Facilitators Guide
Facilitators Guide
Facilitators GuideSwedish Civil Contingencies Agency (MSB)Dr Mo Hamza
Facilitators GuideSwedish Civil Contingencies Agency (MSB)Coordination and Operations departementContact Person: Marielle PetterssonLayout: Advant Produktionsbyrå ABPrinting: DanagårdLiTHOOrder No. MSB506 - December 2012ISBN 978-91-7383-302-8
Table of contentAcknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Preface and Purpose of the Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71. Course Basic Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91.1 Blocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91.2 Slides/PowerPoint Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91.3 Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91.4 Facilitators Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101.5 Hand-outs and Reading Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101.6 Group Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102. Course Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.1 Establish Course Needs and Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.2 Organise Course Sessions, Material and Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . 142.3 The Role of the Facilitator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152.4 Preparing for a Training Course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162.5 Important Consideration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192.6 Course Planning Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242.7 Monitoring Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272.8 Effective Communication Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282.9 Leadership in Group Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302.10 Ground Rules in Training Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322.11 Reviewing a Training Event. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332.12 Gender Aspects of Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343. Supplementary Sample Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393.1 Course Timetable of a Sample day of a Course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393.2 Sample Training Certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403.3 Course Evaluation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413.4 Energisers List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Note about the author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Acknowledgments 5AcknowledgmentsThis guide is an adaptation of a more specific Facilitators’ Guidethat was developed for the Disaster Preparedness and PreventionInitiative Project in South Eastern Europe (DPPI-SEE). The development of the earlier and original guide owes a great deal of gratitudeto a number of key individuals. I would like to acknowledge thework of the following individuals who I had the privilege to workwith in producing some of the material used on this guide fromprevious projects and assignments. Sumit Mishra for the workon the DRR and HFA Workshop we jointly developed with JoanneBurke, Terry Jeggle and Geraldine Becchi at CADRI. Ian Davis andDavid Wilkinson, formerly of Cranfield University for the workon the Training of Trainers Course on the Cranfield Disaster Management Centre’s Summer School. Stephen Webster and ShivaniKhanna on the Recovery Module design for UNDP/BCPR and theirmaterial developed for MSB’s Revinge Course. And last but notleast, my colleagues at MSB and DPPI whose valuable comments andfeedback were indispensable, namely Michael Meier, Maja Herstad,Marielle Pettersson, Petre Vlad, Cvetka Krajic, Katja Banovec, IgorMilic, Damir Cemerin and Trajko Todorcevski.
Training in Karachi 2009 within the project Developmentof Search and Rescue Capacity in Pakistan.Photo: MSB
Preface and Purpose of the Guide 7Preface and Purpose of the GuideThis guide is designed to help you (the course organiser) to planand conduct the course. It is not meant to be Training of TrainersManual, although it covers the basics and essentials in good trainingpractice. The guide includes information on how a course is designed, how to organise a course, how to adapt the material, andtips that will help make your course a success.This guide does not cover designing training material. Thereis a separate guide that covers this subject and should be readand used in conjunction with this Facilitators’ Guide. This guideassumes that training material had already been designed andready to use, and focuses more on the practical aspects of organising and running a course and facilitations and organisationskills and tips required to do so.Depending on your own level of experience in organising andconducting courses, you may want to refer to sections of thisguide but not read through its entirety at one time.Please feel free to use these guidelines as you see fit. It can eitherbe read in a linear way from cover to cover, or separate sessionsdepending on the task you are given and what you are lookingfor. Courses planning and delivery follow a logical sequence of aset of activities. However, some of which are iterative and cyclicalas will be clear from this guide. For example, aims and objectivesmight need to be later revised in light of participants’ profilealong with methods; adjustments made at a later stage haveimplication on earlier planned ones. This is the reason this guideisn’t written or presented in a linear fashion but more like amenu of sections where you don’t have to read them in sequence.
