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Enhancing Facilitation Skills
Paraluman R. Giron, Ed. D.

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Are youa _________
sage onthe stage? guide on the side?

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Objectives
1. Increase trainers’ ability
to facilitate effective,
participatory trainings.
2. Provide opportunity to
trainers for self-reflection
and self-analysis.
3. Guide trainers’ to craft
their personal facilitation
skills enhancement plan.

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Who am I?

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Earth
Wind
Fire
Water
Which one are you most like?

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List at least three
(3) characteristics.
Describe what the
element does.

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Write down your
name on top of your
list.
You have now
created a powerful
WORD PICTURE about
yourself.

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I am ___________ .
I, ___________ am.
WIND
WIND is invisible,
powerful, untamed,
moody, exciting...

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WIND blows,
soothes,
comforts,
pollinates,
excites, stirs. . .

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the soil that supports
and nurtures living things.
I give solid footing to those
I am earth
Meditation
By Laurie Beth Jones
Meditation
By Laurie Beth Jones

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I am wind
the power that sweeps away
old fears and carries new
ideas like springtime.

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I am fire
Igniting the power
and passion in
others. I give
warmth on cold,
wintry nights, and
clear the way for
new beginnings.

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I am water
Irresistible. No obstacle can stop
me. I go over, under, around and
through. I change forms to steam
or ice or rain. I bring life wherever
I go. I touch everyone I meet.

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Who Am I?

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A Right Brain Exercise
A facilitator is like
_________________ to me.

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Individual Task
List at least three (3)
characteristics of an
effective facilitator of
learning.

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Group Task (15 minutes)
1. Share your list with
the group.
2. Come up with at least
five (5) common
answers.

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3. Prepare your output
using a power point
presentation.
4. Select a member to
present the group
output in three (3)
minutes.

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 What common
answers were
presented?
 How do we classify
them?

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knowledge
values
and
attitudes
skills

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A confident and skilled facilitator
is an accomplished dancer.

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One notices
the dance
but not the
dancers.

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The accomplished
dancer…directs process, yet
supremelyflexible;
follows principles not
rules;

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sets aside judgment ;
improvises;
directs orrequests;
knows own cognitive styles
and stretches beyond them;

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thinks beyond activities to
outcomes;
mediatestension;

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reflective andlearn from
experience;
keenobserver;
firm orsoft;
confidentandcompetent.

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Three (3) Fundamental Questions
for Self-Reflection
1. Where am I going?

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2. Where am I now?

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3. How can I close the gap?

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Conditions which facilitate
learning- Acceptance
- Cooperation, care, concern
change, communication
- Trust oneself / others
- Ideas (different ideas)
- Value for individual differences
- Evaluation (self-evaluation)

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Principles of Learning
- Learning and experience occur inside
the learners
Controlled by the learner
People learn what they want to learn
- Evolutionary process / Experimental
- Acceptance where people are free to
explore: Active and personal involvement
- Right to make mistakes / Respect
- Needs based / Relevant to the learner

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- Emotional and intellectual
process
- Learner is the richest
resource

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Four Stages of Experiential
Learning Process
1 Activity
2 Analysis
3 Abstraction
4 Application
New Experience,
re-learning, un-
learning

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Activity
(Experience)
 Describes the
structural experiences
designed to engage
the participant-learner
in activity dealing with
the concepts to be
used/learned.

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The experiences may be:
 direct or vicarious
 case analysis
 questionnaires to be answered
 simulation exercises
 personal disclosure sessions
 etc.

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Questions
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 What is going on?
 How do you feel about that?
 What do you need to know
to…?
 Would you be willing to try?
 Could you be more specific?

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 Could you offer a
suggestion?
 What would you prefer?
 What are your suspicious?
 What is your objection?
 If you could guess at the
answer, what would it be?

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 Can you say that in another
way?
 What is the worst/best that
could happen?
 What else?
 And?
 Would you say more about
that?

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Analysis (Reflective
Feedback)
 Describes the process
of inquiry into the
results of the Activity.

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Includes:
 What questions are to be
raised?
 What data will surface?
 How will personal insights
be evoked and processed/
discussed?

42. Processing Questions
Questions are directed toward
generating data.
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 Who would volunteer to share?
Who else?
 What went on/happened?
 How did you feel about that?
 Who else had the same
experience?

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 Who reached differently?
 Were there any
surprises/puzzlements?
 How many felt the same?
 How many felt differently?
 What did you observe?
 What were you aware of?

44. The following questions are
directed towards making
sense of the generated data:
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 How did you account for that?
 How does that mean to you?
 How was that significant?
 How was that good/bad?

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 What struck you about that?
 How do those fit together?
 How might it have been different?
 Do you see something operating
there?
 What does that suggest to you
about yourself/your group?
 What do you understand better
about yourself/your group?

