!"#$%"&'( !"#$%& !" $%&'('!%!

) %
!"#$%&%' )*+"$&"%,"!
! #$%&'('() *+% $%&'(,%-! !"#$%&'"

!"#$%&'" )"*+,-$'-./

"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$ is a template to assist you in
ueveloping facilitatois foi a stiuctuieu leaining expeiience (iefeiieu to as a "!"#$%
'(")(*+,), incluuing couise cuiiicula (such as -"((.#/0"1*2 3.*4.(%50'), leaining
mouules (such as 6.'"(/ 7(0/01) 89022%), euucational anu cognitive-behavioial
piogiamming foi offenueis (such as :501901) !"( * -5*1).), anu othei similai
piogiams. This template assumes:
Theie is a uetaileu, 0,-''"/ 1&+-%-'&'., 23-4" foi the leaining expeiience that
is the focus of this couise;
The potential facilitatois have 5&*-+ 2,.3$ &/4 %"&,/-/2 1&+-%-'&'-./ *6-%%*,
such as following the facilitatoi guiue, giving cleai uiiections foi activities
anu assignments, checking foi unueistanuing, asking piobing questions,
engaging gioup membeis in meaningful uiscussion, time management anu
managing challenging behaviois.
78!9: If this is N0T the case, inexpeiienceu facilitatois may neeu to
paiticipate in a basic couise on leaining anu facilitation, such as NIC's 89022%
!"( /5. 3.*(101) ;("!.%%0"1*2< piioi to taking this piogiam.

This couise template may be useu with classioom-baseu, web-baseu anu blenueu
focus piogiams anu may itself be facilitateu in these ways. So a web-baseu focus
piogiam might have a web-baseu tiaining foi facilitatois, wheie each potential
facilitatoi has an oppoitunity to use the leaining softwaie, such as WebEx, when
they uemonstiate theii segments of the focus piogiam. A classioom-baseu focus
piogiam shoulu have at least one segment that is conuucteu in peison, wheie
potential facilitatois uemonstiate theii classioom anu gioup facilitation skills using
segments of the focus piogiam.
This type of leaining expeiience - piepaiing potential facilitatois to set up anu leau
leaining expeiiences foi otheis - iequiies multiple layeis of knowleuge,
unueistanuing anu skill. This template is thoughtfully uesigneu to builu the
potential facilitatois' unueistanuing anu skills foi both the #"1/.1/ (the infoimation,
attituues anu skills to be leaineu in the focus piogiam) anu '("#.%% (how to ensuie
effective leaining expeiiences anu ietention). That having been saiu, qualifieu
"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
2


Couise Leaueis may mouify this cuiiiculum to meet theii leaineis' anuoi agency's
neeus.
This oveiview suggests a seiies of leaining phases, pioviues uesciiptions of each
phase anu iecommenus leaining activities, anu pioviues a iange of time foi each
phase. The phases may be completeu in one multi-uay leaining event oi in smallei
segments.

!",#-/.%.2;
/.05- %#.)#&6 - The stiuctuieu leaining expeiience foi which new
facilitatois aie neeueu. As noteu, the focus piogiam shoulu have a cleaily
wiitten, uetaileu facilitatoi guiue to follow.
7.5#-$ 2$&8$# - A leaining piofessional sufficiently expeiienceu in leaining
methouology anu the focus piogiam itself to piepaie otheis to facilitate the
piogiam effectively.
".+$(+'&1 9&0'1'+&+.#- - The paiticipants in this couise, ;(.'*(01) =/5.(% /"
>*#020/*/. * 3.*(101) ?@'.(0.1#., who have been selecteu to facilitate the
focus piogiam in the futuie.
/.05- %#.)#&6 %&#+'0'%&(+- - Those who will be the eventual iecipients of
the focus piogiam.


"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
S


<3,,-+3%3# =",1.,#&/+" 85>"+'-?"*

uiven ielevant leaining expeiiences, potential facilitatois will:
Become familiai with the goals, peifoimance objectives, content anu
methouology of a focus piogiam;
Employ effective piactices foi conveying leaining content anu foi suppoiting
leainei engagement, compiehension anu application;
Piactice ueliveiy anu facilitation of leaining expeiiences anu ieceive
feeuback;
Examine anu plan foi the logistics anu piepaiation neeueu foi facilitating the
focus piogiam;
Paiticipate in at least one follow-up expeiience foi facilitatoi suppoit.


