Sharing experiences of facilitation through

writing

Part 1

Journal of the Association for Management Education and

Development

Volume 25 ● Number 1 ● Spring 2018

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Contents

Empowering learning through facilitation

Khorshed Bhote

First experiences of facilitated learning

I was sent to learn the piano at age three. My early memories of this

experience are quite pleasant. My music teacher was kind, but - as with

any practical skill - there was a lot of telling and showing.

In this article I explore the empowering influence of facilitated learning.

Empowerment is a compelling concept and can mean different things

in different contexts. I have not come across any definitive evidence

that a facilitative style of learning is more empowering than other

styles. Therefore, to support my case, I draw upon my personal

reflections, both as a learner and as an educator, along with some

relevant theory, to support my thinking around the meta-learning

(Carroll 2014) benefits of facilitation. My argument is based primarily

upon my observations of facilitation’s impact on myself as a learner

and on those whose learning I have been endeavouring to facilitate.

Key words

facilitation; learning; meta-learning; empowerment; deeper learning; education; teaching; lifelong learning

Introduction

I'm passionate about learning. Certainly, my constant evolution has largely been empowered through

experiences where my learning was facilitated rather than instructed. By ‘facilitated’ I mean a process where

I was actively engaged in creating my own knowledge. And by ‘empowering’ I mean learning that led to a

change in behaviour, made me more confident, gave me skills to self-regulate my personal and professional

life better, through constantly reflecting, reviewing and improving. These experiences have, during my career

as an educator, led to opportunities to be influential in empowering others.

Reflections on my early learning experiences

My learning journey started in a leafy suburb of Mumbai, India (see inset

map). In our home, learning was highly valued. Within my Parsi-

Zoroastrian community, it was expected that daughters as well as sons

would receive the same level of education. My parents and my

grandmother, who lived with us, encouraged me to strive hard and

achieve as much as my older brothers.

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Could a facilitative style have worked at age three? I now have a three-year-old granddaughter, who constantly

fascinates me with her independent thoughts. Like many kids her age, she is still developing her social skills

- sharing, listening, waiting, asking. How do her parents facilitate her learning? They make a statement of the

desired behaviour, they model it, they let her make a choice. They also help her understand the reasons for

practising good social skills. I believe it is possible to sometimes facilitate learning even at this young age.

When I reached a level that my music teacher felt was beyond her, I was sent to another teacher, a well-known

and highly respected teacher and performer. She was quite different. She was not as kind as my first teacher,

she was prone to bursts of frustration at my inadequacies. However, she never once told me what I should do

to improve. She is the one who absolutely encouraged my creativity. Music, like maths, has rules that need

to be learnt, but she did this through appealing to my senses, rather than by rote. It is thanks to her that I was

able to add emotion to technique; I could say she was a facilitator, who empowered me to perform and teach

music for many years.

All throughout my schooling, the norm was ‘chalk and talk’ and rote learning

- teacher spoke, I listened / copied / memorised. Nothing wrong with this.

Teachers were respected for their knowledge and ability to ‘educate’

children, to prepare them for a better future. During this early stage of

learning, a didactive, instructional teaching style has been known to work

for some learners, the teacher being the sage in the room and the learner

passively dependent on the teacher for receiving their knowledge. I did

pass the termly and yearly exams and went on to university. Not sure

whether this ‘learning’ led to much understanding, though.

Looking back, one teacher stands out. She taught us ‘General Science’.

Unlike the other teachers, she refused to give all the answers. I can still

hear her voice saying - ‘think for yourself, child’. On reflection, her

teaching was more socratic than didactic (Moeller nd). Is she my first

experience of facilitated learning? A lot of what I learnt from her remains

with me until today. Not just the science but also some of the activities

she involved us in. I have used her example in many of my teacher

training sessions.

“Think, Child. Think!”

At university, professors stood in front of 100 plus learners and lectured. We were expected to take notes and

from time to time a few questions would be thrown at specific learners in the audience; we called them

‘teacher’s favourites’. I think these learners were selected as most likely to ‘know’ the answer, therefore, giving

the professor permission to carry on. Well, to assess if the 100+ learners had an understanding of anything is

a big ask in a one-hour lecture. The professors probably had their fingers crossed and hoped we would all

pass the exams, and some of us did.

However, I recall the English and French professors to be different. They read passages from literature,

encouraged us to make observations, comment, question, discuss - all leading to creating my own

understanding. I guess they also would have ‘facilitated’ learning? They certainly instigated my interest in

English and French literature. It would have required a genuine passion for the subject, and a lot of effort to

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set the right questions that would trigger independent thinking. I remember the lecture room was always full

and buzzing. So, even a large group of learners must have benefitted from such facilitated learning.

