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)

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IV. Instructor Mechanics

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Instructor Mechanics

Understanding Your Role as an Instructor

Instructor Appearance

Structuring Your Presentation

Delivering the Presentation

Mentally Setting the Stage for Success

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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

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Instructor - Seven Basic Functions

1 OrganizeOrganize material into a logical order to make the material

more meaningful

2 MotivateMotivate students by making the material more interesting,

showing how learning the material will lead to a desirable

goal

3 MeasureMeasure continuously to see if students understand the

material and are learning key concepts

4 InterpretInterpret difficult material by capturing key concepts and

relating it to material already known

5Generalize

Knowledge

Help crystallize concepts through examples for transfer to the

real world

6 GuideGuide participant activities toward the most efficient learning

outcomes

7Provide

Feedback

Provide feedback so that students will know how they are

doing and will be able to adjust their performance

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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!

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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

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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

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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”

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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?

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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

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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!

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V. Adult Learning Model

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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

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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

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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

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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

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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

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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

4848




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

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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

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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

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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

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VI. Three Learning Styles

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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

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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?

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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”


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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”


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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

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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?

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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

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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

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VII. Team Dynamics in the Classroom

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1. Forming 2. Storming

3. Norming4. Performing

Stages of Team Formation

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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

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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

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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

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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

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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

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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

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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

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VIII. Managing Difficult Situations

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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

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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

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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

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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

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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?

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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!

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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

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If Worker Hasn’t Learned

The Instructor Hasn’t TaughtTraining Within Industry 1946

Adult Facilitation Skills

Education

Transcript of Adult Facilitation Skills