions that place learners at ease
Establish appropriate ground rules at the beginning of a class
Establish your credibility and rapport with learners



Module 2 Creating a positive learning environment
16
What does a positive learning environment
look like?

A positive learning environment is learner-centred and performance-based. Its
where everything is geared to making it as easy and comfortable as possible for
learners to acquire the skills they need to perform their jobs. Its also where the
responsibility for the success of learning is shared between you and the learners.
You will inspire your adult learners to strive for their personal best if you:
Establish a comfortable physical or virtual learning environment
Attend to the social and emotional needs of learners
Establish responsibilities for the success of training
Model appropriate behavior

Facilitating is a challenging job, combining subject matter expertise, the
performance skills of a stage actor and sometimes the insight and empathy of a
psychologist. It takes time to become proficient but youll be well on your way
if you start using the ideas that follow.




Module 2 Creating a positive learning environment
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Attributes of effective facilitators

Effective facilitators display some common characteristics. Dont expect to
acquire all these attributes immediately but think about working on one or two
at a time that might need improvement.

Attitude
A positive attitude towards the bank, the course content and especially
your learners will contribute to their experience.
Consideration
Be cautious and empathetic in situations that may be embarrassing for
learners like self-introductions, role plays or physical activities. If
someone really doesnt want to participate, the professional thing to do is
to allow them to pass.
Interest
Show interest in your learners knowledge, experience and
accomplishments.
Professionalism
Its been said that the first three minutes of a training session are the most
important. Why? Because this is the time when your participants are
sizing you up. In the first three minutes, the participants are deciding
whether they respect you and whether or not its worth their time to listen
to you.
Look sharp, feel sharp and be sharp. A crisp, professional appearance is
important in any job but as a facilitator its critical. You are expected to
be an example of BMOs best in your area of expertise.
Remember the age-old advice for facilitators: be Fair, Firm and Friendly.

Calm and In Control
Even experienced facilitators feel nervous sometimes. Thorough
preparation will help you feel more comfortable and in control.
Meet your learners as they arrive and theyll seem less like strangers
when you begin the class.
Module 2 Creating a positive learning environment
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Change any negative feelings by acting enthusiastic and confident.
Think Im not nervous, Im excited.

Activity
Almost all facilitators get nervous from time to time. Although its a very
normal feeling, you probably want to know some ways of dealing with it so
that it doesnt affect your performance. To learn more, click on the link and
watch this 8 minute video by Deborah Grayson Riegel about Overcoming
Nervousness.

What ideas, tips and tricks did you see that you could use in your class? Jot
down one or two here so you dont forget them.









Module 2 Creating a positive learning environment
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How do you know if youve created a positive learning environment
and are displaying the attributes of an effective facilitator?
Not every item on this list needs to be done for every class but they should serve
as a reminder of what you need to consider for every class.

As participants arrive, stand near the door, not at the front of the room
behind the Facilitators table. As participants enter the classroom
(physical or virtual), greet them with a personal introduction and
directions on what to do while waiting for the class to begin.
Play upbeat, friendly music (copyright-free of course) and have
instructions visible on how to prepare for self-introductions to the group.
Post a graphic overview of the course as a course map that all can see
throughout the duration of the course.
Have participants complete the name cards on their tables and make sure
theyre wearing their name badges.
o Learn and use their names as soon as you can.
If you havent done so before class begins, distribute participant
materials.
Begin the session by involving everyone in a low-risk activity related to
the course content.
o Use icebreakers, group activities, get to know you games which
are normally designed into your Facilitator Guide.
Introduce yourself to the class: establish your credibility by providing
information about you and your experiences.
Show enthusiasm for your subject matter and for your students, passing
on the excitement you have for the course content.
Create Ground Rules for the course, review them with the participants
and post them so theyre visible throughout the course.
o Clarify what is acceptable and unacceptable behaviour in the
classroom
o Discuss classroom policies, such as assignments, attendance,
lateness, etc.
Post a Parking Lot on a flipchart to capture questions and ideas that
arent necessarily relevant to the discussion at the time but you want to
return to later.
Module 2 Creating a positive learning environment
20
Review logistics, e.g. washroom locations, stretch breaks, lunch times,
messages
Review the course objectives tying them to a business need.
Review the agenda for the class, the day and the course.
Ask participants about their course goals, experience and motivation
towards the course topics.


Figure 1 An example of an Agenda, Parking Lot and Ground Rules.



Module 2 Creating a positive learning environment
21
VI Ps (Very Important Points)
Remember that effective facilitators, first and foremost, help their learners
achieve the goals of the course.
A positive learning environment is one that helps your learners achieve
the goals of the course while attending to their social and emotional
needs.
You are a role model. You will influence your learners experience by the
way you look, speak and move.
What you do during the first few minutes of your class can determine if
your learners have a great learning experience.


When you began Module 2 you had several Learning Objectives.
Do you now know
What constitutes a positive learning environment?
How to attend to the emotional and social needs of learners?
What facilitator attributes make you an effective facilitator?

Can you now
Conduct introductions that place learners at ease?
Establish appropriate ground rules at the beginning of a class?
Establish your credibility and rapport with learners?

Take a moment to think about your answers to these questions. If you arent
sure or your answer is no, what will you do about it? You can go back and
review the content youre not sure about or you can speak to your facilitator
colleagues/Learning Manager or you can access additional resources (some are
listed below) to clarify any unclear points.


Module 2 Creating a positive learning environment
22
Want to learn more about how to create a positive learning
environment?
For additional low-risk activities to introduce learners to one another or to
increase the energy
level of your class,
download Seriously
Fun Training Tips
Bundle from the
Leadership drive, Ice
Breakers, Energizers &
Team Building
Activities folder.
Watch and listen to
Deborah Grayson
Riegel speak about The
Importance of Body
Language in this 13 minute video and The Importance of Vocal Variety in
this 11 minute video.
Visit Harvard Universitys Bok Center for Teaching and Learning website
and browse their online resources.

