facilitation skills for trainers - leadership strategies · this document is adapted from the...

FacilitationSkills for Trainers

Adapted from the Facilitation Skills for Trainers 3-day course

Complete the brief survey at the end of the session and:

•Receiveafreecopyofthe“Are Great Trainers, Great Facilitators?”articlewrittenbyMichaelWilkinson,CEOofLeadershipStrategiesandCertifiedMasterFacilitator.

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Atlanta,GA30346|www.leadstrat.com|800.824.2850

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Duplication prohibited without prior written consent of Leadership Strategies, Inc.COPYRIGHT © 2013 LEADERSHIP STRATEGIES, INC. | WWW.LEADTRAT.COM | 800.824.2850

FACILITATIONSKILLSFO

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Copyright © Leadership Strategies, Inc. 2013

All rights reserved. This document is adapted from the Facilitation Skills for Trainers course

manual and other proprietary materials of Leadership Strategies, Inc. – a Georgia Corporation.

Leadership Strategies grants recipient right to copy materials for personal use and enjoyment.

Copies of The Effective Facilitator manual and other products may be purchased directly from

Leadership Strategies, Inc. or from our website, www.leadstrat.com.

56PerimeterCenterEast,#103Atlanta,Georgia30346

[email protected]





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A1. WhoisLeadershipStrategies?

A2. SessionObjectives

A3. Survey

A4. SessionAgenda

A5. HandlingQuestions

A6. OurSessionFacilitator

A7. CourseOverview

A. Getting Started



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• TheFacilitationCompany-expertmeetingfacilitatorsandfacilitationtrainingintheU.S.

• Over500facilitatorsundercontractthroughTheFacilitatorDatabase

• Over17,000trainedinfacilitationskillsthroughTheEffectiveFacilitatorandothercourses

• ProvidespublicclassesinAtlanta,Boston,Chicago,Dallas,DC,Denver,Houston,LA,NewYork,SanFrancisco,Seattle,Sydney,Torontoandprivate,onsiteclassesglobally.

• OutlinebestpracticesfromtheFacilitation Skills for Trainers courserelatedtodevelopingtrainingthatappealstoalllearningstyles.

• Provideoveradozentechniquesyoucanbeginusingimmediately

• Providenextstepsforthosewhowouldliketolearnmore

A1. Who is Leadership Strategies?

A2. Session Objectives



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Forallofthosewhocompletetheshortsurveyattheendofthesession,wewill:

• Sendyouafreearticle,“Are Great Trainers, Great Facilitators?”,writtenbyMichaelWilkinson,CertifiedMasterFacilitatorandCEOofLeadershipStrategies,Inc.

• GettingStarted

• OverviewofthePrinciplesofFacilitation/Training

• FacilitationToolsandTechniques

• NextSteps

• Questions&Answers

A3. Survey

A4. Session Agenda



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Ifyouhavequestions:

• Typethemintothequestionpanel

• Call800.824.2850

• Contactusonlinewww.leadstrat.com

• [email protected]

• ConnectonLinkedIn,Facebook,andTwitter

Wayne PendleLEADERSHIPSTRATEGIES

A5. Handling Questions

A6. Our Session Facilitator



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A7. Course Overview



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B. PLANNING FOR RESULTS

B1. DefiningResultsB2. The 4 Levels of Training EvaluationB3. DevelopingLearningObjectivesB4. The3LearningStylesB5. The Principles of EngagementB6. Instructional Methods and Engagement

StrategiesB7. CreatingfromScratchB8. DesigningforResultsB9. DevelopingforResultsB10. HandlingLogisticsB11. TrainingImpact

***Only the topics in bold are covered in this webinar. All topics are covered in our full, 3-day public or private “Facilitation Skills for Trainers” course.



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Whiletrainingevaluationisbeyondthescopeofthiscourse,belowisareviewofDonaldKirkpatrick’sFour-PhaseEvaluationModel.

• Level1measuresthetrainees’______________________

andacceptanceofthematerial

• Level2Measuresthetrainees’______________________

ofknowledgeandskills

• Level3Measureschangesin________________________

andon-the-jobimprovement

• Level4Measuresorganizational____________________&

improvedoperationalperformance

B2. The 4 Levels of Training Evaluation



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1. Assurethe___________________ofcontenttothereal

worldandworkplace.

2. Assureahighdegreeoflearner___________________,

whichwillinturnassurehighlevelsofparticipation.

3. Plana___________________ofdifferencelearning

experiences.

4. Maintaininterestbyselectingtheappropriatelearning

___________________.

5. Allowlearnerstosharetheir___________________inthe

classroomsetting.

B5. Five Principles of Engagement



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1. Case Studies

2. Demonstration

3. Discussion

4. Exercises

5. FeedbackActivities

6. Games

7. Icebreakers

8. Lecture

9. ParticipantPractice

10.RolePlays

11.Simulations

12.Sub-Groups

B6. Instructional Methods



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What?

