Adult Facilitation Skills

ADULT FACILITATION SKILLS
Charles S. Logan

Adult Facilitation Skills
 Effective adult facilitation skills core learning modules
include:
I. Presentation Skills
II. Using Visual Aids
III. Preparation
IV. Instructor Mechanics
V. Adult Learning Model
VI. Three Learning Styles
VII. Team Dynamics in the Classroom
VIII. Managing Difficult Situations
2

I. Presentation Skills
3

Public Speaking – A Common Fear
 Fear of speaking is experienced by nearly all people
 Personal growth occurs when a person:
 Analyzes their strengths and weaknesses
and
 Actively engages in a program to capitalize on existing
strengths and develop improvement areas
 Take a few minutes to score your public speaking skills
using the criteria on the next two slides
 Be prepared to share some of your findings with the
group
4

Self-Analysis Worksheet
1 Level of self confidence 1 2 3 4 5 6 7
2 Executive dress / appearance 1 2 3 4 5 6 7
3 Level of enthusiasm 1 2 3 4 5 6 7
4 Posture 1 2 3 4 5 6 7
5 Gestures & facial expressions 1 2 3 4 5 6 7
6 Eye contact (95% on audience) 1 2 3 4 5 6 7
7 Ability to organize presentations 1 2 3 4 5 6 7
8 Variations in loudness & pitch 1 2 3 4 5 6 7
9 Variation in rate (i.e., use of pauses) 1 2 3 4 5 6 7
10 Impromptu speaking ability 1 2 3 4 5 6 7
11 Use of humor and levity 1 2 3 4 5 6 7
12 Use of visual aids 1 2 3 4 5 6 7
13 Movement / body gestures 1 2 3 4 5 6 7
14 Fillers (ahh, err, umm, ya’ know, OK, etc.) 1 2 3 4 5 6 7
15 Analysis of audience 1 2 3 4 5 6 7
16 Adaptability during speech 1 2 3 4 5 6 7
17 Suprising, originality, lively 1 2 3 4 5 6 7
18 Use of anecdotes and stories 1 2 3 4 5 6 7
19 The “right words come to me” 1 2 3 4 5 6 7
20 Impact on my audience 1 2 3 4 5 6 7
# Item Poor Outstanding
Rating
TOTAL SCORE
5

Score Translation
Score Perception of yourself as a speaker
20-35 “I have trouble expressing ideas and concepts.”
36-50
51-65
66-88
89-95
96-110
111-126
127-140
“With help, I can communicate effectively.”
“I need help but there is hope.”
“I am what is described as an adequate speaker.”
“I am definitely above average as a speaker.”
“I feel like I can give outstanding presentations.”
“I missed my calling as a public speaker.”
“I should be teaching public speaking.”
Do you agree or disagree with your score?
What are some areas for you to work on?
6

Projecting Self-Confidence
 By applying some basic elements of
communication, you will project confidence,
even if you feel uncertain
 Words used to describe people who appear
confident:
 The primary means of projecting these
characteristics is through verbal and non-verbal
communication
Self-assured Poised
Secure Capable
Positive Optimistic
7

VOCAL
(TONE)
38%
GESTURES,
EXPRESSIONS
(NON-VERBAL)
55%
WORDS
(VERBAL)
7%
Communication Effectiveness
 Most communication occurs through non-verbal channels
How can you use communication skills to your
advantage to project confidence to your audience?
8

Communication Tips
Non-Verbal Verbal
• Pause and breathe after every
sentence
• Breathe deeply (from your
diaphragm, not your chest)
• Stand tall
• Smile
• Keep your hands free
• Move around
• Maintain eye contact
• Slow yourself down - relax
• Speak loudly
• Vary voice intonation and energy
level
• Be passionate – it’s contagious!
What else has worked for you in the past?
9

II. Using Visual Aids
10

Preparing Presentation Materials
 Effective presentations utilize:
 PowerPoint slides
 Flip Charts
 Simulations and exercises
 Props and examples
 Other visual aids
 Serve as props
 Support the information you are presenting
Remember … You are the most important visual aid
11