"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
4


=,"$&,-/2 8'@",* '. A&+-%-'&'" & B"&,/-/2 9C$",-"/+"
<.3,*" !"#$%&'"

=DEF9 GH A.+3* =,.2,&# =&,'-+-$&'-./ IJ @,*H '. *"?",&% 4&;*K
;"/.1/0*2 >*#020/*/"(% A022B
C.#"+. !*+020*( A0/5 /5. )"*2%< '.(!"(+*1#. "DE.#/0F.%< #"1/.1/ *14
+./5"4"2")G "! * !"#$% '(")(*+
The initial expeiience foi potential facilitatois shoulu be exposuie to the focus
piogiam *% '*(/0#0'*1/%. This pioviues an oppoitunity to attenu to the piogiam's
content, as well as to expeiience the leaining activities fiom the focus piogiam
paiticipant's peispective.
This expeiience may be gaineu 01#04.1/*22G - foi example, potential facilitatois may
be selecteu fiom among paiticipants who have completeu the focus piogiam, baseu
on theii unueistanuing of the content, engagement in the leaining activities anu
willingness to become facilitatois. (In this case, it may be necessaiy to pioviue a
ieview anu uemonstiation of some oi all of the piogiam content anu leaining
activities if significant time has passeu.)
A seconu option is to offei the entiie focus piogiam specifically foi potential
facilitatois. In this case, the Couise Leauei shoulu encouiage each paiticipant to set
asiue hishei iole as potential facilitatoi anu become a leainei only, focusing on
unueistanuing the content anu expeiiences of the focus piogiam. |78!9: Potential
facilitatois shoulu only be given the paiticipant mateiials foi the focus piogiam
uuiing this phase, not the facilitatoi guiue, to avoiu confusion.j
In auuition to absoibing the content of the focus piogiam, uiscoveiing that ceitain
activities may elicit emotional iesponses, confusion oi suipiise foi them, can help
potential facilitatois empathize anu piepaie themselves foi leaineis' similai
ieactions latei.


"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
S


=DEF9 GGH A.+3* =,.2,&# )"5,-"1-/2 IJLM @.3,*K
;"/.1/0*2 >*#020/*/"(% A022B
C.#"+. !*+020*( A0/5 /5. )"*2%< '.(!"(+*1#. "DE.#/0F.%< #"1/.1/ *14
+./5"4"2")G "! * !"#$% '(")(*+
?+'2"G .!!.#/0F. '(*#/0#.% !"( #"1F.G01) 2.*(101) #"1/.1/ *14 !"( %$''"(/01)
2.*(1.( .1)*).+.1/< #"+'(.5.1%0"1 *14 *''20#*/0"1H

F'"$ NH <.##-'#"/' ., 8$'L83'
Aftei the potential facilitatois have been iuentifieu anu have paiticipateu in the
focus piogiam, a planneu gioup oi inuiviuual uiscussion shoulu take place that
coveis:
1. The iole of the facilitatoi in the focus piogiam, that is, piepaiation,
facilitation anu follow-up. (Will it also incluue paiticipant ieciuitment.
Paiticipant assessment. Bocumentation. What else.)
2. The expectations of the agency oi oiganization iegaiuing the conuuct of the
focus piogiam - how often each facilitatoi will be expecteu to offei the
piogiam, foi whom, paiticipant gioup size, mateiials anu othei suppoit
pioviueu, aujustment of iegulai woik assignments, etc.
S. A chance foi potential facilitatois to make a commitment oi opt out, once
they've heaiu the expectations anu hau an oppoitunity to ask questions anu
check with theii supeivisois.