CaseStudiesarewrittenorvideoscenariosthatcontainlearningpointsspecificallytiedtothesubjectmatterbeingtaught.Theyusuallypresentaproblemorsituationthatneedsresolution---sometimesverysophisticatedandsometimesverysimple.HarvardCaseStudies,usedforexecutivedevelop-ment,mightbefiftypageslongandcontainmulti-plesituationsthatcomplicatethesub-group’sabil-itytoreachconsensus.Incomparison,amini-casestudyusedinsupervisorydevelopmentmightbewrittenonahalfpage,whichendswiththeques-tion,“Whatactionshouldthesupervisortake?”Ineithercase,thesituationmustbedetailedoutenoughforthesub-groupworkingonthecasetoanalyzethecurrentsituationandprojectalogicalsolution.

When?• Tointroducenewkeylearningpoints

• Toreinforceideasandconceptsalreadypresented

B6. Instructional Methods



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How?

Introduce the case study:• Presentthecasestudyindetail.• Giveparticipantsampletimetoreadandstudy

thecasebeforediscussionbegins.• Providethecasestudyquestionsinadvancein

writtenform.• Providespecifictimeframesforreadingthe

case,discussingthecase,andresolvingthecase.

• Provideflipchartpaper,pensandothernecessarysupplies.

Facilitate the case study:• Circulatefromgrouptogroup,checkingonthe

group’sprogress.Makeyourselfavailabletoassistandsupportthegroups,butstayneutral.Assistbutdon’tparticipate.

• Observebothtaskandprocess,soyoucanprovidespecificfeedbackduringtheprocessingstage.

• Keepparticipantsinformedofthetimerequirements,andendthecasestudyappropriatelyprojectalogicalsolution.



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Wrap?

Process the case study:• Setasideanappropriateamountoftimefor

processing.• Reviewthecasestudyquestionsoneata

time.Rotatefromgrouptogroupaskingthe“spokesperson,”fromeachgrouptoreport.Don’tletthefirstgroupthatreportsgivealltheinformation.Youmighthavegroupsanswerdifferentquestionsratherthanrespondtoeveryone.

• Record and point out the differences in each group:• Whatinformationtheypaidattentionto• Howtheywentaboutarrivingatconclusions• Thedifferentconclusionstheydrewfromthe

sameinformationthatwaspresented• Howtheconclusionstheydrewrelateto

theproblem-solvingprocess,etc.theywerebeingtaught



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15B6. Engagement Strategies

1. Bingo

2. BINGOIcebreaker

3. Brainstorming(Basic)

4. BrainstormingwithPost-Its

5. BriefEncounters*

6. CrosswordPuzzle,Find-a-Word,&Cryptogram

7. DotVoting*

8. Drawing

9. DumpandClump*

10.Dyads/Triads

11.ElevatorSpeech*

12.Examples

13.ForcedAnalogies*

14.FutureLetter

15.GroupQuestioning*

16.Introductions

17.IntroductionsUsingDrawing

18.Jeopardy

19.Journaling

20.LastPersonStanding*

21.MetaphorsandAnalogies

22.MoreOf/LessOf*

23.RotatingFlipCharts*

24.RoundRobin

25.SelectingTeamLeaders

26.Start/Stop/Continue*

27.Stories

28.StructuredDiscussion

29.TalkingStick*

30.Think-Pair-Share

31.Wheel-of-Fortune

32.Whip*



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16Name LAST PERSON STANDING

Type Gatherinformation;generatinguniqueitemsforalistorideas.

PurposeToidentifythe_______________informationfromalargesetofteamideasinashortandenergy-filledperiodoftime.

GeneralDescription

Teams(orindividuals)areaskedtogatherasmuchinputastheycan.ThentheTeamLeaderhasacompetitionwithotherTeamLeaderstodeter-minewhichteamhasthemostnumberofuniqueideas.(Allotherparticipantsactasthejudgestohelpidentifytheduplicates.)

BenefitCompetitiveandenergeticapproachtoinfuseen-ergyintothesession.Especiallygoodduringthoselulltimesoftheday.

SampleWords

• Thepurposeofthisexerciseisforustoidentifyasmanydifferentcharacteristicsof(anenergeticspeaker)aswecan.

• Forexample,ifwewerelookingforalistofalloftheautomobilemodelsthatwecouldthinkof,wewouldbelookingforalistthatwouldincludeitemslikeTaurus,Impala,Escort,Escalade,Jetta,626,etc.Butwearenot…



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SampleWords(cont.)