Preparing Presentation Materials
 Things to Consider
Trainee
Need
• What is the purpose of the training?
• What are the specific skills and concepts to be
transferred?
• How can I emphasize the main teaching points?
Material
Retention
• What level of participant comprehension is needed?
• What competence is required for the training to be
considered successful?
Material
Type
• What type of instructional material best satisfies the
training objectives?
• What training format(s) will most effectively transfer
learning? (lecture, discussion, exercises)
What other considerations can you think of?
12

5 Reasons for Using Visual Aids
1. Helps make you more persuasive
2. Helps increase learning retention
3. Adds excitement and interest to your presentation
4. Allows use of different teaching methods for different learning
styles
5. Provides organization and structure to your presentation
What are other reasons for using Visual Aids?
13

Effective Use of Visual Aids
 Don’t be afraid to mix it up:
 Variety of visual aids can add interest and excitement to your
presentation
 Use text, graphics, color, and animation to reinforce your teaching
points
 Cannot compensate for poorly written or unorganized material
 DON’T GO OVERBOARD!
Visual aids should enhance your presentation,
not complicate or compete with it
14

Slide Design Flow and Content
 Identify audience
 Identify presentation scope
 Learning objectives
 Priority of key concepts
 Samples of behavior
 ”What’s In It for Me?”
 At least one sample of behavior per learning objective
 Takeaways
 Develop presentation material
 Pre-work
 Slides
 Exercises
 Post-work
15

Slide Design & Layout
Which slide looks better?
This Slide Or This Slide
Why?
Exercise
16

Slide Design Rules
 Keep slide titles focused
 Descriptive
 Short
 One idea or topic per slide
 Message clarity
 K.I.S.S. - Simple is better
If your message isn’t clear and intelligible,
you risk losing the audience
17

Slide Formatting Rules
 Font type and size
 Font type: use sans serif font (i.e., Arial, Tahoma, Helvetica)
 Avoid mixing font types
 Keep font size consistent
 Text case: use both lower and UPPER case letters
 Avoid using all UPPER case (i.e., shouting)
 Keep formatting simple and consistent
 Use color, bold print, italics, underlining to add emphasis
 Don’t overdo it
18

Use of Graphics, Tables and Charts
 Use graphics and artwork to add impact and interest
 Don’t overdo it
 Avoid using as “filler”
 Simplify data tables to emphasize main points
 Tie to teaching points
 Label charts and graphs
19

Designing the Slide Background
Which slide looks better?
A B
Why?
20

Designing the Slide Background
 Considerations
Consistent Look Audience Readability
• Look professional, which adds to
your credibility
• Use a single background as a
unifying theme throughout
• Ensure slide design enhances
your presentation, and doesn’t
detract from it
• A white or off-white background
with black type is easiest to read
• Avoid using dark-colored
backgrounds
 These can add drama to a
presentation, but usually require
a darkened room
What other considerations can you think of?
21

Use of Special Effects & Automation
 Use video clips, and slide animation and transition, to add
impact and life to the presentation
 Don’t overdo it – don’t have it be a distraction
 Stay consistent
 Fully automated slide sequences may be difficult to “back up”
during a presentation
 Consider using sequential, manually-activated slides
22

III. Preparation
23

The Importance of Preparation
 Thorough preparation is essential for a successful presentation:
 Helps remove the fear of the unexpected
 Allows you to concentrate your attention on the group and your
message
 Phases of preparation:
 Preparing Materials
 Preparing for the Delivery
 Preparing the Room
24

Preparation – Materials
 Before the training session review all presentation materials
 Make sure you understand the content
 Check for typos, errors, and sequential/logical disconnects
 Plan how you will deliver each of the key concepts
 Introduction for each section
 Stories and real-life examples
 Summary to recap and emphasize main points
 Set up place-holding notes and other reminders to help during
delivery
25

Preparation – Delivery
 Develop a delivery schedule – Stick to it!
 Place milestones in your material to help you measure your pace
 Anticipate questions the class might ask and practice answering
them
 To answer difficult questions
 Prepare notes or supporting documents
 Have them available if you need them (i.e. Appendices, reference
articles, books)
 Use parking lot as necessary – you don’t need to answer all
questions immediately
26