Especially for Virtual Facilitators
From eLearn Magazine, Michelle Everson shares 10 Things Ive Learned
About Teaching Online.


This is the end of Module 2. When youre ready, go on to Module 3 Engaging
Learners and Fostering Learning.


Module 3 Engaging learners and fostering learning
23
Module 3: Engaging Learners
and Fostering Learning
Good teaching is more a giving of right questions than a giving of right answers. - Josef Albers
This module addresses Facilitating Training CSTD competencies
#2.e. Manage disruptive or counter-productive behavior
#3 Engage Learners
#3.a. Deliver content and instructions
#3.b. Lead group discussions
#3.c. Respond to learner questions and comments
#3.d. Use differences and controversy to enhance learning
#3.e. Optimize use of visual aids and equipment
#3.f. Use virtual classroom tools
#4 Foster Learning
#4.a. Demonstrate subject matter expertise
#4.b. Facilitate individual and group activities
#4.c. Facilitate to support transfer of learning

Learning Objectives
At the end of this module, you will know:
What Learning Objectives are and why they matter
Why we use icebreakers and energizers and where to find them
And be able to:
Use different teaching methods to appeal to different kinds of learners
Use a variety of methods to ask and answer questions from learners
Conduct effective exercises, activities and discussions
Manage classroom time
Handle disruptive or counter-productive behavior

Module 3 Engaging learners and fostering learning
24
Introducing Content
Let us watch well our beginnings and the results will manage themselves. - Alexander Clark
Beginning a class well involves more than just launching into a lecture on your
content. There are two concepts you need to understand and some recommended
practices to employ. Lets start with the two concepts.

Learning Objectives (LOs)
Adult learners want to know what is expected of them and what theyll achieve
by attending your course. Specifying Learning Objectives (LOs) is the best way
to accomplish this.
LOs are the skills and knowledge that learners should have acquired by the end
of your class or course. If your learners dont achieve the LOs then the class
wasnt effective. Youll always find Learning Objectives listed in your
Facilitator Guide just as youll find examples of LOs at the beginning of each
Module in this e-Manual.
You should review the Learning Objectives with your learners at the start of
your class and again at the end to ensure youve met expectations.

Icebreakers
The second concept that you may not be familiar with is something called an
icebreaker. Recall that excellent facilitators attend to the social and emotional
needs of their learners. Icebreakers can play an important role in helping your
learners connect with one another in a group environment. Icebreakers can also
enhance your facilitation by helping to stimulate cooperation, discussion and
participation. An icebreaker will usually be included in your Facilitator Guide.
Keep these ideas in mind as you conduct icebreakers:
Be enthusiastic, whatever happens, be enthusiastic! Your learners will
buy into the activity to the extent that you do.
Don't flog icebreakers to death. An icebreaker shouldnt take more than
20-30 minutes at the beginning of a multi-day course.
Keep your eyes and ears open to how your learners are responding to the
icebreaker activity. Finish each icebreaker while theyre still enjoying it.

Module 3 Engaging learners and fostering learning
25
Activity
LOs and Icebreakers are only two elements of a class well begun. To learn
more, click on the link and watch this 8 minute video by Deborah Grayson
Riegel: Great Openings and Closings .

What ideas, tips and tricks did you see that you could use in your class? Jot
down one or two here so you dont forget them.






By the way, well ask you to watch this video again in the Summarizing
Content section of Module 3 to learn some ways to close your training
session well.

The beginning of your class is clearly a critical moment. Your learners are
looking to you for guidance, expertise and leadership. Luckily there are proven
techniques to begin your class well.

Before you jump right into your content, here are some recommended practices
for starting your class well:
Welcome your learners; Display a graphic with an interesting title;
Describe what the class is about in 2-3 sentences. Inspire them.
Introduce yourself. Establish your credibility and begin building rapport.
Set the tone.
Introduce participants to one another and conduct the icebreaker in your
FG.
Give them the WIIFM (Whats In It For Me). Tell the learners the
benefits to be gained from your course. Give examples.
Encourage them with YCDI (You Can Do It). If theres reason to believe
your participants lack confidence in their ability to learn the material,
reduce their anxiety by reminding them that many others, just like them,
have successfully done it before.
Module 3 Engaging learners and fostering learning
26
Provide an Agenda and an overview of the class. Describe the Learning
Objectives (LOs) for your class.
Describe if and how learners will be assessed.

Youre off to a great start and youre now ready to introduce your content! In
the next section well look at some content presentation techniques.


Module 3 Engaging learners and fostering learning
27
Presenting Content
Learning without reflection is a waste of time; reflection without learning is dangerous - Confucius
Vary your facilitation methods to engage learners and foster learning. The
following are some common presentation techniques youll find in your
Facilitators Guide.
Lecturing
Lecturing is probably the oldest and still the most widely used teaching method.
Research shows that lectures are as good as or better than other methods for
presenting facts precisely and logically while controlling content and pace.
However, since only your ideas are expressed, it can encourage learner
passivity.
So what are lectures good for?
Getting the most up-to-date information from knowledgeable subject
matter experts
Summarizing content that may be scattered over a variety of print and
non-print sources
Adapting material to the background and interests of a particular
audience
Modeling how an expert approaches content, questions and problems in
the field
Recommended practices for lecturing include
To the extent that you can, limit yourself to lecturing in 10-minute blocks
of time. Research shows that the average adult attention span is about 10
minutes at which point it steadily diminishes. At the end of each 10-
minute block, switch teaching methods by asking a question, conducting
an activity or having a discussion.
Show your enthusiasm for your subject. Move around. Make eye contact
with your learners. Use gestures and vocal variation.
Do NOT read your slides, notes or the Facilitator Guide to your learners
unless they are having trouble sleeping! Having said that, youre not
expected to have memorized the FG. Its perfectly alright to pause and
check your FG for the next chunk of content you need to present. Then
look up and continue.
Module 3 Engaging learners and fostering learning
28
Link lectures to learner interests, learner problems, learner concerns. That
will answer the why should I be interested in this question in their
minds.
Build mental bridges for your learners. Use stories, analogies, metaphors,
examples and demonstrations that provide your learners with meaningful
links to the real world.
How loud should you speak when youre presenting content? Speak to
the back of the room and your volume will naturally adjust to the right
level.