CourseBasicElements
Course Basic Elements 91. Course Basic Elements1.1 BlocksA course is usually made up of blocks. A block is half a day. Inother words, one block before lunch and another after lunch oneach day. This is a general structure and blocks can be organisedaround thematic or subject areas. The details in each block varydepending on the purpose and learning objectives. Each of theBlocks should have a section with notes for the facilitators onhow to conduct the session. Participants DO NOT get this material.It’s important that you refer to and read literature on which theblock was based. Without that, it will be hard to make sense orinterpret the material in presentations and handouts.Read the Session Overview at the beginning of each block, whichwill give you a good idea of everything you will need to do to prepare for the session. It will also help you to become familiar withthe slides, exercises and presentation materials. Presentationslides for blocks need to be adapted to local context.1.2 Slides/PowerPoint PresentationsNowadays presentations are usually in PowerPoint format forease of access and delivery. In case of no access to multi-mediaequipment (computers, projectors, or even power) presentationscould easily be turned into points for delivery by lower techmeans such as flip chart paper. Facilitators need to anticipate andprepare for any eventuality.Slides and presentations are to be used creatively. It’s better in the designprocess to provide slides as a resource rather than a set. Facilitators need to usetheir good judgment and assessment of the group to prioritise which slides touse and which ones to leave out or run through quickly.1.3 ExercisesExercises require advance adaptation and preparation and mayrequire obtaining data/information or doing web searches. If suchdata or context is not available at the time of running the exercises,it may be difficult to go ahead with the exercises.
10 Trycksakens titelAs most MSB courses are practical courses, facilitators are advised to pay a lot ofattention to exercises. The balance in time needs to lean more towards allowingtime for exercises for the groups to think and discuss. More important, facilitatorsneed to prepare well for exercises in terms of understanding, case examplesduring briefing, etc. It’s also crucial that facilitators do not set the exercise andleave the participants to their own devises. Facilitators need to move betweenthe groups, checking their progress, answering questions, providing guidance, etc.1.4 Facilitators NotesFacilitators Notes usually include a step-by-step guide on how torun and deliver each exercise and presentation. You might wantto adapt these instructions to match your own needs and style.Facilitators also need to read and examine the hand-outs duringtheir preparation for presentations in order to make appropriatereference to the material contained in the hand-out, draw participants attention to it, quote from hand-outs and use examples,case studies and references mentioned in the hand-outs.1.5 Hand-outs and Reading MaterialTraining material sometimes contain a separate folder entitledReading Material. These should be prepared for each participantand distributed at the start of the course, to avoid giving outhandouts through the sessions. Within the context of conductingspecific sessions, facilitators should call participants’ attentionto the handouts. There could also be a set of material includedas further reading and references, sometimes in hard copiesand most of the time uploaded on CDs or flash drives. These aremeant to provide participants with elaborate literature if theywish to read and further their knowledge in a certain area.1.6 Group ProjectA group assignment or project is a very important part of anytraining course especially long courses (a week or more) and isthe part that could hold the course together, provide continuityand reinforce learning through practical application of knowledgegained in the sessions. Courses that lack a group project orassignment tend to be passive rather than active learning withmuch lower levels of retention by the participants. There couldalso be a strong element of “problem solving” approach to the
Course Basic Elements 11exercise and this is the reason why it is best to design it as realitybased on real countries and not hypothetical or fictitious cases.It’s extremely important that facilitators are more than familiarwith the exercise to the extent that they should undertake itthemselves at least once. They also need to agree among themselves on the approach and methodology in order to avoid givingconflicting messages to the groups they mentor.Facilitators need to have a group meeting before the course starts to check inwith each other on their interpretation and understanding of the exercise andformulate a common approach they adhere to throughout the course. Conflictingmessages confuse all groups. It’s also important that facilitators spend enoughtime every evening with the groups, checking the group’s understanding of thedaily assignment, providing resources and guidance. Facilitators then need tocheck in with each other on groups’ progress and compare notes for furtherguidance and feedback in the following days. Coherence is very important to therunning of this particular exercise.
CoursePreparation
Course Preparation 132. Course PreparationCourses require a significant amount of preparation. It is crucialthat course organisers and facilitators familiarise themselveswith the material they designed or are expected to deliver andhave adequate time to adapt the content to the specific audience.The following is a list of steps and principles all course organisersneed to go through.2.1 Establish Course Needs and ContextThere are four main critical steps you need to go through in thestage of preparation:Clarify The purpose, need for and outcomes for the course - what arethe expectations. Who will be the sponsoring organisation and if any approvalswill be required. The course planning process. A small working group or a committee approach is recommended to promote ownership and toensure that the design meets the needs of the target audience.Decide How much advance time is required to organise the course;when in doubt, always overestimate how much lead time isrequired. How you will promote the course and make it attractive toattend. If there should be follow-up after the course and how it will beundertaken. If you need support to document the course process, content,outcomes etc.