Preparation – Room
 Visit the room prior to presenting (at least 1 hour)
 Make sure all mechanical equipment is connected and in working
order (computer, projector, video, DVD, etc)
 Can you see and read slides from the back of the room?
 Practice speaking at the front of the room
 Is your voice audible in the back of the room?
 Use a checklist to ensure that all supplies and materials are on hand
and accessible
 Have a backup plan available in case of technical failure (i.e.,
hardcopies of presentation and exercise materials)
27

IV. Instructor Mechanics
28

Instructor Mechanics
 Understanding Your Role as an Instructor
 Instructor Appearance
 Structuring Your Presentation
 Delivering the Presentation
 Mentally Setting the Stage for Success
29

Role of the Instructor
 Engage the participants in a productive and enjoyable learning
experience
 Communicate key concepts to all class participants
 Use the “Seven Instructor Functions” to ensure a successful
learning experience for your class
30

Instructor - Seven Basic Functions
1 Organize
Organize material into a logical order to make the material
more meaningful
2 Motivate
Motivate students by making the material more interesting,
showing how learning the material will lead to a desirable
goal
3 Measure
Measure continuously to see if students understand the
material and are learning key concepts
4 Interpret
Interpret difficult material by capturing key concepts and
relating it to material already known
5
Generalize
Knowledge
Help crystallize concepts through examples for transfer to the
real world
6 Guide
Guide participant activities toward the most efficient learning
outcomes
7
Provide
Feedback
Provide feedback so that students will know how they are
doing and will be able to adjust their performance
31

Instructor Appearance
 Your appearance can have a big influence on your audience
 Wear clothing that is appropriate for the audience
 Clothing should fit properly and be pressed
 Solid colors and conservative patterns are generally best
 Avoid things that could cause an audible distraction
 Jewelry that makes noise when you move
 Change in your pocket
You never get a second chance to make a good first impression!
32

Delivering the Presentation
 Make sure everyone can see clearly
 Sit at tables, get student perspective
 Be aware of flip chart and podium locations
 Don’t dim the lights – you want your audience to remain awake
and focused on you
 Give an introduction to set the stage
 Avoid standing too far off to the side for the presentation
 Don’t be afraid to stand in front of the screen from time-to-time
to focus attention on a point
33

Presentation Tips
 Use the “3 Ts” to pace and maintain audience focus during your
presentation:
 Highlight, summarize, and explain a few key points on each
slide.
DO NOT read directly from the slides
Touch … the button to change the slide
Turn … back and face the audience
Talk … loudly and at a normal pace to resume
your presentation
34

More Presentation Tips
Tip Why
Strongly encourage
class participation
Participants may offer specific knowledge and
examples that are beneficial for the entire class
Use direct and indirect
questioning
To ensure audience participation
 Indirect questions are asked to the
classroom
 Direct questions are posed to a specific
individual
Gauge the
participants’
comprehension
Questioning allows you to gauge
comprehension of material and gives you a way
to involve reluctant individuals
35

Using Flip Charts
Charts
• Use 2 flip charts to work both sides of the room
• Use self adhesive flip charts when possible
• When using standard flip charts, tear off strips of masking tape
in advance to use in posting charts can use self adhesive if
appropriate
• To allow quick access, tab flip chart pages with masking tape,
possible preparation in advance
Markers
• Use the biggest/fattest you have (don’t use ball point or fine
markers.
• Write in large letters using the wide part of the marker (so your
audience can see)
• Vary marker colors, to add interest or highlight a specific point
(Use vivid marker colors)
Recording
• Turn sideways while writing; do not block the chart
• When recording, write down the participants’ exact words
36

Keeping the Class Engaged
Use Good Eye
Contact
• Move closer to the audience and focus on an
individual for a complete thought
Keep a Positive
Attitude
• Attitudes are infectious, and if you have a high
energy level, this will rub off on the class
Tell a Story • Tell about a “real-life” example that helps illustrate
your point
Remain Open and
Empathetic
• If the class senses you care about them, they’re
more likely to care about you
“People don’t care how much you know,
until they know how much you care”
37