Module 3 Engaging learners and fostering learning
29
Story-telling
While its true that story-telling is an excellent teaching technique, like all
techniques its possible to overuse or inappropriately use it.
Recommended practices include:
Set up the story providing just enough background and description that
your learners are in the shoes of the storys main character.
Make sure that the relationship between the story and the training content
is clear. While the connection may be obvious to you, it may not be to
your participants, so take a moment to explain the connection to them.
Make sure the story comes to a satisfying conclusion without any hanging
questions. State the key take-away for your learners.
Keep your stories short and focused. A good rule-of-thumb on length is
between 3 and 5 minutes.
If the story is about something you experienced, remember that the
participants have come to learn and not to hear your autobiography. Keep
it short and keep it focused on what it means to them.



Module 3 Engaging learners and fostering learning
30
Using Flipcharts
Flipcharts are an essential component of any training session. Flipcharts are
suitable for groups up to about 25 people. Above that number, it becomes
difficult for everyone to see whats been written on them.
Flipcharts allow you to highlight key points, respond to questions and capture
your participants input. You can also tape flipchart pages on the walls of your
classroom to record your groups learning and progress.
Activity
A flip chart is a great supplement to your PowerPoint slide deck and it serves
as a kind of group memory for the results of your classroom discussions.

Click on the link to watch a 5 minute video of trainer Ken Norman sharing a
few of his: Top Tips for Using a Flip Chart

What ideas, tips and tricks could you use in your class? Jot down one or two
here so you dont forget them.







Recommended practices include:
Print in CAPITAL LETTERS for titles or headlines. Use lowercase letters
for details.
Avoid talking while writing as this turns your back to the group. If youre
right-handed you want to stand, speak and write from the left side (from
the point of view of the class) of the flipchart.
Print no more than 8 lines of text on any one page and leave the bottom
quarter of the page blank so that people in the back of the room can read
the entire page.
Post significant pages on the walls for later reference and summary
review.
Put titles at the top of every page you create.
Module 3 Engaging learners and fostering learning
31
Prepare pages ahead of time to create class time for interacting rather than
writing. Consider using two easels, one for prepared pages and one for
writing on during class.
Use the wide side of the marker for best results.
Use marker colours that contrast well, e.g. Red and Black, Red and Blue,
Blue and Black. Avoid light colours as theyre too hard to see.


Module 3 Engaging learners and fostering learning
32
Role-Playing
Role playing provides your participants with a chance to act out, rather than
merely talk about, new skills and ways to solve problems. Many participants
find this to be an enjoyable and instructive supplement to class discussions. It
also gives facilitators the opportunity to provide participants with supervised
practice in dealing with "real life" problem situations. On the other hand, many
participants dread the words lets do a role play. As one way to deal with their
anxiety, you may want to replace the phrase role play with one thats less fear
generating, like simulation or experiential learning.

Role play has several benefits. It enables participants to (a) become proficient in
the use of new skills, (b) practice remaining calm during a problem situation (c)
find solutions in an effective, cooperative way (d) observe the consequences of
their actions and (e) practice persistence and overcoming obstacles.

Recommended practices include:

When introducing role playing, it is helpful to take a part as an actor in
the initial role play in order to get things off to a good start. After your
class has seen what an example role play looks like, you can have them
break out and do simultaneous role plays in pairs or small groups.
Keep initial role plays short. One or two minutes is generally sufficient
for making key points.
Role plays work best if there are no more than two or three actors.
It is very important to structure role plays by clearly defining both the
situation and the roles to be played by each actor. Participants should be
encouraged to be realistic and not overly difficult or antagonistic.
Its generally instructive to enact a role play more than once.
Occasionally, you should ask participants to reverse roles or ask for a new
volunteer in the second or third enactment.
Its fine for facilitators to coach participants to portray their roles
effectively as the action is going on. This provides them with support and
feedback.
Expect a considerable amount of energy and noise during role plays. This
is fine as long as participants are paying attention to the purpose of the
role play. Discontinue specific role plays if: (a) an actor or the audience
Module 3 Engaging learners and fostering learning
33
begins acting in a silly or off-task manner (b) a participant gets aggressive
or emotionally upset or (c) there is prolonged negative behavior or
confusion about where the role play is going.
Role plays can begin with the facilitator saying, "Lights, camera, action!"
The participants can be interrupted by saying, "Freeze!" so that everyone
can discuss or redirect the current scene. To restart or resume a scene, the
facilitator can say, "Thaw!" Role plays can be ended by saying "Cut!"
Praise all role-play efforts. First, share what you liked about the role play
and then suggest, at most, one thing a participant might try differently in a
reenactment.
It is very important that the entire class is actively involved in a role play.
Arrange desks in a circle or horseshoe around the area where the actors
will perform the role play. Assign audience members to observe specific
points. You can come up with your own points appropriate to your
content but consider using these:

o What elements of the content, skills, procedures, etc. were best
demonstrated in the role play?
o Was the participant calm when he/she tried the solution?
o What was the problem, and what feelings did the actors show?
o Was the solution a cooperative, positive one? Did it make the
situation better?
o How was the person's timing, tone of voice, and body language as
he/she carried out the plan?
o Was there an obstacle to the first solution? If so, how well did the
actor handle it?
o Are there other solutions that could be used to solve the problem
even better?

