Facilitation Skills

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 Types of Learning

Bloom's Taxonomy
Psychologist Benjamin Bloom developed a classification scheme for
Types of learning which includes three overlapping domains:
cognitive, psychomotor, and affective. Skills in the cognitive domain,
the one most relevant to faculty and administrator training (Lee,
1999), include:

Knowledge (remembering information);

Comprehension (explaining the meaning of information);
Application (using abstractions in concrete situations);
Analysis (breaking down a whole into component parts); and
Synthesis (putting parts together to form a new and integrated
whole).

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 Method of Teaching

Pedagogy and Andragogy are used to describe the art and science of
teaching.

Pedagogy
Teachers who lecture to their students (e.g. child education in schools) are
considered to be pedagogy (teacher centered).

Andragogy
Teachers who take on a facilitating role by directing the students in the
leaning process (e.g. adult and further education) are considered to be
andragogy (student centered)

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 Difference between Children & Adults as learners
Children
Rely on others to decide what is important
to be learned
Accept the important being presented at
face value
Expect what they are learning to be useful
in their long-term future
Have little or no experience upon which to
draw- are relatively Clean slates
Little ability to serve as a knowledgeable
resource to teacher or fellow classmates
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Adults
Decide for themselves what is important to
be learned
Need to validate the information based on
their beliefs and experience
Expect what they are learning to be
immediately useful
Have much experience upon which to
draw-may have fixed viewpoints
Significant ability to serve a knowledgeable
resource to trainer and fellow learner
 Comparison of pedagogy & Andragogy

Pedagogy Andragogy

Children are dependent on teacher and enjoy Adults Expect and enjoy independence
dependence
Self Concept
Expects to be taught. Takes no responsibility of They like control, I.e like to take control
teaching self

Expects teacher to be dominant in determining Learning is a process of sharing with the teacher
what when, and how something is to be learned and one another

Teacher has responsibility to encourage and

nurture the process of self direction
Need to know Children need to know what the teacher Adult learners need to know why they need to
teaches in order to pass and get promoted. learn something before undertaking to learn it
Material does not need to be life applicable

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 Comparison of pedagogy & Andragogy Contd.
Pedagogy
Children have few experiences relevant to what
is being taught, therefore teacher must create
Experience pertinent experiences
Teachers or experts are the transmitter of
experience
Teacher seldom recognize experiences that
children do have
Elicits like discussion in class-teacher to
student, one-way communication
Readiness to Children are not necessary ready to learn,
learn teacher must decide when it is time to learn
specific skills or knowledge and tries to create
motivation
We impose uniform curricula on children by
classes and age group
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Andragogy
Have many experiences therefore, teacher must
draw on adult-learner experiences
Trade off. Anyone in class also could share
In some areas , students may have more
experience than the instructor
Elicits 2and 3-way communications: instructor to
student and student to student
Adult normally comes to class motivated and
ready to learn because they have chosen the
training
Adults learn in order to cope up with real life task
Adults do not group by age sex, but by experience
 Comparison of pedagogy & Andragogy Contd.

Pedagogy Andragogy

Children are believed content to study for the Pragmatic- want application today
future (Someday youll need this)
Time Perspective
Children are believed content to only accept Can barely tolerate studying anything that cant be
knowledge and understanding level, not applied to a task they expect to perform
application level
Orientation to Children and teachers of children are subject- Adults and teachers need to be problem or task
learning centered and enjoy being so (1:00 reading, 2:00 centered
math etc)

Learning is a process of acquiring subject Learning is a process of increasing competence to

matter content to be used at a later time in life achieve full potential in life

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 Adult Learning Principles

1. Focus on Real World problems

2. Emphasize How the learning can be applied
3. Related the learning to the learners goal
4. Relate the material to the learners past experience
5. Allow debate and challenge of ideas
6. Listen to and respect opinion of learners
7. Encourage learners to be resources to you and to each other
8. Treat learners like adults
9. ****** Give learners control******

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 Why learn this?

You would learn this because

You deal with adults day-to-day operation
You can Focus on Real World problems
You can Emphasize How the learning can be
applied
You can Relate the learning to the learners goal
You can Relate the material to the learners past
experience
You can Allow debate and challenge of ideas
You can Listen to and respect opinion of learners
You can Encourage learners to be resources to you
and to each other
You can Treat learners like adults
You can ****** Give learners control******

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 Why Train? Trainers Role & Responsibility

Why train?
To improve the trainee's knowledge and skill

What is the responsibility of the trainer?