Pacing Your Presentation
If your audience has …
High Subject Knowledge Low Subject Knowledge
• Link back to basic concepts
• Draw on learner's experience
• Use discussion method
• Provide relevant examples
• Check for understanding
• Move quickly to more advanced
concepts
• Present concepts deliberately
• Use step-by-step approach
• Provide relevant examples
• Check for understanding
• Adjust pace to ensure audience stays
engaged
What do you do when your audience has both
high and low levels of knowledge?
38

If You Don’t Know the Answer...
 Don’t panic
 Identify reasons the information is not available
 Reinforce the most important messages
 Communicate the “Big Picture”
 Promise to get information quickly then share it
 Use a “Parking Lot” for follow-up
 Cross items off as they are answered or addressed
39

Before You Take the Stage
 Do a final check:
Enthusiasm and High Energy Level
Confident Body Language
Breathe Deeply
Good Eye Contact
Encourage Class Participation
Smile and Have Fun!
40

V. Adult Learning Model
41

Learning Objectives
 By the end of this module you should be able to:
 Apply Adult Learning Principles in the classroom
 Describe key Adult Learning Principles
 Use key Adult Learning Principles in a classroom setting
 Understand the three learning styles and their impact on learning,
retention and recall
 Describe the three learning styles
 Compare techniques for integrating the three learning styles to
increase student learning, retention and recall
 Understand how team dynamics influence classroom behavior and
the importance of establishing norms
 Identify aspects of team dynamics and how to establish classroom
norms
 Understand the sources of conflict and how to manage it
 Compare and contrast ways to identify sources of conflict and
manage it in a positive and constructive manner
42

Adult Characteristics
 Adults are people who:
 Have a good deal of practical experience
 Link learning to previous knowledge
 Learn by doing
 Have ideas to contribute
 Have established values and attitudes
 Can change
 Respond to reinforcement
 Need to be recognized
 Get tired of sitting
43

Adult Learning Principles
 Adults learn best by:
 A hands-on approach
 Combining previous experiences with new learnings
 Solving real problems
 Skillful application of adult learning principles can significantly
impact the effectiveness of training materials and delivery
44

Principle Need Technique
Use Problem-
Focused
Learning
Adults like to focus on
problems, not subjects
Gear the training and examples to
types of problems the audience
may encounter in their jobs
Allow
Opportunity
for Immediate
Application
Adults like to get right to
the point of useful
information
Provide exercises to can help them
apply what they have learned
Capitalize on
Experience
Adults have a wealth of
knowledge and experience
to draw on
Provide opportunities to relate the
old to the new
45

Allow Learner
Control
Adult learners want flexibility to
choose what they need to
learn
• Ensure flexibility to allow for audience
input into the learning process
Encourage
Active
Participation
Adult learners learn by doing –
helps increase learning
retention
• Use sample problems, case studies,
exercise and simulations to facilitate
retention of learning
Paint the Big
Picture
Adult learners like to follow the
entire logic of a topic and know
where the instruction is headed
• Present the whole, then the parts,
then recap the whole again
46

Balance
Between Modes
of Association
In learning, adults use their
whole brain (right/left brain) in
associating concepts
Left brain: logical, analytical,
deductive, sequential,
objective
Right brain: creative, intuitive,
holistic, random, subjective
• Design training material that appeals
to both types of thinking and
integrate the components into a
whole
Accommodate
Individual
Learning Styles
Adults learn using a variety of
learning styles, and at
different rates
• Provide activities to accommodate
variety in learning styles
47

Focus Time
on Task
Adults want feedback on how
well they are mastering a topic,
along with remediation to
ensure success
• Keep lectures brief, with frequent
opportunity to practice applying
topics learned (i.e., exercises)
Use
Instructional
Cues
Adults want guidance with
meaningful cues as they
proceed through a topic so that
they know when they have
completed a section
• Identify learning objectives, samples
of behavior, practice, and closure
48
48

Check for
Understanding
Adults want feedback on how
well they are mastering a
topic, along with remediation
to ensure success
• Use in-class questions, exercises,
discussion and quizzes (can be
informal and anonymous)
Reinforce
Learning
Behaviors
Adults seek feedback and
praise as they learn
• Give credit and recognition for
success
• Provide remediation for errors
• Explain why the learner is either right
or wrong
49