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Abstraction (Integration)
 Describes the
generalization that will/can
be derived from the Activity
and Analysis

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In this portion, theory
input(s), lecturettes, or other
activities may be included to
explain or recapitulate the
various concepts covered in
the learning episode.

48. Processing Questions
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Questions are directed toward
prompting generalizations:
 What might we draw/pull from
that?
 Is that plugging in to anything?
 What did you learn/relearn?

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 What does that suggest to
you about ______ in general?
 Does that remind you of
anything?
 What principles/law do you
see operating?

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 Does that remind you of
anything? What does that
help explain?
 How does this relate to other
experiences?
 What do you associate with
that?
 So what?

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Application (Practical
Synthesis)
 Provides activities
which will enable
participant-learners
to transfer concepts
learned to real life
situations.

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Provides mechanisms by
which learner is able to
evaluate his/her attainment
of the instrumental
(learning content) and the
terminal (behavioral)
objectives.

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 These may include the
following:
 Action plans
 Assignments
 Evaluation activities/
instruments to check
understanding
of/commitment to the
learning outcome

54. Processing Questions
Questions are directed
towards applying the general
knowledge they have gained
to their personal and/or
professional lives.
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 How could you apply/transfer
that?
 What would you like to do
with that?
 How could you repeat this?
 What could you do to hold on
to that?

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What are the options?
What might you do to
help/hinder yourself?
How could you make it
better?

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 What would be the
consequences of doing/not
doing that?
 What modifications can you
make work for you?
 What could you imagine/
fantasize about that?

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A final stage can be added
here, that of processing the
entire experience as a
learning experience.
Questions are aimed at soliciting
feedback.
 How was this for you?
 What were the pluses/minuses?

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 How might it have been
more meaningful?
 What changes would you
make?
 What would you continue?

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 If you had to do it over
again, what would you do?
 What additions/deletions
would help?
 Any suggestions?

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Attitude Portrait of a
Facilitator of Learning
 Realness
 the most basic
 real person
 no front or facade

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 Prizing, acceptance,
trust
 prizing each
participant
 respect for
worth of individual

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 Empathic understanding
 standing in the
participants shoes
 making participants
feel understood not
judged or evaluated

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“At last someone
understands how it feels
and seems to be me
without to analyze or
judge me. Now I can
blossom, grow and
learn.”

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Creating Exemplary
Learning Experiences
1. Plan ahead;
2. Set expectations;
3. Organize your materials;
4. Use visuals

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5. Plan for breaks;
6. Review the main concepts;
7. Make an impact at the
end;
8. Provide snacks
9. Have fun!

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Presentation skills, tools
and techniques

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Presenting Styles
Why is it
important to
be aware of
your
presenting
style?

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• It affects the
learners.

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• It can
encourage
the use of
a variety
of teaching
techniques.

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• It enables
acceptance of
those who are
different from you.

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Learning Environment
How can a trainer create a
learning environment that
helps adults learn?

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• Set ground rules;
• Encourage
participation;
• Facilitate more than
lecture.

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Handling Difficult
Participants Effectively
• Remain calm
• Give the person a task
to do
• Ask for others in class
to respond
• Ignore

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Presentation Behaviors
Verbal
 Pitch, volume, speech
rate;
 Emphasize key points;
 Avoid um, uh, er.

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Visual
 Appearance;
 Mannerisms.
Scan for Learning
Reactions
 Are they asleep?
 Do they look puzzled?

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Overcoming Difficulties
Use planned questions
and ask them more often.
Allow more time.
* Learners must think through
questions, then compose a
coherent sentence or
paragraph.

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Providing Games

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Have Fun
Learning does not have
to be painful. Work at
exciting the “child” that
lives in all of us.

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More fun for you, as
a trainer, as well as for
participants, if your
“child” is involved.

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Learning will
be hindered
if the
attention of
participants
is limited.

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Time
Know your
limits in terms of
realizing your goals.
Consider the
following questions:

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A. How much time
are you allotted?
B. Are you building
in breaks?
C. Are you building in
time for reflecting
and integrating?

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D. Are you taking into
account slippage
(what you may not
anticipate can still
happen!)

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Evaluation
Paying attention to the
“energy levels” of the
participants and yourself will
help you evaluate the
training while it is
still in progress and
at its conclusion.

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You may make the last-
minute changes
throughout the experience
according to your ongoing
evaluations.

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Concluding evaluations
serve the dual purpose of
giving the trainer feedback
and helping participants
integrate what they have
learned.
A. Ongoing Evaluations
B. Concluding Evaluations

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Final Touch

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 Elements of Greatness
 Video developed by Profiles International, Inc.

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