Through these reflections, it appears that the science teacher, the two professors and the ‘diva’ music teacher

definitely had an impact on my development. Were they my early role models as facilitators? Were they

conscious that they were ‘facilitating’ my learning? Or was it more likely they were intuitive about learning and

had managed to create the right conditions to stimulate focus and independent thinking?

Reflections on my later learning experiences

In my 30s I got interested in computers. So, I signed up to a computing

programme at my local Adult Education college, with a view to becoming

proficient enough to return to work, after a long break to raise a family. The

teachers used workbook instructions and demonstrations. I learnt the

processes, gained my qualifications; learning happened mainly through

practice and a dependence on the tutor to correct errors. However, this did

not equip me with the confidence to troubleshoot; it did not take away the

fear of ‘something has gone wrong and I don’t know

what to do’. My confidence was developed through my children; they became my facilitators. In fact, I have

learnt a lot from my children over the years - and not just in using technology! They used the technology

intuitively and encouraged me to do the same - to make mistakes and put them right, to problem solve. This

is a strategy used in facilitated learning. I went on to teach computing and digital skills for many years after.

To put forward a more convincing argument about the empowering influence of facilitation, I want to reflect on

the ‘light bulb moments’ during my lifelong learning journey, that happened when my learning was ‘facilitated’.

The first light bulb moment: training as a teacher

My teacher trainer inspired in me an interest in the development of teachers. She was an empathetic trainer,

but it was the way she managed her sessions that leads me to say this was my first ‘light bulb moment’ about

the power of facilitation. She created situations in her learning session for us to work together, to share

information, to express ideas and open the mind to alternatives. She observed, and through skilful questioning

made me think and reflect and construct my own knowledge. This ‘discovered’ learning (McLeod 2008, 2012)

empowered me to create a toolkit of my own facilitation strategies and methods. She led me through the

process of change in my teaching style and developed the ability and confidence to constantly review and

refresh.

Teacher’s Toolkit

The second light bulb moment: coaching supervision

My journey to becoming a coach brought about a pivotal change, an

intrinsic change in my personal and professional life. I was very

fortunate to be under the supervision of a highly experienced coach

who, on reflection, was also a highly experienced facilitator. During

his sessions, there was always a perfect balance between speaking

and remaining silent. The silences gave me a chance to reflect and

internalise my understanding. There are parallels between coaching and facilitation. A coach is essentially a

facilitator and a facilitator uses coaching skills. Both focus on guiding an individual through a process of

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change, to achieve their goals, to maximise their potential. Both empower an individual towards self-

actualisation (Sze 2015, 2017) - a state that fulfils the highest level of human needs. Through the process I

can emphatically say I was empowered to become an effective coach and a more skilled facilitator.

The third light bulb moment: facilitated peer learning

Quite recently I was experiencing a situation that was pushing me towards considering personal and

professional change. I was recommended to attend a course called, The Facilitator’s Toolkit (Association of

Facilitators 2016). Two very experienced and accomplished facilitators, Bella Mehta and Brian Watts, had me

sitting back in awe of the powerful learning experience they had created for us. During every moment of this

experience there was an equal partnership between them and their group. I felt my experience, knowledge

and contributions were valued and added to the learning process of the group. They took a step back and let

us peer coach, peer mentor, peer support. It was all done very seamlessly. Easy for them? I think not. It was

masterfully planned. The two days of this course led me to take the brave step of leaving paid employment

and setting up my own business as a consultant, coach

and facilitator. This is, without doubt, the definitive,

convincing and the brightest ‘light bulb moment’ yet. It

was lifestyle changing, transformatively empowering.

Reflections on my transition from teacher to coach to facilitator

My first and longest experience as an educator started at age 15, back home, in Mumbai, as a freelance music

teacher, mostly teaching children. After marrying, I migrated to the UK, where my husband lived. I continued

teaching music to children whilst raising my family; I did this for over 35 years. Geographically and culturally

this transition was a learning curve in itself. Coming from a culture of ‘teacher is always right’, I soon realised

that ‘learner is the focus’. Later on, I taught computing and basic skills at various Further and Adult Education

colleges in the UK, supporting hundreds of very diverse adult learners in a range of learning contexts. Within

the same sector I progressed into staff development and have had the privilege of facilitating the development

of hundreds of teachers of adult learners.