Module 3 Engaging learners and fostering learning
34
Conducting Activities and Exercises
Activities are where the learning really happens. Learners frequently also tell us
that they were the most enjoyable part of a course. Recommended practices
include:
Get your learners into groups before you give them directions for the
activity.
Because people get distracted, say your directions and present them
visually as well.
Before turning the groups loose, check their understanding by having
someone summarize the directions for the activity.
Move around the room and provide guidance without interfering or
becoming involved in the exercise yourself. Intervene only if you see a
learner dominating or hindering others.
Keep track of the time and provide groups with a 2 minute warning
before the end of the allotted time for the activity.
Every activity and exercise should have some kind of debrief to ensure that your
participants gained new learning from their expenditure of time and effort.
Debriefing instructions should be in your Facilitator Guide, but if not, a useful 3
step method is the:

The What - So What - Now What Framework for debriefing any
activity
What?
What did we do? What happened during the activity?
What resonated with you? What was confusing?
What were your expectations? What did you think would happen?
So What?
What did you learn?
What can you conclude about X?
Now What?
How can you apply what you learned?
If you could do this activity again, what would you do differently?
What would you like to know more about?
Module 3 Engaging learners and fostering learning
35
Asking Questions
Why ask questions at all? Why not just present content? Youll use questions for
several reasons. Often asking a question is far more instructive than providing
your class with more information. But avoid asking closed questions that have a
single, correct answer. When learners believe that you have the right answer in
mind, they will be slow to respond. On the other hand, true open-ended
questions invite authentic reflection and discussion. The result is that youll
have more engaged learners, a more interesting class and a better learning
experience.
One strategy for asking good questions, questions that invite your learners to
think deeply, is to propose hypothetical situations for their consideration. These
questions look like this:
Assumption questions: Assume for a second that
Hypothesis questions: If this were to happen, what?
Constraint questions: If you had to do without X, what would you do?
Criteria questions: How would you know if .?
Trade-off questions: If you had to choose between X and Y ?
In summary, questions, both yours and those of your learners:
Provide opportunities to obtain additional information
Encourage interaction which improves learning and meets social needs
Allow for individualized attention when its needed
Permit your learners to share their experience and knowledge with their
peers
You can develop your technique for asking questions by following some of
these recommended practices:
Be clear about the direction of your question to an individual or to the
whole class.
Ask open-ended questions that require more than a yes, no or one-
word answer.
Phrase the question as concisely as possible. Dont combine multiple
questions into one.
Module 3 Engaging learners and fostering learning
36
Know at least one adequate response before asking the question.
Be patient. Allow a moment of thought for learners to respond. Some
facilitators silently count to 10 after asking a question.
If the person didnt speak loud enough, ask Could everyone hear that?,
then ask the person to repeat the answer. Do not repeat the answer for the
person; if you do so, learners may stop listening to each other.
Once the answer has been given, provide an assessment and positive
encouragement for having responded.
What do you do in these circumstances?
You ask a question and you get
The wrong answer
o Keep in mind that you want to foster independent thought and
discovery of knowledge. Resist the temptation to share your
knowledge, advice and experiences too soon. See if you can guide
the learner to a more correct answer.
o Ask another individual in the class or the class as a whole if they
agree with the wrong answer. Then probe with follow-up
questions, Why do you agree? Why do you disagree?
The right answer but you want to probe deeper
o Ask another individual in the class or the class as a whole if they
agree with the right answer. Then probe with follow-up
questions, Why do you agree? Why do you disagree?
o And then what? or why? are some of the best questions you
can ask to help your class deepen their understanding. Follow up
with another and then what? until they reach the aha, I got it
moment.
No answer
o Allow silence. It takes a
few moments to absorb the
question and mentally
prepare a response.
o Be patient. A good practice is to count to 10 slowly in your mind as
you wait for a response.
Never ask a question like Do you
understand? It gives you no useful
feedback and the answer is almost always
Yes.
Module 3 Engaging learners and fostering learning
37
o Direct the question to an individual. Say their name first to prepare
the person. Then ask for their opinion to reduce the stress of
answering incorrectly. For example, Frank, what if I were to ask
you? What do you think about X?
An answer thats off-topic
o Respond with Oh, thats interesting, tell me morehow does that
relate to X?

Module 3 Engaging learners and fostering learning
38
Answering Questions
There are certain steps to follow when answering questions that will help create
a positive learning environment of respect and encourage interaction.

Listen as actively and objectively as you can without interrupting the
learner. They may fumble with their question and thats entirely normal
as they come to terms with new language and concepts.
Repeat the question, especially if it was long, to ensure you understood it
and that the whole class heard it. It also gives you a moment to think
about how to respond to it.
Finally, you can respond in a variety of ways using the DARE acronym:
Direct the question to another learner.
Answer the question.
Reflect the question back to the learner. What do they think?
Evade, that is, say you dont know or the question is out of scope
for your class. Offer to find out or help source the answer after the
class is over. These kinds of questions are good candidates for your
Parking Lot flipchart. NEVER EVER BLUFF, it can back-fire on
you and destroy your credibility.

Additional recommended practices include:
Look for nonverbal behavior. You can often detect when someone wants
to ask a question or challenge a point from their facial expression or body
posture.
Get to the point quickly. If you want to add background, do so after
giving a concise answer to the question.
Be patient with questioners. Their need to understand is more important
than your desire to cover a given amount of material.
Dont leave Q&A to just before a break or at the end of a session. This
inhibits questions because your learners are already thinking about other
things.
Be available during breaks. Some participants shy away from asking
questions in front of a group. Being approachable is a good way of
establishing rapport with them.

Module 3 Engaging learners and fostering learning
39
Activity
Asking good questions engages learners and fosters independent
thought. Listen to Deborah Grayson Riegel speak about Working
With Your Audience and Handling Q&A in this 13 minute video.

What ideas, tips and tricks could you use in your class? Jot down one
or two here so you dont forget them.