• Whatwearedoingisidentifyingthecharacteristicsofanenergeticspeaker.So,thinkaboutthelasttimeyouwereatameetingorpresentationandaspeakerbeganhisorherpresentation.Rightawaythespeakersimplycapturedyourattention;youwerealmostontheedgeofyourchairbecauseofthespeaker’sapproach.

• Let’swriteeachofthosecharacteristics,oneperpost-itnote,thatcausedyoutolistentowhathe/shewassaying…

OtherTips

Eachteamleaderisaskedtocometothefrontoftheroomandone-by-one,team-by-teamtheyposttheiranswerstoaflipchart.Forexample,TeamLeader#1postsoneanswerandmovestothebackoftheline,thenTeamLeader#2postsoneanswerandmovestothebackoftheline,etc.WhiletheTeamLeadersarepostingtheiranswers,asktheaudiencetoidentifyduplicatesbyrais-ingcrossedarmsandsaying“oonk.”Thishelpstokeeptheentiregroupengaged.Whenaduplicateisidentified,thefacilitatorcol-lectsthatpost-itandtheTeamLeadergoestothebackoftheline.Thesecondduplicateeliminatesthatteam.Byusingcolorpost-itsbyteam,itisclearwhenthe2ndduplicateisidentified.



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18Name JEOPARDY

Type Games

Purpose Toreviewinformationthathasbeen___________________.

GeneralDescription

ParticipantsplayJeopardytoreviewcoursecon-tentortoestablishhowmuchtheyalreadyknowaboutthecoursecontent.

Benefit

• Groupcompetitionmotivatesparticipants

• Energizestheclass

• Funandenjoyable

SampleWords

Instructions:

• Onaflipchartslidecreatetheframeforthegamewith5categoriesandpointsfrom100to500inincrementsof100.

• Labelthe5categoriesacrossthetop.

• Create5answersforeachcategoryandrecordoncards.The100pointanswersmustbemoredifficultthanthe500pointanswers.



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SampleWords(cont.)

• Youcandecideiftheanswertheygivemustbephrasedasaquestion.Youshouldalsodecideifteamscanusebooksandnotestohelpfindanswers.Youcanalsochoosetostarteachteamoutwith0,500points,orsomethinginbetweentoallowformistakes.

• Dividetheclassintoteams.Haveonepersonstandfromeachteamtobetheteamleader.(Youcanhavetheleaderrotateafterthreeorfourquestions).

• Youcanuseabuzzerorbellorhavepeopleraisetheirhandtoindicatetheyknowtheanswer.Oryoucanjustrotatethequestionfromteamtoteam.

• Thegamestartsbyhavingapersonselectacategoryandanamount.(Crossoutthecategoryandamountontheflipchartwhenitisrequested.)

• Readtheanswercard.Theteamthatbuzzesfirsthas15secondtogivearesponse.Iftheteamgetsitcorrect,theteamisawardedthatnumberofpoints.Iftheteamgetsitwrongorrunsoutoftime,theteamlosesthatnumberofpointsandanotherteamgetstoattempttoanswer.

• Theteamthatlastgaveacorrectresponsethenchoosesacategoryandamount.



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SampleWords(cont.)

• Youcanchoosetohavea“FinalJeopardy”questioninwhichallteamshaveanopportunitytoanswerthelastquestion.Inthiscasetheteamsallprivatelysettheamounttheywanttowagerafterlearningthecategoryofthefinalresponse.Allteamsaregiventhefinalanswer,andteamsrecordtheirresponses.

• Eachteam’sfinalanswerisrevealedandthentheirwagertodeterminethehighestscoringteam.

OtherTipsIfparticipantsarefamiliarwithotherwaystoplaythegame,explainthatyouhavechangedormodi-fiedtherulestosuitcoursepurposes.



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C. Starting with Impact

C1. WhenYouArrive…C2. YourOpeningWords:I.E.E.I.C3. Request Participant Objectives (Involve)C4. ReviewtheAgendaC5. EstablishGroundRulesC6. DefinetheParkingBoards(ICA)C7. ReviewHousekeepingItems



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Why?

1. _________________themimmediately.

2. Letsthemknowtheir_____________and_____________

arebeingconsidered

3. Providesopportunityto______________________________

intothetraining.

