FacilitatorQualities
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Qualities of a Facilitator
From: jataylor (jataylor at utk.edu)
Subject:[NIFL-AALPD:666] Qualities of a good facilitator?
Date: Thu Sep 25 2003 - 09:13:00 EDT
Good morning, everyone! I have a two-fold question for you, and I hope many of you will consider sharing your responses to at least one or the other:
1) Most of us on this list are experienced facilitators. Yet, at some point or another, we may have been in a situation where things did not go as planned - maybe even something quite unusual happened! What happened, and what did you do to counter the unexpected?
2) What have you learned from your experience that makes a good facilitator? And if you had the teachers/learners in your group evaluate your facilitation of the class/workshop/conference session/PD event, what kind of feedback would be most helpful to you, and to the event planners?
I look forward to hearing from you,
Best,
Jackie Taylor
List Facilitator, AALPD
From: Yeager, James M. (jyeager2 at lhup.edu)
Subject:[NIFL-AALPD:667] RE: Qualities of a good facilitator?
Date: Thu Sep 25 2003 - 09:49:05 EDT
I am currently the coordinator/trainer for a project in PA Adult Education called Decreasing the Digital Divide in Pennsylvania. We are providing computer hardware, Internet connection and training on how to integrate computer technology in the classroom to agencies funded by the PA Bureau of ABLE. As a trainer, I have run into several stumbling blocks.
When doing a training that is computer-based, I tend to receive many off topic questions from participants, many times ones that deal with technical problems with the participant's home computers. While the questions do tend to lead us off track, they are still beneficial to the participants.
I understand that sometimes participants will lose focus and get off-task, but I try to employ question and answer techniques to get back on track. I have a very good knowledge of the training and can adjust as needed in most situations. I answer their question as best as possible, but in my answer, I try to lead my discussion back to the material I am presenting. Most times I can do this from memory, but if I skip to the next slide in my presentation, I can try to answer their question in a way that I lead the discussion into the next slide. It seems to work very well and it almost seems at times that the question they asked was just another part of my presentation.
I have found that to be a good facilitator, you need to be able to do what I mentioned above. You must be able to understand the questions asked, give valuable suggestions or responses, find a way to lead the group back to the subject at hand and still figure out how to cover all of the material in your course objectives. In computer-based trainings, you must be very flexible and have a good knowledge of many different technologies, applications, etc.
I have found that with my extensive background in computer technology, I can ask a few questions at the beginning of a training, such as "How comfortable are you with the use of computers?" or "How do you use the computer in your profession?", and this helps me understand how detailed my directions need to be when explaining a computer-related task. For example, I know after asking these questions that when I give my participants a floppy disk with materials used in the training, I do not have to worry about some of the participants and can allow them to access the files with minimal instruction. I usually find that I give the basic instruction on where the materials in question are located on the disk and can lead myself to those in the group who I know will need help opening the files. It definitely saves time when you have a lot of material to cover.
As for feedback, the best I receive is from the participants at the end of the training. I always leave a little bit of time at the end of the session to allow for questions. We use paper evaluations, but for the most part, I do receive very beneficial evaluations from those who stop to talk with me at the end of the session. Even though I know that they have just completed my paper evaluation, I ask if they would suggest any changes or would like to see something different in the session. As an added bonus, I ask participants to send me any resources that they find and this helps them truly become part of the learning process. It helps me find new resources, but it also allows them to practice the skills they have learned in the session and allows me to evaluate the session for months to come.
I hope this helps. I am curious to hear from others.
Thanks.
Jim
James M. Yeager
C-NEPDC Trainer/Digital Divide Project Coordinator
110 East Bald Eagle Street
Lock Haven, PA 17745
Phone: 570-893-4038
Fax: 570-748-1598
E-mail: jyeager2 at lhup.edu
From: Eileen Eckert (eileeneckert at hotmail.com)
Subject:[NIFL-AALPD:668] Re: Qualities of a good facilitator?