Module 3 Engaging learners and fostering learning
40
Conducting Guided Discussions
A good discussion promotes individual reasoning and understanding, not just a
recitation of facts. But good discussions dont just happen. Discussions are good
when they are guided. Guided by you.
To guide a discussion, you need a plan or structure. One effective structure is to
(1) start with a thought-provoking question or statement, (2) encourage fact-
gathering and opinion-sharing, (3) challenge learners to think more deeply and
widely, (4) ask So what? questions, what does this mean for them and our
organization and finally (5) summarize the question, the discussion and the
conclusions.
A guided discussion might have this kind of flow for example:
Open a discussion with an overhead question directed to everyone
What do you think about X? What is the core issue we need to look at? Who
would like to go first?
Gather information, facts, reasons and opinions.
How have you done X up to now? What would be an example of X? What led
you to have that opinion about X? What do you think are the reasons for X?
Encourage thought and challenge assumptions.
What is Karen assuming about X? Is it always the case that X happens? Can
anyone see another way of doing X? And then what?
Focus on implications, solutions and take away learning.
What does this mean for us? How is X applicable to our situation? What
needs to change, what needs to stay the same because of X?
Close the guided discussion.
Is there anything else anyone wants to add? Lets bottom-line what weve
been talking about, what will you do differently based on our discussion
about X?
Recommended practices include:
Be neutral. Lead the discussion without participating in it. Explain your
role to the group right at the start as they may have an expectation that
you will be assertive or participatory.
Acknowledge contributions. React to your participants as they react to the
subject.
Module 3 Engaging learners and fostering learning
41
o Avoid the trap of stock responses. If every contribution is Good
or Excellent, these words lose their meaning.
o Be specific: Thats an unusual response, but an interesting one.
In a certain sense, yes you are right Im glad you brought that
up. Ah, thats a point I hadnt considered.
o Be polite and tolerant. Dont embarrass learners by dismissing or
ridiculing their contributions.
o Accept the unexpected. The worst reaction is No, thats not what I
was looking for. Your learners arent mind-readers. Better to say
something like Thats interesting, tell me more
Side conversations can mean inattention or that learners are actively
engaged in the topic. Give them an opportunity, if they wish, to share
their comments with the whole class.
Dont allow one or two learners to dominate the discussion. Elicit
responses from as many people as possible.
Put discussion comments on display. Note their responses, ideas and
questions on a whiteboard/flipchart.
Activity
A guided discussion is an effective and fun teaching technique. It
also requires certain skills that you can easily acquire through
practice. Click on the link to watch a 4 minute video of a Harvard
Business School professor leading his MBA class in a case
discussion: Guided Discussion of a Case at Harvard Business
School

What recommended practices did you see him use? What ideas, tips
and tricks could you use in your class? Jot down one or two here so
you dont forget them.








Module 3 Engaging learners and fostering learning
42
Managing Time
Keep your promises about timing! Some sections will run longer than the
Facilitator Guide indicates. Some may be shorter than expected. Whatever the
flow of your class, either keep your promises about time or re-negotiate them.
Have meals and breaks when you say you will and make sure you end on time at
the end of the day.

If a section is taking less time than expected, you can stretch it:
Take extra time for group discussions or debriefs.
Instead of a whole class discussion, announce a small-group discussion.
Have each small group report their results and follow that with a debrief
with the whole class.

If a section is taking more time than expected, you can shorten it by:
If you are running a small-group exercise, dont have each group report
individually. Pick one group to report and then ask Does Group #2 have
anything new to add? What about Group #3, etc.
Replace small group discussions with whole class discussions.
Summarize a section yourself without discussion or interaction.

These techniques will help you to finish your session at the promised time. If
theres no way to resolve a time issue, let your learners decide what they want to
do Would you like to stay now and finish this section or would you prefer to
complete this later? You can always end early and be a hero. But dont run
overtime without their consent.


Module 3 Engaging learners and fostering learning
43
Handling Disruptive Behavior
Module 1 addressed some of the reasons why learners occasionally exhibit
disruptive behavior and how you can prepare for it. This section focuses on how
to deal with a few specific kinds of disruptive learners.
Disruptions come in all forms, and may be difficult for a wide variety of
reasons. While its impossible to create neat little categories that adequately
describe the full range of disruptions encountered by facilitators, a good starting
point may be to begin with the most common ones, each requiring a different
type of response based on the context.

The Disinterested Type
Stress personal benefits to be gained from the content.
Direct questions at this person to encourage involvement. Dont overdue
this though or they might feel picked on.
Give the individual a role or task to perform. For example, let them write
responses on a flipchart during a whole-class discussion or assign them
the Spokesperson role in a small group activity.
The Argumentative Type
Direct this persons questions/comments to the group for response.
Direct questions raised by others back to this individual for comment.
Avoid being drawn into an argument let the group settle issues.
Respond with something like Thats interesting what do others think
about that?
The Overly Talkative or Rambling Type
Direct questions away from this individual to other members of the class.
You can subtly do this by saying I havent heard much from this side of
the room (or the front/back), is there someone here who could answer this
question? You can also respond to their comments by saying
something like Thats interesting what do others think about that?

Module 3 Engaging learners and fostering learning
44
In addition to these remedies for specific kinds of disruptive behaviors, it can be
helpful to have a general purpose method for any kind of disruption. We can call
this general method the Stairway of Intervention.