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If I have to rely on my learners’ feedback over the years, I can say that

I was a useful companion on their learning journeys. But did I create

‘light bulb’ moments for my learners? Did I empower them? Those are

the questions to which I seek answers, as I reflect on my move from the

‘centre’ to the ‘side’, from leading to enabling, from telling to guiding.

My rehearsal as a teacher

When I became a music teacher I had no training and no thought about

being a facilitator. My teaching style was modelled on my own two

music teachers. It was comfortable to instruct, though, having always

had a vested interest in my learners achieving to their full

potential, I did improvise. I often used some of the strategies of my second music teacher, without the

histrionics, I’m no diva! I suppose this teaching experience was a first rehearsal of ‘facilitating’ wherever there

was a best fit to the individual and level of learning.

All of my learners always passed their exams, but did I empower some of them? Well, my evidence for this

would be the external examiners’ feedback highlighting the individuality of their performance, the emotion in

their performance and the creativity in their compositions. These skills can only be innately developed, not

trained, as was my own experience. I’m hoping I had some influence by facilitating theirs.

Improvising as a teacher

I fell into adult education ‘accidentally’. This was at a time when one did not have to be qualified to teach, but

simply had to have a relevant qualification or sufficient experience in the subject. As I was a music teacher

already, I was considered good enough to teach computing! One of my tutors recommended me for a job as

a part-time tutor in the same adult education college where I took my computing qualifications. I eagerly took

the position, as I loved teaching and also it beat working in an office any day! My first group of learners were

adults with mild-to-profound learning difficulties and physical disabilities, attending a day centre. I remember

one lady with cerebral palsy in her 50s. She was struggling to move the computer mouse so I extended my

own hand to help her. She told me quite emphatically that my job was not to hold her hand but to ensure she

could ‘do it’ by herself.

Here started the improvisation from the tried and tested instructional method. I did not know then that I was

trying out various strategies that I now know to be used in facilitated learning. This lady became an independent

learner; she was most proud of her achievement when she was able to write her first official letter to a service

provider. Was her learning experience empowering? I guess it would have been, for someone who had to

rely her whole life on others to resolve her issues for her. This experience was also empowering for me.

Developing as a facilitator

During my journey as an Applied Computing ‘lecturer’, I began developing as a facilitator through practice and

more improvisation. The confidence had grown from the initial teacher training (first light bulb moment).

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“I can do it myself!”

Let me reflect on one particular group of ‘silver surfers’. Learning

something new, especially when it’s new technology, is quite

daunting for these learners. One of them was in her early 80s.

Whilst others sat with hopeful expressions, she approached me

on the first day and warned me that she had already walked out

of two previous computing courses. She said that if she could just

‘switch-on and switch-off’ the computer on her first day, she was

more likely to return.

I was able to meet this challenge with some confidence - through

facilitating active learning (Petty 2018), discovery learning

(McLeod 2008, 2012), learning that allowed for errors and

problem-solving, letting learners experience their ‘eureka’

moments. She did return (as did the others), and for several other courses. Over a period of time she and her

peers worked together to research, write and publish termly newsletters with interesting articles on topics that

interested them.

Did the facilitated learning experience empower this learner? According to her, before she first entered my

classroom at the age of 82 she identified herself as a ‘technophobic VEP (Very Elderly Person)’. At the age of

83-ish she bought her first computer and used it to continue writing journal articles and also wrote and self-

published her own book, ‘The Childhood and Teens of a Jewish Girl in Inter-war Austria and Subsequent

Adventures’, at the age of 86. Until the very last days of her life, well into her late 90s, she continued to use

online banking, shopping, booking travel and writing for the AJR (the Association of Jewish Refugees) journal.

This is what she said in one of her articles published in 2006:

“I enrolled for an absolute beginners’ course at an adult

education centre. I was lucky with my tutor, a woman

as close to being a saint as you can get. She needed

all her saintliness and infinite patience to cope with me.

Talk about learning difficulties! Thanks to her, I finished

that course, and another, and another, until I had

acquired some basic knowledge. I could now produce a

good-looking letter, I could send e-mails and I could get

information from the internet”.

(taken from a privately edited collection of Edith Argy’s articles called, ‘Perspectives and Musings published in

the AJR Journal 2006-2017’, pg 36)

Certainly, empowering for me, as this comes from someone who

was herself a teacher once.

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Being a facilitator

As a teacher-educator I was conscious that the trainee teachers would have the responsibility of care for many

learners during their career. Being a part-time tutor in further and adult education can be a lonely experience.