F'"$ OH <.3,*" 8?",?-"0
If potential facilitatois aie gatheiing foi the fiist time at this Phase, a couise
intiouuction anu oveiview shoulu be uone at the beginning of the session. This
might incluue:
A puipose statement |Foi example, :50% #"$(%. 0% 01/.14.4 /" '(.'*(. G"$ /"
!*#020/*/. /5. IIIIIIII '(")(*+< 01 A50#5 G"$ A022 D. '*(/0#0'*/01) J"( 5*F.
'*(/0#0'*/.4KLj
Couise Leauei intiouuctions
Potential facilitatois' intiouuctions
uiounu Rules foi paiticipation
"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$ couise peifoimance
objectives, agenua anu scheuule (incluuing uates if theie aie multiple events)
"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
6


An oppoitunity foi potential facilitatois to shaie theii neeus anu
expectations foi the couise

F'"$ PH )"5,-"1 '@" =,.2,&#Q* R.&%* &/4 G#$&+'
Foi those who opt to continue in this piogiam, the next step is to uebiief the focus
piogiam as potential facilitatois (assuming Phase I was iecently completeu oi
iecappeu).
Questions might incluue:
What woulu you say is the piimaiy focus of the piogiam. What outcomes
uoes it seek foi paiticipants to attain.
What aspects oi activities of the piogiam hau the gieatest impact on you as a
paiticipant.
What questions oi conceins uiu you still have at the enu of the piogiam.
Bow uoes the facilitatoi contiibute to achievement of the piogiam's
puipose. What specific style, attituues, behaviois convey the facilitatoi's
iole.
What uiu the facilitatoi you expeiienceu uo (oi not uo) that helpeu you
expeiience the piogiam in a positive way.
What uo you think might be challenging foi you as a facilitatoi.
MNN "/5.( "'.1O.14.4 P$.%/0"1% (.2*/.4 /" /5. %'.#0!0# !"#$% '(")(*+
As with all open-enueu questions, it may be helpful to think thiough anu list foi
youiself the kinus of iesponses you expect to get. If you get no iesponses, you may
neeu to iestate the question moie cleaily. If that uoesn't get iesponses, you can give
an example to stait the uiscussion.

JH S"?-"0 '@" A&+-%-'&'., R3-4" 1., '@" A.+3* =,.2,&#
Banu out copies of the Facilitatoi uuiue foi the focus piogiam (usually containing a
mastei set of paiticipant mateiials), ieview what it contains anu how it is set up.
This ieview may take the foim of a laige gioup uiscussion oi be uiviueu among
small gioups (6-8 people pei gioup), each focusing on a sub-section of the focus
piogiam anu then iepoiting back to the laige gioup foi fuithei input.
"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
7


Questions might incluue:
Aftei ieviewing the (assigneu section of the) Facilitatoi uuiue, what
questions anu conceins uo you have about the content. The activities. The
methous useu.
MNN "/5.( "'.1O.14.4 P$.%/0"1% (.2*/.4 /" /5. %'.#0!0# !"#$% '(")(*+
Responu to questions anu conceins, inviting comments fiom othei paiticipants as
well.
78!9: =,.2,&# 1-4"%-'; - Some eviuence-baseu piogiams anu those that aie
actively being evaluateu usually iequiie veiy close auheience to the piogiam as it is
uesigneu. Biscuss any aujustments that aie alloweu anu what is N0T alloweu foi a
valiu implementation.

TH !-$*U !"+@/-V3"* &/4 <@&%%"/2"*
Fiom youi piepaieu notes anu the focus piogiam mateiials, highlight any tips,
techniques anu challenges that aie significant to the success of the focus piogiam.
Some examples aie:
Neutiality - The facilitatoi may neeu to set asiue theii peisonal beliefs,
values anu attituues anu iesponu to paiticipant comments neutially (neithei
'"%0/0F.2G noi 1.)*/0F.2G) to encouiage paiticipation anu leaining. (If
paiticipants finu this impossible, they may be given the option to withuiaw
as potential facilitatois.)
Auheiing to the values of the focus piogiam - In contiast to neutiality, some
piogiams may benefit fiom emphasis on the values expiesseu in the
piogiam, such as using non-violent means to settle uisagieements, faiiness
to all, peisonal iesponsibility, etc. Biscuss how these values aie to be
expiesseu anuoi encouiageu by the facilitatoi.
Piobing questions - These might be useu to go beyonu fiist iesponses, to auu
conuitions to a scenaiio that inciease its complexity, to encouiage
paiticipants to think moie ueeply, oi to challenge theii own anu otheis'
iueas. They might also be intenueu to biing some level of conflict to the
uiscussions. In any case, they woulu neeu to be hanuleu competently anu
confiuently by the facilitatoi, as they may seem auveisaiial to paiticipants.
Encouiaging iisk-taking - In peisonal giowth piogiams, willingness to
uisclose one's piivate thoughts anu feelings is encouiageu. Such uisclosuies
iequiie the builuing up of tiust among gioup membeis anu with the
"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
8