Date: Thu Sep 25 2003 - 12:16:28 EDT
Some of the most powerful learning happens when things do not go as planned. Sometimes the mark of a good facilitator is not that she counters the unexpected, but that she helps people take advantage of the learning opportunities offered by surprises.
Eileen
From: AndresMuro at aol.com
Subject:[NIFL-AALPD:669] Re: Qualities of a good facilitator?
Date: Thu Sep 25 2003 - 13:33:47 EDT
I am not necessarily a good facilitator, but this is what I recommend teachers to do in their classes.
The most important thing is to always remain flexible and don't expect things to go the way they planned and have the ability to turn anything into a "teachable moment". This means that any discussion can be ultimately related in some way to a specific learning goal. Also, teachers need to be aware of the cognitive needs of the students, and adapt the information to those cognitive needs.
Adults, unlike children, tend to be very logical and want to classify things into little taxonomies. So, while taking about breast cancer might be a useful learning experience, adults will not see it as a GED learning topic (for example) unless it is presented in some sort of GED learning format. So, if a discussion about breast cancer, for example, were to unexpectedly emerge in a GED class, the flexible teacher ought to be able to turn the discussion into a "teachable moment" allowing the students to learn more about breast cancer, while continuing to learn specific skills needed for the GED. This, is an essential tool of good adult ed teachers. If they can do this, they can introduce topics into the classes that are useful to the students, or allow the students to do this, while turning the topics into useful adult education lessons. In addition, this can save the cost of books since anything becomes learning materials. Also, because teachers can use local resources students can access local services that they may need.
Andres
From: Catherine B. King (cb.king at verizon.net)
Subject:[NIFL-AALPD:670] Re: Qualities of a good facilitator?
Date: Thu Sep 25 2003 - 13:53:00 EDT
Eileen, Jackie, et al:
Your point is well-taken about things not going as planned and being able to adapt on the spot to gain what is commonly called "a teaching moment." My teachers (in K-12) have told me many stories about NOT being able to take up this call because of the administrative, scheduling, and time pressures in their classes.
Virtually all teachers know what a "teaching moment" means; and we also know when we have failed to develop it. One of my teachers recently told her administrator that, with all the directions and pressures in the classroom, she has no time to develop teaching moments. The administrator knew what this teacher meant, and answered quite seriously: "We don't have time for those any more." I hear this kind of thing more and more.
Of course, teaching is not a factory affair; nor should we aspire to this scenario with children or adults. If we do, we will deserve what we get.
At the risk of sounding pedantic, I offer the following piece from my own classes. Though it is not theoretical, there is good philosophical theory behind it. It relates teaching to medicine and bridge-building:
Just like any other profession, like medicine or bridge-building, a professional teacher knows the theories, and then takes up their understanding of the vast field of applications to develop their wisdom.
Teaching is not different from many other professions in this respect. Knowing the current technology and science behind building bridges is essential; and we all continue to look for better ways to do medicine and to build bridges' and to relate this knowledge to our professionals in the field. Medicine is the same, and many other fields.
And like teaching, there are no two places in the world that are exactly the same to build a bridge--no two spans, no weather, soil and water conditions, etc., and all have to be taken into consideration in EACH TIME AND PLACE before the theory and technology can be applied.
Hence, without a science of applications, bridge-building or medicine, etc., would become a bird without a branch, as it were, and a nightmare to all concerned. And without the on-the-spot wisdom developed through applications, bridges would fall and patients would die.
A science of applications is built around asking the right questions-- on the spot. In principle, it cannot know ahead of time what the conditions are. Teaching is the same here. But it is also different from building bridges because with medicine or bridges, once you get the specified diagnosis, or the data of the span the soil and water conditions, etc., these conditions can be expected to stay the same.
In teaching, some things DO stay the same, and we need to know all we can about those things. However, where with medicine and bridges we are rightly trying to increase the predictability to the en-th degree, much in teaching is completely unpredictable--and should be. Teaching is not medicine for physics; and humans are not bridges; and unlike earthly places and times, our conditions change on a daily basis--and should change. Also, we can set up the conditions for and even predict teaching moments, but we cannot predict what those will consist of. There is the tried and true, but then there are the "surprises." We might say that a good teacher is not surprised by surprises.
