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Semelhante a Practical & Motiv Facilitation
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Practical & Motiv Facilitation
- 1. Practical & Motivating Facilitation Karen Carleton, M.Ed., M.S. Facilitator
- 3. Frame: CDP Standards and Guidelines Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Notas do Editor
- Good morning everyone. My name is Karen Carleton and I am t e facilitator for this session on Practical and Motivating Facilitation. How many people are from out of town? How many are from Edmonton? It’s great to have all of you here. Do most of you deliver or plan to deliver career development workshops? For whom do you deliver workshops on behalfof – government, educational institutions,.... Today I’m going to share some tools and tips for planning and facilitating motivating career development workshops, based on my experience. I have facilitated career preparation workshops for ESL and adult basic education students, business college students, industrial workers and university students. My work was in the Northwest Territories, northern Alberta and most recently, in Idaho.
- Career-related motivation is sometimes thought of as coercive. [laughs] But we’re going to talk about a more respectful and better way to motivate your clients.
- Poll: How many of you have facilitated (or will facilitate) career development workshops? This workshop relates to the “Facilitating group learning” specialization for Career Development Practitioners or CDPs
- By the end of the session I hope you will take away some practical tool and tricks for planning and delivering motivating sessions for your client groups.
- This session should provide “a jumping off point” for planning engaging engaging career development workshops. The case study focuses on a well-received career preparation workshop and materials, which were tailored to two audiences. It showcases the application of the tools discussed. Throughout the session I will invite you to share your experiences and collaborate with colleagues. Finally, you will work in groups to apply what you learned to draft a career development workshop.
- How many of you have ever heard of “Pedagogy”? (Ask for a definition) Pedagogy = science and art of teaching children. How about “Androgogy”? (Ask for definition) Androgogy = helping adults learn. “Facilitate”= is from the French for “to make easy”. Often we speak of adult learning “facilitators” rather than instructors because no one knows everything about a subject any more, given that information doubles every few years. However, as career development practitioners you support client groups to gain the knowledge and skills allowing them to be more employable - not an easy task in today’s economy. Let’s think of 1-2 examples for each principle. 1) Need to Learn - someone having their first baby buys a book to read up on the subject 2) Self-directed - searching for info on internet 3) Prior experience – new employee gets used to a new printer, copier etc (transferable knowledge and skills from previous experience) 4) Readiness – other adult responsibilities are taken care of and someone decides to return to school to finish their degree online 5) Problem-solving – memorization and regurgitation are not adequate today; adults need to think critically and develop creative solutions to meet their needs 6) Intrinsic motivation – want to study Spanish prior to a trip to Mexico These principles are still widely known but to a much lesser degree accepted as always true for all adult learners. The principles don’t apply to all adults or in all situations.
- Pairs discussion of where participants see some of these client realities in their groups. (5 minutes with a nearby partner) Share a few ideas with the larger group
- Here I want to mention learning theory and some of the research as it relates to effective wokshop planning. Learning is more meaningful and memorable when we tap into what learners already know about a subject (or a related one), prior to learning new content. This has to do with how memory works, and includes a tendency to start with more concrete or hands-on learning and gradually move towards the more abstract. Increasingly, educators, instructional designers and others are recognizing the value of learning from others in groups, both formally and informally. Taking into account varied personal experiences and different perspectives of learners are also important to ensure learning is respectful and builds on prior knowledge.
- Activity: Discussion - ask the group to reflect on where they see each of the Nine Events fitting into the basic lesson plan format. Participants to share a couple examples for each, with the larger group. Example: Introduction – 1 st Event – Gain attention - ask learners an engaging question on the topic Objective – 2 nd Event – Inform learner’s of objective Pre-assessment – 3 rd Event – Stimulate prior knowledge Motivational hook – 1 st Event – Gain attention Presentation – 4 th Event – Present new content (verbal, read, demonstration or video viewed) Practice – 6 th Event – Elicit Performance (*could also have 7 th Event – Provide Feedback to guide performance) Post-assessment – 7 th Event – Provide Feedback and or 8 th Event – Assess Learner’s Performance Summary & Conclusion – 9 th Event - Enhance retention & transfer of learning by linking learning to another situation.
- Robert Gagne. an educational psychologist, published the Conditions of Learning (with 4 editions between 1965 and 1995), and marked the shift from a focus on in-class behaviour and its change, to a focus on the learner’s mental processes. His Nine Events of Instruction was a main part of his book. The Nine Events tend to exist in effective lesson plans despite different structures
- Activity (20 minutes): Find partners (or 3s/triads) and use either the Nine Events structure to draft a career development workshop from the scenario card you receive. Alternately, you can use your own real career development workshop scenario. Write a 1-2 sentences explaining what you will do for each of the 9 events. Time permitting, a few groups will be asked to briefly share their 9-step workshop plans with the larger group. (5 mins each for 10 mins total)
- How many of you remember the ol’ carrot and the stick method of motivation used by parents or teachers? (hand raising poll). Those early reward and punishment techniques for shaping behavior often worked but forcing people to do something, especially adults, tends to kill their motivation. Today we see the value in involving adults in their learning choices and building on their personal interests and experiences to enhance their learning engagement. Research has long shown a link between higher engagement or intrinsic motivation and higher effort to persist in learning more and better. Therefore, personalizing your workshop will enhance the learning process for your clients.