facilitatoi. This may begin with having the gioup uevelop giounu iules anu
consequences foi violations, but it noimally takes some time anu a few
people tiying out small iisks befoie gieatei uisclosuies aie shaieu. The
facilitatoi neeus to constantly assess the gioup's ieauiness anu encouiage
iisk-taking as appiopiiate to the gioup's level of tiust.
In most cases, if these oi any othei specific techniques aie useu in the focus
piogiam, facilitatois shoulu intiouuce anu explain them uuiing the intiouuction to
the piogiam so paiticipants aie piepaieu foi theii use. If the Couise Leauei is going
to mouel anu uemonstiate them as pait of the piepaiation of facilitatois, that too
shoulu be intiouuceu anu explaineu.


"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
9


=DEF9 GGGH A.+3* =,.2,&# )"#./*',&'-./* IMLNW @.3,*U ., %./2",U
4"$"/4-/2 ./ '@" /3#5", .1 4"#./*',&'-./*K
;"/.1/0*2 >*#020/*/"(% A022B
;(*#/0#. 4.20F.(G *14 !*#020/*/0"1 "! 2.*(101) .@'.(0.1#.% *14 (.#.0F. !..4D*#9
In this Phase, potential facilitatois select oi aie given one oi moie segments of the
focus piogiam to leain, ieheaise anu then uemonstiate foi the Couise Leaueis anu
some oi all of theii fellow leaineis. Each potential facilitatoi shoulu have a
+010+$+ of Su minutes of uemonstiation time, encompassing a vaiiety of content
anu activities fiom the focus piogiam. |N0TE: A longei peiiou pei segment, oi two
to thiee uemonstiations pei paiticipant, pioviues moie effective piactice. It may
also be useful to have each paiticipant piepaie two uemonstiations, in case they
want a seconu oppoitunity to impiove theii peifoimance (see N0TE on page 1u).j If
moie than one Couise Leauei is available, the laige gioup can be uiviueu into
smallei gioups in sepaiate iooms foi these uemonstiations, to allow each
paiticipant moie piactice time.
Foi this poition of the couise, cleai guiuelines shoulu be given to paiticipants
iegaiuing the timefiame anu peifoimance stanuaius foi theii uemonstiations.
Wiitten instiuctions anu a feeuback checklist of key behaviois anuoi tiaits to be
uemonstiateu aie iecommenueu.
Leaining anu ieheaisal time may be alloweu uuiing a classioom session oi uuiing
time between sessions. Couise Leaueis shoulu be available to offei coaching anu
suppoit while leaineis aie piepaiing foi theii uemonstiations.
Each potential facilitatoi may be given time (S-1u minutes) piioi to hishei
uemonstiation to aiiange the ioom, equipment anu mateiials.
At the beginning of each uemonstiation, the Couise Leauei oi potential facilitatoi
shoulu intiouuce the segment by placing it in the context of the focus piogiam.
Potential facilitatois may ask theii fellow paiticipants to play paiticulai ioles - as
leaineis, as membeis of the taiget auuience foi the focus piogiam, etc. Finally, the
potential facilitatoi may ask theii peeis to pay attention to one oi two paiticulai
aieas of feeuback in which they want to impiove.
A""45&+6
Following each uemonstiation, a peiiou of time shoulu be set asiue foi feeuback foi
the potential facilitatoi, whethei wiitten, oial oi both. Feeuback shoulu follow the
peifoimance checklist anu is most helpful in this oiuei:
1. F"%1 &**"**#"/' by the paiticipant(s)
*L 75*/ Q 404 A.22
"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
1u