This unpredictability makes teaching an altogether different field where all theory, technology, and applications have their own sets of realities that are unique to the field and influence all three areas of the profession. The fundamental difference, of course, is that learning is a dialogue and a concern of human consciousness.
And the differences make teaching a risky business, and a highly honed dialogal art as well as a science where science, applications and art must come together in the teacher in dialogue with the student and where both the teacher and the student are changed by it. And without the teaching moment, the whole thing is defunct.
Administrative puppeteering won't do. It takes the seriousness out of the whole project--and both k-12 and adult students know it and lose their interest quickly. The one on the scene is the one who has to have the authority and the wisdom.
If the above is true, then the job of the administrative order is to (1) understand the structure of the thing and (2) set up the conditions for the teaching-learning moment to happen, including ongoing professional development;and (3) back off and leave the classroom alone as much as possible.
This is all to support Eileen's note: "Some of the most powerful learning happens when things do not go as planned. Sometimes the mark of a good facilitator is not that she counters the unexpected, but that she helps people take advantage of the learning opportunities offered by surprises."
The teaching moment is not a romantic notion. Rather, it's an essential part of education.
Regards,
Catherine King
Adjunct Instructor
Department of Education
National University
San Diego, CA
From: Andy Nash (andy_nash at worlded.org)
Subject: [NIFL-AALPD:671] Re: Qualities of a good facilitator?
Date: Thu Sep 25 2003 - 14:22:33 EDT
Two things that have felt increasingly key to my effectiveness as a facilitator are 1) clearly acknowledging the constrainst that folks are working within (open entry classes, limited paid prep time, etc.) and addressing those throughout the session, and 2) articulating the challenges of mandated training (for both facilitator and participants) if that happens to be the case. Both of these let participants know that you have considered them - their contexts, their options, their freedom to make choices - and that you know that there are many factors that will affect their ability to apply/inquire into new approaches, even though they may want to.
Andy Nash
New England Literacy Resource Center/World Education
From: Maria Rosales-Uribe (nicaroses at yahoo.com)
Subject:[NIFL-AALPD:672] Re: Qualities of a good facilitator?
Date: Thu Sep 25 2003 - 23:28:17 EDT
A good facilitator with any group is to foremost partof a team. Everyone in the group must feel they are contributing to the experience, but the role of the facilitator guides the process of learning either individually or collectively. The facilitator guides but never dictates; listens actively and empathetically. (??spelling) The ultimate gift we can teach our students regardless of context is the art of facilitation. I think that SCANS and EFF gives wonderful comptencies to guide this process. Qualities of a good facilitator is true to their vision, principles and self; a person who is willing to share. "Be Who He is" (Great Teacher Seminar); authentic teacher (Parmer). Keep it simple-That's my goal. So what do you think my Project Voice, collegues?
Maria Rosales-Uribe
Transitional Studies Department
From: Ajit Gopalakrishnan (agopalakrishnan at yahoo.com)
Subject:[NIFL-AALPD:673] Re: Qualities of a good facilitator?
Date: Fri Sep 26 2003 - 07:23:23 EDT
A slightly different take with regard to facilitation in PD with teachers:
I like a PD facilitator who considers the PD setting as valuable time for co-creation by the participants, and not solely as a means for dissemination of information on "x" topic. When we have people together, it is a shame to not let them talk to each other and make something together.
Ajit
From:George Demetrion (george.demetrion at lvgh.org)
Subject: [NIFL-AALPD:674] Re: Qualities of a good facilitator?
Date: Fri Sep 26 2003 - 09:21:19 EDT
The advice I heard about the field of counseling, perhaps has a similar application here.
Learn all you can about your field, then put the sum total of who you are to work in seeking to co-create meaning with your clients.