The Stairway of Intervention
When faced with participant behavior that you feel is interfering with the
effective conduct of your class, start at Step 1with the least intrusive of
intervention methods and work your way up from there.
Step 1: Emphasize your presence. Stand if youve been sitting. Assume a
relaxed, confident posture in the middle of the room
squarely facing the participants. Do not cross your
arms or your legs, which can project a lack of
confidence and weakness. Remember, this is your
classroom and you own the space.
Step 2: Make eye contact with the
disruptive participant(s). Nothing more. Just
let them know non-verbally that you are aware
of what theyre doing.
Step 3: Walk towards the disruptive participant(s). Get into their peripheral
vision.
Step 4: Stand next to them. This almost always stops the behavior without
drawing too much attention to the person.
Step 5: Pause. Stop speaking and look directly at the participant. This is
certainly assertive and borderline aggressive, so try to do it with a smile and a
little bit of humour.
Step 6: Speak to the person on a break. Do this privately. There might be a
reason for the behavior that you arent aware of and theres never a need to
embarrass a participant in public.
Step 7: When all else fails, ask them to leave. Share with the participant that
what theyre doing continues to be disruptive to the class and it would be better
for everyone if they left. If appropriate, leave the door open for them to return
later.

Module 3 Engaging learners and fostering learning
45
Activity
For yet another point of view and additional techniques for handling
classroom disruptions, click on the link to watch a light-hearted 5 minute
video by communications expert Dan OConnor called: 4 Magic Phrases

What ideas, tips and tricks could you use in your class? Jot down one or two
here so you dont forget them.








Youve now been introduced to all the basic skills needed for effective
presentation of content. Theyre all very much learnable but of course it will
take time and practice to perfect them. You might want to pick a different
technique to focus on each time you facilitate a class. And dont forget you can
always rely on your Learning Manager and facilitator colleagues for advice as
well!

In the next section well look at some content summarization techniques.



Module 3 Engaging learners and fostering learning
46
Summarizing Content
I like a teacher who gives you something to take home to think about besides homework. ~Lily
Tomlin as Edith Ann

A very common problem faced by facilitators is that time seems to run out just
as they finish presenting content, leaving little or no time to summarize the
lesson.
Content summaries are used to recap the major points of the lesson and to
confirm that the learners have understood it.
Summaries are important because they provide learners with psychological
closure and provide the facilitator with one more opportunity to reinforce the
content.
You can use a short restatement of the Learning Objectives and activities, or you
can conduct an exercise that actively involves learners in recall of the
information. The important thing is that learners have a clear understanding of
how all the parts of the lesson relate.

Activity
Here are some ideas for closing your lesson from Deborah Grayson Riegel.
Youve watched the first part of this 8 minute video earlier in the
Introducing Content section, now you can focus on the suggestions for
summarizing content: Great Openings and Closings.

What ideas, tips and tricks could you use in your class? Jot down one or two
here so you dont forget them.








Module 3 Engaging learners and fostering learning
47
Recommended practices include:
Ask a participant or group of participants to summarize what theyve
learned. This can be a humbling
experience because youll likely
find they remember much less
than you think. Regardless, this
exercise helps them retain
content in their memory and
helps you identify any key
points they missed.
Link back to the Learning Objectives in your Introduction. Did you or
more importantly did your learners achieve those objectives?
Keep it short.
If appropriate, bridge from this class to the next section, class or course.
Close with a story, a relevant quote or a call to action.
Youre done. Take a bow, youve earned it.


Asking your learners if they have any
questions often yields silence. Instead
say People often ask me and
give a question yourself. Your
example will often generate
additional questions from your class.
Module 3 Engaging learners and fostering learning
48
VI Ps (Very Important Points)
Provide learners with the class Learning Objectives and an overview of the
content.
Use relevant and concise stories and examples.
Supplement verbal comments with printed handout materials and visuals.
Use a variety of teaching methods.
Encourage learners to share their prior knowledge and skills.
Plan the questions you ask in class to gain attention and participation.
Use the DARE method to answer questions from learners.
Draw out quiet or reluctant learners without embarrassing them.
Use the Stairway of Intervention to handle problem behavior.
During group activities, observe and assist groups as needed.
Conduct a debrief after discussions and activities.
Summarize the key points of the lesson youve just completed including a
reminder of the Learning Objectives.
Ask learners to identify how they will use or apply what was learned in the
lesson.

When you began Module 3 you had several Learning Objectives.
Do you now know
What constitutes a positive learning environment?
How to attend to the emotional and social needs of learners?
What facilitator attributes make you an effective facilitator?

Can you now
Use different teaching methods to appeal to different kinds of learners?
Use a variety of methods to ask and answer questions from learners?
Conduct effective exercises, activities and discussions?
Manage classroom time?
Handle disruptive or counter-productive behavior?

Take a moment to think about your answers to these questions. If you arent
sure or your answer is no, what will you do about it? You can go back and
Module 3 Engaging learners and fostering learning
49
review the content youre not sure about or you can speak to your facilitator
colleagues/Learning Manager or you can access additional resources (some are
listed below) to clarify any unclear points.

Want to learn more about how to engage learners and foster deep
learning?
Visit Humber Colleges Centre for Teaching and Learning faculty
resource page on Instructional Strategies.
Watch a master teacher at work. In these video episodes, Michael Sandel,
a professor of political philosophy at Harvard uses lecturing, story-telling,
questions and discussions to create effective learning experiences.

Especially for Virtual Facilitators
Connie Malamed, the eLearning Coach, interviews Karen Hyder of the
eLearning Guild on Webinar Best Practices. Make Connies website
http://theelearningcoach.com/ a favorite in your web browser and visit it
regularly for tips on how to be a great virtual facilitator.
Visit Penn State Universitys Learning Community Hub for an
Introduction to Crafting Questions for On-line Discussions.