C3. Request Participant Objectives

Set the Stage with Your Opening: I-E-E-I

…aboutthepurposeandproduct

…aboutthebenefitstothem

…bydiscussingtheimportantroletheyplayintheprocess

…throughpersonalobjectivesandparticipation



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D1. Training vs. FacilitationD2. AskStartingQuestionsthatIgnite

DiscussionD3. AskReactingQuestionstoProbeand

ClarifyD4. UseCheckpointsforTransitionsD5. WarmuptheGroupD6. UsePeDeQstoGiveDirectionsD7. RedirectSideIssuesD8. OrderSpeakerstoMaintainControlD9. SummarizeResultsD10. BeConsciousofTimeD11. KeeptheEnergyHigh

D. Delivering for Results



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24D1. Training vs. Facilitation

Cornerstones of a Good Instructor

PRESENTATION TRAINING FACILITATION

Focus FocusonContentFocusonbothContent&Process

FocusonProcess

Deliverable Information/inspiration

SkillDevelopment

GroupInsight/Decisions

Approach Presents/Tells Teaches/Involves Asks/Guides

Telling vs. Listening

____Telling

____Listening

____Telling

____Listening

____Telling

____Listening



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E1. Using Visual Aids in TrainingE2.RecordingInformationE3.RecordingTechniquesE4.MaintainingInterestandOrder

E. Managing Visual Information

• Arethevisualtoolsweusetodaythemosteffective?

-Whatarethetoolsthatweusetopresentinformation?

▪ Whicharemostbeneficialandsuccessful?

▪ Whichareleast?

▪ Whatcanwedotoimprovethisintheoursetting?

E1. Using Visual Aids in Training



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F1. Confirming Knowledge Transfer F2. ReviewingtoCloseF3. EvaluatingF4. WrappingUpF5. ConductingtheDebrief

F. Confirming Results & Closing

Reviewingmaterialisabsolutelycritical.Itreinforcesthelearning,anditshouldbedoneasoftenaspossible---especiallyaroundcriticallearningpoints.But,repetitionmustbevaried.

Examples:

• ReviewingforKnowledgeTransfer

• TestingandQuizzing

• Dots

• Jewels

• BackwardBuild-up

• CourseActionPlanning

• ClimateChecks

• SupportGroups

F1. Confirming Knowledge Transfer



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1. ___________________isacriticalpartofthecontinuous

improvementcycle.

2. Encouragespecific___________________________.

3. Doagroup____________________ifpossible.

F3. Evaluating



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G1. UnderstandingDysfunctionalBehaviorG2. SeparateSymptomfromRootCauseG3. Focus on PreventionG4. DetectNon-VerbalCuesG5. Address Dysfunction EffectivelyG6. InformtheGroupWhenAppropriateG7. RewardFunctionalBehaviorG8. RespondAppropriatelyWhenChallenged

G. Managing Dysfunction

Developandexecutestrategiesforpreventingproblems.

• Assigning______________

• Adding_________________

G3. Focus on Prevention



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29• Makingsureyou___________withparticularpeope

• Payingcloseattentiontoparticular______________

• Holding_________________________duringbreaks



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If you would like to learn more:

• Public Class:FacilitationSkillsforTrainers

Atlanta:April22-24,November4-6

Private Class: AtYourCompany

Mostcost-effectivefor8ormore

• Purchase a Product

The Secrets of Facilitation, 2nd Edition

FacilitatorGuides

NEXT STEPS

Questions?

• Call:1-800.824.2850

• Email:[email protected]



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31Answers to the Fill-in-the-Blank

Page Fill-in-the-blank Information

9 Reactions,Learning,Behavior,Results

10 Relevance,Involvement,Variety,Methods,ExperienceSharing

22 Involves,NeedsandDesires,Integratetheirinterests

22 Inform,Excite,Empower,Involve

24 80%/20%,50%/50%,20%/80%

27 Feedback,Comments,Review

28-29 Seats,GroudRules,Interact,Reactions,InformalMeetings



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Leadership Strategies-TheFacilitationCompanyistheUSleaderinmeetingfacilitationservicesandtraining.Weprovidecompanieswithexpertfacilitatorswhofacilitateexecutiveteamsandtaskforcesintopicssuchasstrategicplanning, issueresolution,requirementsanalysis,process improvementandconferenceforums.

TheEffectiveFacilitatorFacilitatingITSessions

FacilitatingVirtualMeetings:Comprehensive

FacilitatingVirtualMeetings:EssentialsMakingTechnicalMeetingsWork!

FacilitationSkillsforTrainers

StrategicPlanningProjectPlanning

ManagementtoLeadershipTheFacilitativeConsultantTheEffectiveCommunicatorEffectivePresentationSkills

ProjectLeadershipManagingUserRelationships

Along with being expert facilitators, we also train people in facilitation skills, leadership, teambuilding, presentations and consulting skills. We offer public classes in Atlanta, Chicago, Dallas,Denver,Houston,LosAngeles,SeattleandWashington,DC,andon-siteprivateclassesglobally.

56PerimeterCenterEast,#103Atlanta,Georgia30346

800.824.2850www.leadstrat.com

Professional Facilitation Leadership Training

MeetingFacilitation FacilitationSeries

PlanningSeries ITSeries

ManagementSeries

ConferenceFacilitation

ProcessImprovement

StrategicPlanning

IssueResolution

SystemsAnalysis

TeamBuilding


facilitation skills for trainers - leadership strategies · this document is adapted from the...

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