How to enable understanding of pedagogy, or in this case, andragogy (Smith 1996, 1999, 2010), as their

learners would be adults? How to develop resilience, how to encourage self-awareness? Thanks to my

coaching skills (second light bulb moment), I had already moved to a more coaching/facilitative style. I wanted

my trainee teachers to experience their own journey towards achieving a sense of self-efficacy, the point where

they realise they have changed.

Image by Karin Kirk

Learning through experience, experiential learning

(Smith 2001, 2010), is empowering. I planned

activities where they had to work out solutions

together, making connections between what they

already knew with the new thinking, then

experimenting, reflecting and reviewing. Resilience

and self-awareness were further supported through

individual coaching. I know that this change was

empowering. I have had the privilege to observe some

of these teachers replicating their own experience with

their learners, supporting them into becoming more

autonomous and confident individuals. This is the

ripple effect of facilitated learning leading to

empowerment.

As a brave facilitator

To be very honest, I cannot say that all of my sessions were always ‘facilitated’. There were some instances

where instruction and demonstration were needed. As I said before, there is nothing wrong with a didactic

delivery, as long as it is used sparingly and where appropriate. I cannot end, however, without highlighting my

experience of facilitating one very recent session, soon after my third light bulb moment.

I was asked to deliver a session on ‘Learning for well-being’ to a group of teachers, who were part of a research

project. The topic of this workshop was quite abstract and very new to the group, one they had not thought of

before. ‘Checking-in’ with the group before proceeding with the session gave the group a chance to identify

and park the background busyness thoughts that all of us constantly experience. By the way, I highly

recommend this at the start of sessions, it actually changes the dynamics in the room. I decided to base the

session on relaxation triggers. I created an environment where they could relax, think, communicate and learn

from each other - experiencing ‘learning for wellbeing’. The teachers were empowered to make creative

changes in their planning and delivery, so that their learners could experience wellbeing during the learning

process. For both, the teachers and the learners, this facilitation led to meta-learning. I know this for a fact;

the teachers said they gained confidence from my session and their learners confirmed the ‘benefits’ gained,

the meta-learning.

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I do believe this to be my most rewarding and most

humbling experience. I now regard myself as a ‘brave’

facilitator; I was able to facilitate by setting the scene,

taking a step back and let learning emerge.

‘taking a step back’ (Adapted version of image ‘Groupthink’ by Oscar Berg on flickr)

Some conclusions

Instructional methods, which are predominantly teacher-centred, have their place; they can also lead to

learning. The learner can remember, recall, comprehend - lower levels of learning (Davis 2011), mostly surface

learning (Weimer 2012). Facilitation engages learners in social learning activities that encourage peer

interaction and peer learning. It does require a high level of awareness of the needs of the learners and then

careful planning of their learning journey, during which the facilitator observes and gently nudges, when

required, to let learning unfold. Facilitating this process of critical thinking, communication, interaction leads to

the ‘Eureka’ moment, empowering learners to progress towards higher levels of cognition, towards deeper

learning (Weimer 2012), the ability to analyse, evaluate and create.

From surface learning to deeper learning. Image by nist6dh on flickr

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Is the difference between surface and deeper levels of learning, therefore, in how knowledge is created? I

believe it is. “The ‘how’ is the artistry in education” (Couros 2018). The ideal is that any learning gets embedded

and entrenched through internalising of knowledge, so that what is learnt is sustainable - never forgotten - and

can be easily transferable to any future situation. A creative facilitator can enable this for their learners, can

empower them.

Some recommendations

Reflecting on my own journey, I’d like to conclude by offering a few observations that I hope may be helpful to

others.

Be a reflective facilitator:

All three light bulb moments, my early reflections and my own experiences

of delivering learning have convinced me to stand by my bold assertion at

the start of this article - the empowering influence of facilitation - empowering

to develop skills and confidence in critical thinking, problem solving, analysis

and evaluation - the higher levels of learning (Davis 2011). Learning is

complete when closing the loop of the learning cycle. There are several

models of reflection, e.g. Kolb, Gibbs, Schon.

I have used all three from time to time to reflect after every session I have ever facilitated, on my own behaviour

during the facilitation and on my practice. This, along with staying current with professional activities, has

supported me in keeping my practice current.

Create a Facilitator’s toolbox:

Every facilitator should develop their own toolbox. These are activities that they have tried and tested, such

as: ice breakers, purposeful games, starters and closers, group activities. These would need to be reviewed

and adapted to the topic, the learner demographic (age, industry,

level) and even the venue! I have often arrived to facilitate in a

boardroom style room, which makes it impossible for learners to

move around in an activity. And I would say, be creative when

planning your sessions. In the words of the most influential

education thinker of current times, Sir Ken Robinson (2015),

“Creativity is the process of having original ideas that have value”.