To get the message across - that is, to ensure that the trainees
have received and understood the message

Training is not easy

Training is hard work
Some trainers merely go through the motions of training
Some trainers are unsuccessful

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 Training Dynamics

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 Trainers personal Quality

Good Listener
Participative
Encouraging
Experimental
Honest & Open to feedbacks
Maintain an open environment
Humble
Non threatening
Humorous

Exercise
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 Training Methods
You have a choice of the following methods to prepare for effective training:
Lecture
Lecture/discussion
Skill lesson
On-the-job training (the four-step method)

There are other methods of training, but their effective use is specific to special
training situations and will not be discussed in this lecture. Some of those
methods include:
Structured Role play
Facilitate group Group Discussion
Case study
Training games

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 Selection of Right Training Methods
All the resources at your command must be used to make your instruction real and
vital for your trainees. The number and types of training methods you use
during any presentation depend on many factors, and you must therefore
have answers to the following questions before you decide how you will
present your material.

What is the ability and level of knowledge of the group?

How many trainees are in the group and why are they there?
How much time do you have to prepare your material?
Can you cover your topic fully in the time available?
What aids do you require?
Do you have the experience to use these aids with confidence?
Are you aware of the limitations of aids?

Your method of presentation will depend on the answers to these questions.

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 Lecture

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 Training Method #1 - Lecture

Use When the group is large - say 30 or more

When knowledge or understanding is to be imparted by an expert
When a body of factual information has to be communicated in a short time
When information is not readily available to group members
Delivery Essentials of good delivery:
Words must all be clear
Words must be spoken at a suitable pace
Pauses should occur at logical places
Variety should be used: emphasizing important points in a deliberate manner,
connecting parts and using illustrations in a conversational way

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 Training Method #1 - Lecture
Preparation is important. The lecturer's notes need to be designed to facilitate efficient
delivery. Distinction is needed between lecture outlines (showing matter only) and lecture
notes (showing method and matter). Notes may be too brief. The lecturer may then
improvise, and he or she may be vague or may forget important elements. On the other
Preparation hand, notes may be too extensive. The lecturer will then read them, and this is
& undesirable.
Given an outline of the material, prepare the notes by asking these questions:
Lecture
Note What is it safe to assume that the listeners know?
What are they likely to find difficult?
Hence, what will require special care or illustration?
What will the illustrations (in detail) be? Can they be misunderstood or
misinterpreted?
What demonstrations will be appropriate? Will everyone see clearly?
(Demonstrations are used to illustrate really important points. The more important
the point, the more spectacular the demonstration should be.)
What new terms will be introduced? What unusual names? Mark these in the
notes. They will need to be written on a blackboard, whiteboard, chart or overhead
transparency.
What precisely should everyone know at the end of the lecture? (This is really a re-
examination of the outline and a restatement of the important points.)

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 Lecture/Discussion

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 Training Method #2 Lecture/Discussion
Use When the group is small - say 20 or less
When the members know one another well enough to risk making errors
When the material is of a kind that can be assimilated readily, at least in part, or
when there is some prior knowledge of it
Lecture Refer to the Lecture slides

Discussion The most useful starting point for the discussion is the question. Some uses of
questions:
At beginning of lecture: to find out what trainees already know and to discover
opinions
During lecture: to find out whether the participants understand and are following the
lecture
End of lecture: to recapitulate and test the participants' knowledge and understanding
Desirable features of questions:
They should be clear
They should be brief
They should lead to some constructive statement rather than to a nod or a grunt
They should stimulate thinking, rather than suggest the answer

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 Skill Lesson

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 Training Method #3 The Skill Lesson
Aims To teach correct and safe job methods
To develop confidence in job performance
To achieve accuracy and speed
To encourage conscientious effort
Structure Introduction
Development (body of skill lesson)
Demonstration by trainer (complete)
Demonstration and trainee practice of each stage, in sequence
Practice of demonstrated job skill Conclusion

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 On-the-Job training

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 Training Method #4 On-the Job Training
4 Step Method of Instruction
Step-1 Prepare the worker
Put the worker at ease
State the job and find out what the worker already knows about it
Stimulate the worker's interest in learning the job
Place the worker in the correct position
Step-2 Present the operations
Tell, show and illustrate one important point at a time
Stress each key point
Instruct clearly, completely and patiently, but teach no more than the worker can master

Step 3 Try out the worker's performance

Have the worker do the job, and correct errors
Have the worker explain each key point to you as he or she does the job again
Make sure the worker understands, and continue until you are certain of this
Step 4 Follow up
Put the worker on his or her own
Designate to whom he or she should go for help
Check frequently
Encourage questions
Taper off extra coaching and reduce follow-up