This is the end of Module 3. When youre ready, go on to Module 4 What to Do
at the End of Your Course.
Module 4 What to Do at the End of Your Course
50
Module 4 What to Do at the
End of Your Course

Theres no real ending. Its just the place where you stop the story. Frank Herbert
This module addresses Facilitating Training CSTD competencies
#5 Assess Learning
#5.a. Confirm learners have prerequisite skills and knowledge before
training begins
#5.b. Assess individual achievement of learning objectives

Learning Objectives
At the end of this module, you will know:
What your responsibilities are regarding assessment of learning
including what to do if participants do not reach the required level of
competency
Who does what at the end of a course

And be able to:
Close your classroom at the end of your course

Module 4 What to Do at the End of Your Course
51
Assessing learners and learning
The importance of assessing learner achievement is recognized by adult
education institutions worldwide. The results of investment in employee training
should be monitored by management just as other investments are measured. In
addition, a well-designed test with timely feedback can be a valuable learning
experience.
Assessing pre-requisite work
Pre-requisite work is assigned to ensure that your participants arrive ready to
learn and to set a level playing field of knowledge. Sometimes, and for a
variety of reasons, participants wont have completed the pre-work. What do
you do?
First, it depends on the course youre facilitating. You should carefully consider
what impact it will have on your lesson if one or more participants havent done
the pre-work. By examining the Facilitator Guide, youll have a pretty good idea
if the pre-work is nice to know or critical to know. If its critical, you might
have the participant forego the next classroom break and quickly go over the
missed material. Or perhaps it can be done over lunch or during the evening
before the class reconvenes the next day. You should stress the importance of
completing the pre-work (after all if it wasnt, it wouldnt have been built into
the course!) and be sure to place the responsibility squarely on the participant to
catch up.
In a virtual classroom, there will be fewer options available in dealing with pre-
work that hasnt been done. You should still emphasize the importance of the
material and perhaps suggest that the pre-work be done as post-work although
thats hardly ideal for obvious reasons. When you take your WebEx training,
ask your instructor for additional tips and ideas.
Assessing learning achievement
In EDGE, most facilitators arent required to assess learning in a formal way
with exams, tests or work that requires grading. However, if formal assessment
is a part of your accountabilities, your Learning Manager will provide you with
the details. Your IFL design colleagues build all tests and will include them with
Module 4 What to Do at the End of Your Course
52
your facilitation materials. Simply follow the directions youll find in the FG to
administer the test.
Even if no formal assessment method exists, you may still want to end every
class with an informal assessment of some kind. It may consist of a simple, open
discussion with your participants about the course Learning Objectives. Do they
feel they individually met the Objectives? Do you, having watched and listened
throughout the class, feel that each and every one of your participants has
achieved the Objectives? What about the unofficial objectives, i.e. the ones
the participants shared with you at the beginning or during the course? If any
objectives have not been met, ask what you and your participants might still do
to reach those learning goals.

What do you do if one of your participants fails the test?
Assuming you have administered a formal exam and someone fails to meet the
minimum pass mark, the suggested procedure is to:
1. Call the participants manager before speaking to the participant.
If you determine that any individual has clearly failed to meet the
official Learning Objectives of the course, you have a responsibility to
inform that persons Manager. You must provide the Manager with
factual evidence (no subjective opinions please) of non-achievement and
clearly indicate that its the Managers responsibility to correct the
situation.
Be straight forward with the facts and include your assessment of
participation, e.g. Betty recently attended Fundamentals of Financial
Analysis. Participants are assessed by way of a test at the end of the
week. While she participated well during the week, she scored 68% on
the test. Our target pass is 70%. The test is made up of T/F, multiple
choice and short answer mini cases. While she did fine in the T/F and
multiple choice, she struggled with the mini cases the application of
the learning. I would like to go over these results with her, but I thought
I would call you first.
Ask for feedback from the manager, e.g. What do you think of Bettys
results?
Module 4 What to Do at the End of Your Course
53
Discuss the approach you should use with the participant. Remember
your only role is to report the results, you can suggest alternative ways
of reinforcing the learning, but it is up to the manager and HR to decide
what action to take. Alternative ways to reinforce the learning include:
Supplement their instruction using eLearning Select or E-Mentor
online modules
Have the manager evaluate the participants on-the-job
performance
Re-taking the course should not be an option except in exceptional
circumstances e.g. the participant missed 3 of 5 days because of
illness.
2. Call the participant be as straight-forward and factual as you were with
the manager avoid saying failed but give the facts. Your
responsibility is to inform and report, not to take on additional tutoring or
coaching duties. Do not offer to stay in touch and do not suggest the
participant call you if they have questions. EDGE facilitators do not have
the time or the mandate to hand-hold participants. Follow the approach
agreed to with the persons Manager.

Activity
This can be a sensitive topic and your Learning Manager may have
devised another approach for dealing with test failures. Be sure to
ask about his or her preferred method in regards to contacting
participants and managers after a failed test.

Jot down their recommendations here so you dont forget them.





Module 4 What to Do at the End of Your Course
54
Want to learn more about how to assess learning?
Classroom Assessment Techniques or CATs are a set of well-researched
ways of assessing how much learning your participants have achieved. This
short video on a CAT called The Muddiest Point is just one of many such
techniques that you can use in both the virtual and physical classroom.

Iowa State Universitys Center for Excellence in Learning and Teaching
provides another excellent resource on CATs.

These resources arent meant to suggest that you should design new
assessment techniques into your course. You should follow the directions in
your Facilitator Guide at all times. However, as part of your professional
development, these techniques will deepen your understanding of the many
ways that learning can be assessed.


Module 4 What to Do at the End of Your Course
55
How to close and end your class

Congratulations. Youve finished facilitating your course and now its time to
reflect on your experience.
How to provide feedback to Course Owners and Designers
As you facilitate your course, youll develop an opinion on its elements. Does
every activity work as planned in the Facilitator Guide? Are some parts too
long, others too short? Were instructions or the content unclear in places?
Some facilitators wait until the end of the course to make notes about their
feedback, while others do it during the course taking a few seconds from their
facilitation to write out their thoughts in the margins of the FG. If that would
interrupt the flow of your facilitation, you might want to quickly place a Post-It
note on those FG pages where you had a question or problem. Use whatever
method works for you because we want and need your valued feedback.
Once youve captured your questions, concerns or suggestions, share them with
your Learning Manager. Your Manager will, in turn, convey your feedback to
Course Owners and the Design team.