Instructional Technique
 Motivate
 Explain the “Big Picture”
 Introduce the concept(s)
 Present an example everyone is familiar with
 Relate the familiar example to a work situation
 Provide an opportunity to use what’s been learned
 Question to see if the learning has transferred
 Provide feedback
50

Instructional Objectives
Value to Learners Value to Instructor
 Lets them know where we are going
 What is expected of them
(performance)
 Keep focused on plan and road map
 Ensures completeness of instruction
 Respond to learner needs
51

Feedback
Lets the learner know Lets the instructor know
 "I have learned"
 "I have learned the right thing"
 "I need to develop additional skills"
 "I need further instruction"
 "I see how to apply this skill“
 What has been learned
 How much has been learned
 Learner reaction to learning
 Learner reaction to instructor pace,
techniques, etc.
 What may be misperceived or
misunderstood
52

VI. Three Learning Styles
53

The Three Learning Styles
 All adults have a primary style of learning which favors one of
their sensory channels
 Use of the preferred styles during training has a significant
impact on the learner’s ability to understand and master new
information
 The three learning styles or modes are
 Visual
 Aural
 Kinesthetic
54

Visual Learning
Learn Best By Learning Clues
 Reading
 Seeing a picture
 Studying something by
looking at it
“Let’s read the instruction manual”
“Draw me a process map”
“Let’s sketch this out and analyze it”
Where have you used this style in the past?
55

Aural Learning
 Hearing
 Having something verbally
described to them
“Tell me how this works”
“Could you describe this process for
me?”
“Let’s brainstorm and analyze this”
56

Kinesthetic Learning
 Hands on application
“getting their hands dirty”
 Physically interacting with
the product or process
“Let’s take it apart”
“Let’s go out to the line and follow a
part through the process”
“Let’s run some experiments and find
out what happens”
57

Preferred Training Styles
Style Visual Aural Kinesthetic
Speech X
Slide Presentation X X
Exercise X X X
The learning styles should be used in combination to
reach a wider audience and reinforce each other
58

Learning and Retention
How we learn Ability to retain learning
1% through taste
2% through touch
3% through smell
11% through hearing
83% through sight
10% of what is read
20% of what is heard
30% of what is seen
50% of what is seen and heard
70% of what is said while reading
90% of what is said while doing
Do you agree with these percentages?
59

Ability to Recall Information
Method of Instruction Recall 3 Hours Later Recall 3 Days Later
Telling alone 70% 10%
Showing alone 72% 20%
Showing and telling 85% 65%
Source: Western Michigan University
60

Learning, Retention, and Recall
 Majority of learning occurs through sight
 Retention improves through:
 Seeing
 Listening
 Doing together
 Long-term retention requires teaching the new skill to others
61

VII. Team Dynamics in the
Classroom
62

1. Forming 2. Storming
3. Norming
4. Performing
Stages of Team Formation
63

Stage of Team Formation: Stages 1 & 2
Stage Description Key Characteristics
Forming Initial stage – Team in
forming process
 Members feel uncertain about roles, expectations, and team
 Confusion about team goals, structure, and leadership
 Members attempt to define and understand their roles
 Limited interaction among team members using trial and
error
Storming Team conflict –
Members test positions
and challenge other
team members
 Members often clash and confront each other on all project
aspects
 Members compete for desired assignments or project
outcomes
 Members assess their commitment to the project and team
 Members refine their pattern of interaction, some members
may begin to withdraw
64

Stage of Team Formation: Stages 3 & 4
Stage Description Key Characteristics
Norming Team Settlement –
Members begin to
settle into their roles
and responsibilities
 Members cooperate and collaborate with each other
 The team forms a group identity; members begin to be
committed to the project
 Members open up to each other and exchange ideas and
thoughts
 Members work toward mutual goals
 Members interact according to what has been established
and accepted by the team
Performing Team Performance –
Members collectively
demonstrate consistent
performance
 Firmly established team structure, deliverables, goals
 Members work cross-functionally and consistently to
achieve team goals and tasks
 Team becomes effective and continues development and
achievement of tasks
65