DL 75*/ Q D.20.F. Q #"$24 0+'("F. "1
2. ="", 1""45&+6 fiom othei paiticipants
*L :501)% A. *''(.#0*/.4
DL 8$)).%/0"1% !"( 0+'("F.+.1/
S. <.3,*" B"&4", 1""45&+6 - any iemaining points to be highlighteu, noting
both piaisewoithy peifoimance anu any suggestions foi impiovement
0nce all the potential facilitatois have completeu theii uemonstiations, congiatulate
the paiticipants (assuming each has met the peifoimance ciiteiia anu is still
committeu to becoming a facilitatoi).
Allow a shoit time foi any final comments, conceins anu questions about the focus
piogiam anu the uemonstiations.

78!9: G1 & $.'"/'-&% 1&+-%-'&'.,Q* $",1.,#&/+" 4."* /.' #""' '@" #-/-#3#
*'&/4&,4 '@&' @&* 5""/ *"', the Couise Leauei(s) may:
If theie is time anu oppoitunity, allow that paiticipant to piepaie foi anu uo
a seconu uemonstiation, using anothei segment of the focus piogiam. Foi
some, initial anxiety may cause pooi peifoimance anu the seconu
uemonstiation may show gieat impiovement.
Biscuss the specific peifoimance eiiois with the paiticipant in piivate anu
ueteimine whethei they wish to continue; in which case, auuitional suppoit
anu coaching may be iequiieu. This may involve woiking with a moie
expeiienceu co-facilitatoi, oi viueotaping initial sessions foi the coach to
ieview anu pioviue feeuback. Bevelop a coaching plan anu a set time foi ie-
evaluation.


"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
11


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;"/.1/0*2 >*#020/*/"(% A022B
?@*+01. *14 '2*1 !"( /5. 2")0%/0#% *14 '(.'*(*/0"1 1..4.4 !"( !*#020/*/01) /5.
!"#$% '(")(*+
The final phase of the initial couise is the time to uiscuss:
0btaining anu piepaiing equipment anu mateiials foi the focus piogiam
Scheuuling of the focus piogiam - how it will be uone anu by whom
Access to suppoit fiom the Couise Leauei(s) anuoi aiiangements foi
fuithei coaching (see Phase v, below)


"#$%&#'() *+,$#- +. /&0'1'+&+$ & 2$&#('() 34%$#'$(0$
12


=DEF9 XH A.%%.0L8/ <.&+@-/2 &/4 F3$$.,' I8?", PYLNOY 4&;*K
;"/.1/0*2 >*#020/*/"(% A022B
;*(/0#0'*/. 01 */ 2.*%/ "1. !"22"AO$' .@'.(0.1#. !"( !*#020/*/"( %$''"(/
Whenevei possible, aiiangements shoulu be maue foi co-facilitation with, anu
obseivation of, all new facilitatois the fiist few times they facilitate the focus
piogiam anu until they become competent anu comfoitable with it. This piocess
can ieuuce peifoimance anxiety anu inciease piogiam effectiveness foi the
iecipient paiticipant gioup.
Following the co-facilitation oi obseivation, the coach anu new facilitatoi shoulu
uebiief the expeiience using a piocess like the one useu uuiing the initial couise
(see Feeuback, page 9).
In auuition, new facilitatois shoulu iequest paiticipant feeuback at the enu of each
session, oially oi in wiiting, anu consiuei making appiopiiate aujustments as they
continue to impiove theii skills.
0nce a gioup of the tiaineu facilitatois have expeiienceu at least one full focus
piogiam, a viitual oi face-to-face session shoulu be helu to shaie expeiiences,
tioubleshoot challenging aspects anu encouiage one anothei's continueu giowth. If
this is uone on a iegulai basis to suppoit the focus piogiam, the tiaineu facilitatois
might begin taking tuins facilitating the uiscussions each time.
In auuition, tiaineu facilitatois might benefit fiom:
Shaiing iefeiences anu iesouices ielateu to the focus piogiam foi continueu
uevelopment
Nonthly oi quaiteily WebEx "biown bag" sessions each leu by a uiffeient
facilitatoi, on leaining stiategies, new ieseaich, etc.
Bioaucast oi stieaming of ielateu woikshops fiom national confeiences