How to get feedback on your performance
What went really well? What will you do differently next time you facilitate?
What concerns or suggestions on course content do you want to share with your
Learning Manager and Course Owner?
In addition to this self-evaluation, youll receive the results of your participants
evaluations about 3 weeks after the end of the course. Its also sent to your
Learning Manager and the Course Owner. Participant evaluations are one of the
inputs into your PPA so they are important. You should review the evaluations
carefully and take the initiative to discuss anything that concerns you with your
Learning Manager.

Recommended practices include:
Help your participants understand the importance of providing you with
feedback via the evaluation.
o Take a few minutes at the end of your course to explain that the
Evaluation Report is similar to the banks NPS scores. The results
Module 4 What to Do at the End of Your Course
56
are used to gauge how satisfied the participants are with the course
and the facilitator. You might show them what the Report looks
like and explain any parts of it that they dont understand.
Be open and honest about the fact that we all can improve in some way.
Try to remain objective. Imagine the comments are directed at a third
person. Consider the evidence on this other facilitator. Are the
comments accurate? How would you have reacted as a learner in this
other facilitators class? What would you say to help this facilitator?
Keep things in perspective. Each learner is expressing his or her own
opinion. Dont assume theyre speaking for everyone.
Respond to substance, not speculation. Dont fret over comments like I
didnt like the class. Its not worth your time or emotional energy to
figure out whats being referred to.
Concentrate on your goals. You do have personal goals for each class
dont you? If you tried especially hard to be, for example, clear in your
presentations, then comments of confusing mean more than dry.
Use a high-tech mirror. Get someone to videotape your class. Then sit
down preferably at a table in your classroom and observe yourself the
way your learners did. Think of it as being in a kind of reality TV show
and note both your strengths and weaknesses.
o How much do you talk?
o How much do learners talk? When?
o How much do you move? Why and where?
o When, what and how do you use the whiteboard, flipchart and
PowerPoint?
Take notes in a separate journal or in your Facilitator Guide. A few words
in the margin can help you recall for the next class any improvements
youd like to make to your delivery.

Module 4 What to Do at the End of Your Course
57
Activity
Youll have a chance to see other more experienced facilitators end their
class and close their classroom and youll learn the how-to details from
them. If you have questions, take a moment to jot them down so you
dont forget.





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58
VI Ps (Very Important Points)
Most of our courses dont formally assess learner achievement. For those
that do, you will have instructions in your Facilitator Guide on what to do
and how to do it.
Your time and expertise are valuable resources that are best employed in the
classroom. Provide guidance to your participants but resist the urge to
become their coach or mentor after they complete your course.
Provide feedback on the course content and design to your Learning
Manager.
Reflect on your own performance as a facilitator.
Complete all the housekeeping tasks to close your class properly.

When you began Module 4 you had several Learning Objectives.
Do you now know
What your responsibilities are regarding assessment of learning
including what to do if participants do not reach the required level of
competency?
Who does what at the end of a course?

Can you now
Close your classroom at the end of your course?

Take a moment to think about your answers to these questions. If you arent
sure or your answer is no, what will you do about it? You can go back and
review the content youre not sure about or you can speak to your facilitator
colleagues/Learning Manager to clarify any unclear points.

This is the end of Module 4 and the end of Essentials of Facilitation. But this is
only the beginning of great things for you and your participants. Thank you for
your effort during this course and good luck on your new facilitation career.
For the Learning Manager
59
For the Learning Manager
As your new facilitator progresses thru Essentials of Facilitation, he or she is asked to:
Read the content
Visit websites and download facilitation-related materials
Complete various activities including seeking advice from you and observing other
facilitators at work
Note any questions they have
Meet with you to discuss their progress after each module or at the end of Essentials.
Your feedback to them and your assessment of their learning is critical to their success. We
suggest that you use the table of Learning Objectives below to guide your discussion. Youll
likely want to supplement these Objectives with questions based on your own knowledge of
what it takes to be a successful EDGE facilitator. Ultimately, youll want to assure yourself
that your new facilitator has acquired all the basic knowledge and skills he or she needs.
Essentials of Facilitation
Modules and Learning Objectives
Has the new Facilitator demonstrated to
your satisfaction the knowledge and skills
they require? If not, what remedial
action would you like them to undertake?
Mod 1 Preparing to Facilitate
Does the new EDGE facilitator know
How EDGE is organized and where they fit in?
What processes and documents are provided to
support them in becoming a great facilitator?
How much license they have to deviate from the
Facilitator Guide?
How Presenting differs from Training and from
Facilitating?
Can she or he now
Prepare themselves and the classroom in advance
of a class?

Mod 2 Creating a Positive Learning
Environment
Does the new EDGE facilitator know
What constitutes a positive learning environment?
How to attend to the emotional and social needs of
learners?
What facilitator attributes make for an effective
facilitator?

For the Learning Manager
60
Can she or he now
Conduct introductions that place learners at ease?
Establish appropriate ground rules at the beginning
of a class?
Establish credibility and rapport with learners?
Mod 3 Engaging Learners and Fostering
Learning
Does the new EDGE facilitator know
What constitutes a positive learning environment?
How to attend to the emotional and social needs of
learners?
What facilitator attributes make you an effective
facilitator?
Can she or he now
Use different teaching methods to appeal to
different kinds of learners?
Use a variety of methods to ask and answer
questions from learners?
Conduct effective exercises, activities and
discussions?
Manage classroom time?
Handle disruptive or counter-productive behavior?


Mod 4 What to Do at the End of Your Course
Does the new EDGE facilitator know
The responsibilities regarding assessment of
learning including what to do if participants do not
reach the required level of competency?
Who does what at the end of a course?
Can she or he now
Close the classroom at the end of a course?


What else do you require your Facilitator to know or be able to do?


What are the next steps in their professional development?