Team Dynamics Summary
 All newly formed groups (including classes) will experience the
four stages of team development
 Morale initially drops, then dramatically improves during the
“Storming” phase
 Instructors help their class move through the “Storming” to the
“Norming” phase by involving them in the development of class
norms
66

Establishing Class Norms
 Let the class establish its own norms
 Write the norms down and post them in class
 Code of Conduct
 Parking Lot
 Benefits and Concerns
 Refer to the norms to help facilitate the class
67

Code of Conduct
Description Examples
General ground rules on how
members should conduct
themselves in class
• Full participation by all members
• Treat others with respect
• Only one person talking at a time
• No hidden agendas
• Be ready to start on time
• No cell phones in class
Establish Code of Conduct for the class
during the kick-off
68

Parking Lot
Description Examples
Place for recording issues
outside the scope of the class
 Topics not covered in class curriculum
 In-depth discussions
 Questions that cannot be answered in
class
Issues captured in the Parking Lot should be resolved,
before the start of the next class session
69

Benefits and Concerns
Comments should be captured as stated by class members
 This is their opportunity to provide direct feedback on the class
Description Method
Daily summary of things
that went well and areas
that need improvement
 Open Forum: Instructor writes down
comments on a board that are verbally
submitted by class members
 Silent Method: Class members write
comments on Post-It notes and post
directly to board
Follow-up on improvement needs, if possible, and
provide feedback to class
70

VIII. Managing Difficult
Situations
71

Managing Difficult Situations
 Despite your best efforts to establish an effective and
nurturing learning environment,
Difficult Situations will arise in the classroom
 The key to re-establishing a comfortable learning
environment for your class is:
 Understanding the source of conflict
 Promptly dealing with the conflict in a positive, constructive and
professional manner
72

Where Does Conflict Come From?
 Classroom conflicts have two types of sources:
 Prior experiences, perceptions, and values brought into the
classroom by each participant
 In-class situations experienced by the participants
73

Understanding Sources of Conflict
Source Possible Reasons
Prior experiences,
Perceptions and Values
• Previous encounters
• Substantial disagreement and unhappiness over
message, methods, and objectives
• Hot buttons
• Personal problems
• Differences in style
Classroom
experiences
• Comfort level with subject matter, classroom environment,
and participants
• Belief that participation will result in positive benefits
• Feeling of acceptance and support from instructor and
other class members
74

Where Does Conflict Come From?
 Signs of potential conflict:
 Repeated interruptions or challenges to class material
 Body language indicating boredom, apathy, and disinterest
 Inside jokes, rumors, gossip
 Repeated tardiness
75

Turning Around A Hostile Situation
What to do
Recognize the
situation
 The first and most important step is recognizing that a
hostile situation exists, and then deal with it promptly
 The longer the negative situation is allowed to exist, the
more it will negatively affect other class members
Collaborate with your
co-instructor
 Ensure understanding of the situation
 Agree on a response plan
Take the high road  Maintain a positive, constructive approach to resolving the
conflict
What other techniques have you used in the past?
76

Tips for Resolving Conflict
 Focus on the issues and behaviors, not personalities
 Allow people to talk and “blow off steam”
 Understand the other point of view
 Seek common ground
 Maintain each person’s dignity and respect
 Don’t take it personally!
77

General Rules for Managing Conflict
 Refer the class back to the “Code of Conduct” to remind
everyone of the ground rules they established at the beginning
of class
 Use the “Parking Lot” to capture and address difficult issues
offline
 Have a private conversation with the disruptive person outside
of class to investigate the reason for their behavior
 Ask your co-instructor for help managing the disrupting
behavior while you continue instructing the class
 Do what is in the best interest of the class and the individual
78

79
If Worker Hasn’t Learned
The Instructor Hasn’t Taught
Training Within Industry 1946

Adult Facilitation Skills

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Destaque

Destaque (20)

Semelhante a Adult Facilitation Skills

Semelhante a Adult Facilitation Skills (20)

Último

Último (20)

Adult Facilitation Skills