As a creative facilitator, you will engage and excite your learners in

a more fulfilling and empowering learning experience.

Continue your professional development:

It is essential that facilitators continue to learn and develop. The Association of Facilitators advocates

FACETS® (© 2011 and ®2013), their facilitator competency model. It is their “framework for assessing and

guiding personal and professional development”. It includes a combination of self-assessment, peer feedback

and reflection. The purpose of this is to review and develop the skill level and character of the facilitator. The

belief is that if facilitators remain self-aware and fulfil their human potential, they will be better able to “direct

(their) own lives to flow in healthy interconnection with others”.

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References

Argy E. (2005) The Childhood and Teens of a Jewish Girl in Inter-war Austria and Subsequent Adventures. USA: Createspace

Argy E. (2006) ‘Perspectives and Musings’. In Association of Jewish Refugees Journal. the AJR Journal 2006-2017

Association of Facilitators (2016) The Facilitators Toolkit. In Association of Facilitators, https://www.associationoffacilitators.co.uk/courses/the-facilitators-toolkit.html. Accessed on 18.02.18

Association of Facilitators (2016) FACETS®. In Association of Facilitators, https://www.associationoffacilitators.co.uk/resources/facets.html. (Accessed on 18.02.18)

Carroll S (2014) MetaLearning: Growing Self-Directed Learners. https://www.oakland.edu/Assets/upload/docs/CETL/ConferencePresentationMaterials2014/StephenCarroll/Metalearning-Slides.pdf. (Accessed on 16.03.18)

Couros G (2018) Why schools should focus more on “Innovation” than “EdTech”. In The Principal of Change, https://georgecouros.ca/blog/archives/8082. (Accessed on 22.02.18)

Davis L (2011) Bloom’s Taxonomy Made Easy. https://www.learning-theories.com/blooms-taxonomy-bloom.html. Accessed on 16.03.18

McLeod, S A (2008, 2012) Bruner. In SimplyPsychology, https://www.simplypsychology.org/bruner.html. Accessed on 20.02.18

Moeller, V J (nd) Two models of Teaching and Learning. In Moeller Humanities Textbooks, http://www.collegeenglishbooks.com/two-models-of-teaching-learning.html. Accessed on 22.02.18

Mindtool content team (2018) Gibbs Reflective Cycle. In MindTools, https://www.mindtools.com/pages/article/reflective-cycle.htm. Accessed on 26.02.18

Petty G (2018) Active Learning. In Geoff Petty, http://geoffpetty.com/for-teachers/active-learning/. Accessed on 18.02.18

Robinson K (2015) Creativity Is In Everything, Especially Teaching. In MindShift, https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching. Accessed on 16.03.18

Smith, M. K. (1996; 1999, 2010) ‘Andragogy’, the encyclopaedia of informal education. In Infed, http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/. Accessed on 18.02.18

Smith, M K (2001, 2010). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. In Infed, http://infed.org/mobi/david-a-kolb-on-experiential-learning/. Accessed on 18.02.18

Smith, M K (2001, 2011) ‘Donald Schön: learning, reflection and change’, the encyclopedia of informal education. In Infed, www.infed.org/thinkers/et-schon.htm. Accessed on 26.02.18

Sze D (2015, 2017) Maslow: The 12 Characteristics of a Self-Actualized Person. In Huffpost, https://www.huffingtonpost.com/david-sze/maslow-the-12-characteris_b_7836836.html. Accessed on 18.02.18

Weimer M (2012) Deep Learning vs. Surface Learning: Getting Students to Understand the Difference. In Faculty Focus, https://www.facultyfocus.com/articles/teaching-professor-blog/deep-learning-vs-surface-learning-getting-students-to-understand-the-difference/. Accessed on 18.02.18

Image credits

All non-attributed images within this article have been taken from Google images ‘labeled for re-use with

modification’ and free to use under creative commons license.

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Acknowledgements

I dedicate this article to all my teachers and learners. They have been an invaluable resource for my continuing

development as a lifelong learner.

About Khorshed Bhote

As a Director at Khorshed Bhote Consulting Ltd, I am a highly experienced performance and transition coach,

facilitating individuals and organisations on their journey through personal or professional change. My focus

is on empowering current and aspiring leaders to develop qualities of effective leadership, especially within the

education sector. I understand the unique individuality of people and apply the best approach to facilitate skills

development and achievement of goals.

Tel: +44 (0)7754 587838

email: khorshed@bhote.org

https://twitter.com/khorshedbhote

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