George Demetrion
From: Cynthia E. Shermeyer (cesherm at UDel.Edu)
Subject: [NIFL-AALPD:675] Re: Qualities of a good facilitator?
Date: Fri Sep 26 2003 - 13:51:22 EDT
I too agree that flexibility is very important in training. Not every group fits into the same square box. A good sense of humor is helpful for when things do not go as planned. (This sounds a lot like parenting some days!). An additional comment I would like to add is to keep the training practical and real. When I am attending trainings, I appreciate a facilitator who is talking in my terms and on my level. I want to know how what I am learning will help my students and myself. As a trainer - I feel that my functions administratively and teaching give much more credibility to my audience. I walk the talk.
Finally, I try to listen and pay attention to my audience. It is important to validate their concerns and questions. I am not afraid to say "I do not know, I will have to check" and true to my word - I get back to them in a timely manner. I have always appreciated this when other trainers have responded to me.
I am continually striving to improve my trainings - so this thread of discussion has been very helpful for my own PD.
Thank you!
Cindy Shermeyer
From: Aldenwrite at aol.com
Subject: [NIFL-AALPD:676] Re: [NIFL-AALPD] Re: Qualities of a Good Facilitator
Date: Fri Sep 26 2003 - 23:42:36 EDT
The list moderator asked several questions. I agree with and appreciated several of the responses so far. My two cents on the last two questions...
Question: What have you learned from your experience that makes a good facilitator?
-- Remember that you are just that -- a facilitator of learning -- not the only one who knows, not the only one who could present something new, not the expert on the learners or their context. In any point in the session, you could ask the learners to present the material (in a way you creatively structure), ask the learners what they agree with what you are saying or not, find out how the "new" applies or doesn't to their context or how they will be applying what you are there to facilitate.
-- If it is a meeting you are facilitating (and this can be true for training too), keep clear that you are a "neutral" ... freeing up participants to equally participate ...presenting back to them what you have heard (in summary form, as an emerging consensus, as a key difference of view), what may be ready for a decision, what on the agenda has been covered or is yet to be, what choices there are for the group as a next step if something has come up unexpectedly. :>)
--Keeping aware of BOTH "task" and "relationship" (I am sure this is old hat to all on this list.) Task including: the purpose for why all are there, covering the goals in time allotted, etc. Relationship including: the dynamics in the room of comfort/safety, participants' respectfulness of one another, energy/engagement in the room, agreement/disagreement verbally and nonverbally, seeing opportunity for learning moments, etc.
-- Finding out as much as one can about the context and learners ahead of time: why this facilitation is needed, is it mandated or not, what participants have experienced before as facilitation and liked or didn't, goals for the time together by various stakeholders, dynamics between participants and a little about each person/program attending (if possible). As a first activity, finding out more (confirm timeframe, in what contexts might this training materials be applied by each "back home," prior knowledge of the topic, etc. Later in the session, finding out more about contexts, barriers that exist to applying the topic, resistances, etc.
-- A really good night's sleep....the ability to be very very centered, and present
-- I differ from a previous listserv poster, about the adult brain's natural tendency to want to logically categorize....at least that this is a primary need. Instead -- basing this view on 25 years in adult ed/literacy including my work and book on contextual literacy with Tom Sticht in the '90s, and my work and book on literacy for empowerment with Paulo Freire in the '80's -- I believe that good facilitation helps adult learners in their natural want and need to:
(1) Connect what is being learned to what is deeply motivating (helps to remember...more from heart/energy than head/logic, helps to want to learn/apply it...Freire's "generative themes" is all about this),
(2) Tap into prior knowledge (this helps them to remember best, and does help them to "categorize" the new as it follows previously formed neurochemical pathways leading to prior knowledge, thus better enabling long term memory of this new learning),
(3) Critically reflect on what is presented rather than passively be told to remember it, or that it is right (learners internal wisdom being ultimately respected). Ponder this: education is a political act -- power defined here as: who has / who doesn't, who knows / who doesn't, who decides / for whom? While of course all is a continuum, one can still examine what is at the deepest root. What beliefs are underneath a facilitator/trainer/training sponsor's beginning assumptions about a training, the structuring/decisions about the training, and in tiniest choices or methods of the facilitator/trainer? Education either indoctrinates or education enables new creative thinking -- and in so doing, education either rests power and respect in the training sponsor/facilitator, or in the learners/trainees.
