Training of Trainers 1 Adult Learning and Facilitation

1. Training of Trainers 1Adult Learning and Facilitation July 2006

2. Objective • To improve the skills and knowledge of those who are responsible for designing, organizing, facilitating learning events.

3. Topics to be covered • Adult learning • The 4 learning styles • Introduction to Facilitation

4. What is expected of you • Full participation • An open mind and willingness to practice even what you are not sure of • Feedback • Help others to learn and practice

5. Adult Learning

6. Adult Learning • Who is an adult? • What is learning? Learning is the acquisition of new skills, attitudes and knowledge. Learning results in change. Learning is a relatively permanent change in behaviour that occurs as a result of practice or experience

7. Facilitation • Facilitation is the art of bringing adults together with learning, by helping adults learn through self-discovery. • Facilitation involves techniques for learners to learn from each other in the sharing of knowledge and experience. • Facilitator's role is to assist the learner overcome the pain of "un-learning" and "learning" by providing a safe environment both physically and methodologically.

8. Principles of Adult learning • Readiness to learn • Active involvement in learning • Self-directed learning • Trial and Error • Building on Experience • Sensory learning • Less is More • Building on Theory • Practice • Feedback • Individual Differences

9. The 4 Learning Styles

10. Activists • Involve themselves fully and without bias in new experiences • "I'll try anything once" attitude • Tackle problems by brainstorming • Thrive on the challenge of new experiences • Gregarious, and centre all activities around themselves

11. Reflectors • Ponder experiences and observe them from different perspectives • Collect and anlyse data • Postpone reaching definitive conclusions • Cautious, thoughtful, observing, distant • Act as part of a wide picture that includes the past and the present

12. Theorists • Adapt and integrate observations into complex and logical theories • Perfectionists, rational, analytical, detached and objective • "If it's logical it's good" attitude • Maximise certainty and are uncomfortable with subjective judgements, lateral thinking and anything flippant

13. Pragmatists • Keen to try out ideas, theories and techniques to see if they work in practise • Like to act quickly and confidently on ideas that attract them • Impatient with ruminating and open-ended discussions • Practical, down-to-earth, problem solvers • Respond to problems and opportunities "as a challenge" • "There is always a better way", "If it works, it is good"

14. Facilitation

15. Facilitation • act of assisting or making easier the progress or improvement of something • From training jargon: facilitation is the use of processes to make it easy for group members to achieve their objectives in a collaborative and timely manner.

16. Why use a facilitator? • Distrust or bias • Intimidation or fear • Rivalries or conflict • Lack of clarity • stuck in a problem • Scope too large • Complex issue • Crises

17. A Facilitator should have the following skills: • Communication and inter-personal skills • Listening skills • Negotiation • Give and receive feedback • Conflict management skills • Rapport-building skills • Presentation skills • Probing and questioning skills • Using of media • Bale to create an effective learning environment • Performance observation • Skilled in using different facilitation/learning techniques, • media and tools • Effective time management

18. And the following attributes and attitudes • Be neutral and objective • Be focused on the objectives • Patience • Empathetic • Flexible • Innovative, creative and "able to think on one's feet" • Like and respect people • Positive and upbeat and energetic • Observant

19. A Facilitator's work focuses around these three steps • Recognise… the symptoms of process problems • Diagnose…. The underlying cause • Intervene…. By introducing a change in the process, addressing the source of symptoms (ask: what is happening to me? What is happening in the group?)

20. Training Tips - 1 • The power of suggestion • Leave silences • Beg, steal and borrow • Creativity • Comfort levels • Set clear objectives

21. Training Tips - 2 • A workshop has a life • Include ‘hooks’ or ‘bangs’ • Say it, say it again and then say what you said • Communicate with learners at all times • Clear instructions • Models for seating • Be prepared to throw the plan out of the window!

22. Presentations and lectures Case studies Panel discussions Structured discussions Group work Buzz sessions Brainstorming Question and Answer sessions Role plays Others? Methods

23. Training Where Participants are using a second language • VERBAL BEHAVIOR Clear, slow, speech. Enunciate each word. Do not use colloquial expressions. Repetition. Repeat each important idea using different words to explain the same concept. Simple sentences. Avoid compound, long sentences. Active verbs. Avoid passive verbs. • NON‑VERBAL BEHAVIOR Visual restatements. Use as many visual restatements as possible, such as pictures, graphs, tables, and slides. Gestures. Use more facial and hand gestures to emphasize the meaning of words. Demonstration. Act out as many themes as possible. Pauses. Pause more frequently. Summaries. Hand out written summaries of your verbal presentation. Continued

24. ATTRIBUTION Silence. When there is a silence, wait. Do not jump in to fill the silence. The other person is probably just thinking more slowly in the non‑native language or translating. Intelligence. Do not equate poor grammar and mispronunciation with lack of intelligence; it is usually a sign of second language use. Differences. If unsure, assume difference, not similarity. • COMPREHENSION Understanding. Do not just assume that theyunderstand Checking comprehension. Have participants give their understanding of the material back to you. Do not simply ask if they understand or not. Let them explain what they understand to you.

25. DESIGN Breaks. Take more frequent breaks. Second language comprehension is exhausting. Small modules. Divide the material into smaller modules. Longer time frame. Allocate more time for each module than usual in a monolingual program. • MOTIVATION Encouragement. Verbally and non-verbally encourage and reinforce speaking by non‑native language participants. Drawing out. Explicitly draw out marginal and passive participants. Reinforcement. Do not embarrass novice speakers.

26. Mid- event review: check that • Everyone is involved in a productive way • People are working collaboratively together • The methods and procedures are appropriate • The objectives of the meeting are clear • People are focussed on the objectives • The group is making good progress

27. Evaluation of facilitation Ask these questions • Are the tasks achieved on time? • Is the process effective? • Are the energy levels high? • Is the group climate positive? • Is everyone involved?

28. The facilitator should ask the group: • How is this process working? • How are we doing? • Are you satisfied with the progress we are making?