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 Other Useful Methods

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 Other Useful Methods
Method Advantages Drawbacks

Structured Aids Knowledge retention Requires preparation time

Exercises/ Role Allows practice of new skills in a
plays controlled environment
Learners are actively involved
Facilitated Keep learners interested and involved
Group Learner resources can be discovered
discussion and shared
Learning can be observed
Case Study Requires active learner involvement
Can stimulate performance required
after training
Learning can be observed
Maybe difficult to tailor to all
learners situation
Needs sufficient class time for
exercise completion and
feedback
Learning points can be
confusing or lost
A few learners may dominate
the discussion
Time control is more difficult
Information must be precise
and kept up-to-date
Needs sufficient class time for
completion of the cases
Learner can become too
interested in the case content

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 Other Useful Methods Contd
Method Advantages
Training Games Natural way to stimulate learners
interest
Induces energy and enthusiasm
The learner is willing to learn
The output is experiential nature
Learning outcomes can be observed
Personality traits of trainees can be
observed (team work, listener etc)
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Drawbacks
Requires preparation time
Needs sufficient class time for
exercise completion and
feedback
May need open space (e.g.
team work activity)
Will not be effective if not
facilitated properly
 Presentation Skills
for
Trainers

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 Outline

Interacting with Learners

Presenting Information
Clarity and Simplicity
Questioning
Analogies
Using Humor
Dealing with Difficult Learners

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 Good Training
Good training presentation is mastery of:
communicating information clearly
communicating effectively with learners
managing the room

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 Encouraging independence
Dont just tell themask them

Have them verbalize concepts

Have them do most of the work

Have them evaluate their progress

Teach them to be independent

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 Written Exercise

#1 Encouraging Independence

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 Interacting with learners

Create a non-threatening environment

Train by walking around

Use learners names

Interact with everyone

Encourage learner-learner interactions

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 Adapting to Learners
Use examples they can relate to

Adapt to their personality styles

Stay flexible, open, and accepting

Adapt to age and ability differences

Address their fears and concerns

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 Managing Their Fears

Manage prerequisites!

Try to gauge beforehand what their fears may be

Help them relax early on

let them know they are not alone
share your experiences
let them talk and share their concerns

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 Written Exercise

#2 Managing their Fears

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 Managing Your Fears

Be prepared!
know your presentation
rehearse

Chat with learners before starting

Transmute nervousness into energy

Ask them questions

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 Written Exercise

#3 Managing Your Fears

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 Presentation Structure

1. Tell them what you are going to tell them

Outline, agenda, questions

2. Tell them
Main content, questions

3. Tell them what you told them

Summary, review, questions

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 Clarity and Simplicity

Explain ideas or concepts clearly

study, plan and practice

If you truly understand it - you can explain it

simply
study, plan and practice

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 Exercise

Clear and Simple Presentations

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 Engaging Your Audience

Be energetic!

Move around!

Speak with enthusiasm and passion!

Maintain eye contact

Use vocal variety

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 Teaching Visually

Always utilize the whiteboard or flipchart!

Draw diagrams whenever possible

Draw pictures in the air

Create pictures in their mind

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 Content Structure

The sum is greater than the parts

Make sure you show them the big picture

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 Exercise

Diagrams that Communicate

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 Questioning
Use Open-ended or Reflexive questioning

Try to ask more and tell less

Address thinking rather than memorization

Lead learners to the right answer

Wait for their responses

Dont put anyone on the spot

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 Written Exercise

#4 Questions

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 Linking Ideas & Using Analogies

Use every opportunity to relate the content to learners

experience

Use analogies often - particularly with highly conceptual

content
plan them beforehand
choose clear and appropriate ones
ask learners for analogies

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 Exercise

Creating Useful Analogies

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 Using Humor
Facilitates learning

Relaxes participants

Builds rapport

Defuses tense situations

Improves your evaluations :-)

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 Dealing with Difficult Learners

We cannot directly change the

learners behavior...

We can only change our attitude to

it.

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 Types of Difficult Learners
Lacking Confidence Student Answers all
Slow Learner Questions
Fast Learner Upset/Stressed/Lost
Wide Range of Abilities Angry, Upset,
Aggressive
Not Listening
Apathetic, Bored

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 General Guidelines
1. Actively listen.
2. Try not to view anyone as a problem.
3. Understand what their needs are and try to satisfy.
4. Dont take anything personally.
5. Never reflect their attitude.
6. Focus on their behavior, not on their personality.
7. Be unbelievably patient

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 Exercise

Mini-presentation

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