(4) Soon apply what is learned (which again taps back into motivation for retention, new knowledge or skill is best retained when it is applied or facilitated with others, and puts in action what was learned (in learners' own context) which makes whatever-it-is better one hopes!)
Question: And if you had the teachers/learners in your group evaluate your facilitation of the class/workshop/conference session/PD event, what kind of feedback would be most helpful to you, and to the event planners?
-- While paper or group evaluation discussion at the end can be helpful, I find most helpful to ask, weeks or even months later: What learnings have stayed with you? What have you done differently because of that [class/workshop/conference session]? Give specific examples in responses. What questions do you now have? What support do you need?
-- At the end of the session, one might ask: -- In what specific ways do you think you can apply what you learned? How ready do you feel to apply this? Is there any barrier still in the way of applying this; if so, what are some strategies for these barriers? -- What learning will most stay with you, biggest "ah-hah"? -- What are your questions now? -- How can you keep learning more about this or get help in applying it? What support do you need to do so? -- Would you recommend this facilitator to another group; why or why not? -- Bests and worsts (learning activities, parts of the day, parts to keep/revise, etc.) and WHY? (Where possible I always ask why.)
Hope to hear other views!
Alden Lancaster
Participatory & Contextual Training Design
6708 Poplar Ave.
Takoma Park, MD 20912
(301) 270-2222 (voice) / (301) 270-2042 (fax)
Aldenwrite at aol.com
From: Ajit Gopalakrishnan (agopalakrishnan at yahoo.com)
Subject:[NIFL-AALPD:677] Re: [NIFL-AALPD] Re: Qualities of a Good Facilitator
Date: Sat Sep 27 2003 - 07:39:52 EDT
Alden,
-- A really good night's sleep....the ability to be very very centered, and present I concur. In my view self-preparation is perhaps the most important thing I can do to prepare for especially a "neutral" facilitation assignment. Ajit
From: jataylor (jataylor@utk.edu)
Subject:[NIFL-AALPD:679] from Cris, Qualities of a good facilitator
Date: Sat Sep 27 2003 - 12:24:02 EDT
I think one of the qualities of a good facilitator is the ability to follow the activities that are planned beforehand but to adapt them to the reactions of the particular participants. This emerged as a factor in the quality of the professional development that was done as part of our NCSALL professional development study: participants didn't care for facilitators who "followed a script" and didn't make allowances for their particular needs to discuss some issues longer and shorten discussions of others. But neither did they care for facilitators who let them (or one person in the group) get off track, so that the scheduled activities on the agenda went by the wayside or went uncovered at all. A balance is important between doing the activities that are designed (that you present in the session agenda at the beginning) but adapting them in time and design to where the participants need more time or a different focus. Either sticking to a script, or throwing the script out the window were not highly acclaimed facilitator behaviors for the participants in our study. This takes some experience as a facilitator, some snap decisions, listening to the participants' excitement or reading the irritation and boredom on their faces; it means not being so wedded to a workshop design that small adjustments would throw you off as a facilitator. In other words, I think a quality facilitator learns how to make small adjustments to the participants' reaction to the activities in the design, but doesn't completely overhaul and throw out the design midstream, especially if that overhaul is being driven by the needs of one of the participants.
Cristine Smith
World Education
csmith at worlded.org
From: Catherine B. King (cb.king at verizon.net)
Subject:[NIFL-AALPD:680] Re: from Cris, Qualities of a good facilitator
Date: Sat Sep 27 2003 - 15:38:19 EDT
Jackie:
why are we "facilitators" and not "teachers"?
Catherine King
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