- “ Locus of control” is what a person attributes their success or failure to (i.e. Their own hard work and qualities, or “fate”). Those with an “internal locus of control” take responsibility for controlling the outcome of their situation (to a large extent). Those people with an “external locus of control”tend to blame others or their situation (environment) for their lack of success or achievement. Externally-locused people tend to not take responsibility for and actions towards a more positive future by giving up control to fate, God, or luck – something outside themselves controlling their destiny. There may even be a cultural influence at play here as well in terms of belief in fate. In any case, as career development practitioners you have an important role in helping people visualize employment and support them to be successful on the path towards becoming employed or more employable by encouraging them to take actions (e.g. redo their resumes, dress for success, use effective interview skills, exhaust all avenues for job search, etc)
- Learners who are more self-confident tend to learn more effectively and believe in their opportunities for success (e.g. securing a job in their field) [Read]
- Motivated learners believe they can succeeded at their career development goals, and see achieving the goal as a valuable outcome Adult learners tend to like learning that is directly relevant to them and immediately applicable for helping them solve real problems (e.g. Earning a living, finding a job using their expertise) Helping clients believe they can reach their career development goals is half the battle [Invite 3 tips from participants for motivating clients]
- Much of what we know and do as facilitators and career development practitioners is based on customizing our sessions and materials to our clients. That is the same thinking behind John Keller’s ARCS motivation model. The 4 ARCS elements are reminders about how we can engage our client-learners. [Read]
- WIIFM = What’s In It for Me?” – personal connection to the learning/topic at hand Activities: Pairs – discuss with a nearby colleague your “WIIFM” client strategy (e.g. tailoring your activity, content), see if they relate to an ARCS element
- This was originally a course project I developed with a classmate for an instructional design class. Today the materials we created are an example of a “well-done” project for future classes. The idea was based on a need I saw from interaction with international students on campus who were seeking work. The career center offered workshops but didn’t cover basics of employment in the US. Later, I voluntarily delivered the workshop. The Career Center Director offered to assist with and learner support. The workshop was very well-received and led to me tailor the materials as part of my job, supporting the success of Engineering students. Similarly, those students appreciated the take-always including the electronic templates for effective resumes and cover letters. In fact, my supervisor published my materials on the College’s website for future use, freeing up much of the student support coordinator’s time spent coaching students or revising student resumes/cover letters. Both groups appreciated the guided practice, tips and templates. Recently, I was Idaho for my graduation and learned that my resources for both target audiences (international students, and undergraduate Engineering students) are still in use today.
- Some foreign students’ lack of knowledge and skills in the career preparation realm include: how to organize a resume and what to including (not height, weight, marital status, country of origin, picture), lack of familiarity with writing a cover letter, and discomfort with handshakes and eye-contact in interview, and uncertainty about what to wear to an interview ARCS model elements were naturally embedded in this career workshop plan
- ARCS elements were at the heart of this workshop ad too: Attention – meets one of their needs/goals Relevance – many international students need on-campus work to supplement their meagre funding Confidence – many foreign students lack confidence with their fluency in English and cultural norms, especially in professional situations Satisfaction – workshop participants can imagine feeling satisfied once their career preparation needs have been met, enabling them to secure employment
- The schedule and order was negotiated with learners at the outset of the workshop so they knew roughly what to anticipate and when, since some needed to leave part way through Learners were encouraged to bring a memory stick to download the electronic templates or email them (along with ones they developed in the workshop) to themselves at the end of the workshop Roughly 27 people attended, representing international students from Asia, Europe, South America and Russia; some were undergraduates while others were graduate students with varied levels of work experience both in the North America and at home
- The overview of the workshop contained within it both the Nine Events of Instruction and ARCS elements. Ironically, I have been developing and adapting the workshop for different groups over the years and later learned about these best planning practices later
- [Read]
- The outcome of the workshop was that many learners found work, internships or post-grad employment, as indicated by the numbers of papers filed in the International Student Office for applying for work in the US and also for the pre-requisite social security number This picture shows me with two of my Russian participants who became my friends; we all recently graduated with a Master’s degrees in different fields and they both said they were grateful they had the opportunity to attend my career prep workshop because they are more confident in their search for employment in the US as a result of what they learned
- Large group brainstorm
- Expectations - learners should know what to anticipate and why they are there. Set the tone - so participants know what behaviour is expected Group guidelines - can be presented and/or negotiated with participants – good idea to post them on a flipchart in case you need to refer back to them if a participant violates one of the guidelines A visual aid (flowchart) of the career preparation process is helpful, especially for ESL and visual learners Interview role-plays can be done in pairs and then partners can switch. Scenarios can either be provided by you the facilitator or created based on the reality of the participants themselves. It’s a good idea to demonstrate an effective interview performance with a participant acting as the interviewer reading the questions, so people can see a good example to follow. For fun, a second mock interview can be done with the facilitator playing an ineffective or poor interviewee, then asking the group the differences and how they are likely to be perceived by the interviewer.