FacilitatorQualitiesList
From LiteracyTentWiki
To add or edit text AleDirections
Back to RolesInPD
Back to AleProfessionalDevelopment
[edit]
Qualities of A Facilitator
Based upon the experiences of some NIFL-AALPD list subscribers, they find that the following qualities of a facilitator are key to their effectiveness as a good facilitator:
[edit]
Preparation and Self-Preparation for the Professional Development Facilitation
- “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.” [Alden Lancaster, NIFL-AALPD:676]
- “Getting a really good night's sleep....the ability to be very very centered, and present.” [Alden Lancaster, NIFL-AALPD:676]
[edit]
“Task” and “Relationship”
- “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.” [Alden Lancaster, NIFL-AALPD:676]
- Guides but never dictates; listens actively and empathetically
- Answers questions in a way that also becomes segues into upcoming materials, if appropriate.
- Understands 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 the course objectives. Use question and answer techniques to get back on track when the group discussion moves away from the topic.
- “Be flexible. Not every group fits into the same square box. A good sense of humor is helpful for when things do not go as planned.” [Cynthia E. Shermeyer, NIFL-AALPD:675]
- “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. :>)” [Alden Lancaster, NIFL-AALPD:676]
[edit]
“Flexibility,” the “Agenda,” and the “Teachable Moment”
- “…Either sticking to a script, or throwing the script out the window were not highly acclaimed facilitator behaviors for the participants in the [NCSALL Professional Development] study. This [being adaptable] 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, NIFL-AALPD:679]
- 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. [Andres Muro, NIFL-AALPD:669]
- 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!) [Alden Lancaster, NIFL-AALPD:676]
- "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 Eckert, NIFL-AALPD: 668]
- Some teachers may not be able to take up the call of the “teachable moment” because of the administrative, scheduling, and time pressures in their classes, inherently limiting the very nature of teaching in adult education. This limits the teacher from being able to do what is necessary in order to do her job well. [Catherine King, NIFL-AALPD:670]
[edit]
Acknowledging Constraints
- "...1) clearly acknowledging the constraints 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, NIFL-AALPD:671]
[edit]
Facilitation and the Co-Creation of Knowledge
- 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 Gopalakrishnan, NIFL-AALPD:673]
- “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, NIFL-AALPD:674]
- Instills the idea of being part of 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.” [Maria Rosales-Uribe, NIFL-AALPD:672]
- “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.” [Alden Lancaster, NIFL-AALPD:676]
[edit]
“Walk the Talk”
- “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.” [Cynthia E. Shermeyer, NIFL-AALPD:675]
[edit]
Gathering Facilitator Feedback
At the end of the session
- Ask specific questions at the end of the session. Examples might be:
- 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.)
- “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.” [James M. Yeager , NFL-AALPD:667]
Follow up weeks or 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? [Alden Lancaster, NIFL-AALPD:676]
To add or edit text AleDirections
Back to RolesInPD
Back to AleProfessionalDevelopment
