NFL-AALPD:667
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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
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