14 facilitators guideIdentify Participants’ profile. This will ensure that appropriate individualsattend the course and facilitators can adapt the content anddesign. Pay attention to age and gender differences, levels ofeducation and experience, and what you are seeking to achievewith the group: influence, raise awareness, orient or sensitise,generate support or engagement. Personnel requirements and criteria, roles and responsibilities. The venue, equipment requirements and sources, formalopening, etc. The required budget, funding source and methods of paymentSet A deadline for receiving responses for attendance2.2 Organise Course Sessions, Material and Presentations Review each of the blocks in detail, including facilitator outline,power points, exercises and handouts. Decide what needs adapting and changing and what should notbe changed. Decide if there will be a need for translation of materials ortranslation services during the course. Check venue options and suitability (location, room size, layout,for plenary and space for break out working groups, acoustics,external distractions, safety). Try to find a venue with goodnatural lighting. This has huge influence on group dynamics,especially large groups and most of all on the learning experience Identify equipment requirements. A suggested list is as follows: Laptop computers LCD (multimedia) projector Easels Flipcharts, paper and markers Writing paper and pens for participants Tape (masking/cellophane), Blue Tack and/or pins(for hanging flip charts) Cards or post-its notes for the exercises. Name Cards
Course Preparation 15 Review or assign supplementary reading/documentation to thefacilitators. Prepare/photocopy handouts and activity sheets. Make a list of materials for the Participant Material Package forphotocopying: This package should include the following:1.2.3.4.Course AgendaCourse DescriptionHand-outs for each respective blockSlides (hand-out format) for each respective block– not more than 2-3 slides per page5. Glossary of Terms2.3 The Role of the FacilitatorWhat is a facilitator?A facilitator is someone who is present to assist a group reach itsobjectives; the group, not the trainer, may determine the objectives.The facilitator’s role1When adopting the role of a facilitator, the trainer needs to: Ensure the more verbose do not take over, and encourage contributions, particularly from those who may be less self-confident. Devise non-aggressive, friendly ways to deal with difficult participants. For example with those that are: Over talkative, Argumentative, Refusing to engage with the course proceedings, Frequently absent from the classes due to interruptionsfrom their offices or due to a lack of motivation to learn. Control conflict by stepping in if necessary to help participantslearn how to deal with conflict positively or help them find areasof agreement; or by analysing what has caused the conflict sothat participants can take a more objective, and therefore, lessemotional view. From time to time, get the participants to summarise what hasbeen discussed; perhaps pose a question or make a suggestionto take the discussion forward.1Adapted from Tutor-delivered training by Steve Truelove. In The Handbook of Trainingand Development - 2nd Edition (ed.: Steve Truelove). Blackwell Business, Oxford, 1995.
16 facilitators guide Assist ‘weaker’ participants by rephrasing their arguments forthem so that these do not get lost just because they are notforcefully put across. Ensure individuals receive positive feedback from the group Perhaps by acknowledging contributions that the groupignores, or By seeking positive contributions from others if a negativeevaluation is given. Provide feedback to the group as a whole as to its performance. Provide the information and resources for the group to functioneffectively. Staying quiet is often the facilitators most powerful tool, silenceallows people the space to contribute. Ensure that the discussion is brought to a close when the topichad achieved its intended learning outcomes or at the end ofthe allotted time. Ensure that the whole group attains common goals, and derivesits greatest satisfaction from having done this together. Make provision for participants who are late arrivals, or whoare absent from sessions due to sickness etc. Devise ways toupdate them on what they will have missed.2.4 Preparing for a Training CourseA. QuestionsWhat What is the subject I have been asked to present on/lead/arrangeWhy Why have they asked me to do it? What is the purpose of the session or the training course? To communicate information and knowledge. To make a proposition. To test existing knowledge. To practice skills. To inspire and motivate. The first thing to get clear in your mind is the objectives of theentire course or one session.
Course Preparation 17When What time of day will my session(s) take place? After lunch isknown as the graveyard slot; you should therefore considermaking it more active than, say, a morning session. How long have I got?How How am I going to present my subject? Straight talk Talk with overheads Talk with PowerPoint presentation Talk with video Give the participants a period in which to discuss aspects of thesubject, e.g. by using a case study. Combination of any of these. Am I going to allow questions during the session? Always leave time at the end for questions and discussion.Where Where is the presentation due to take place? How do the windows open/air conditioning work? If usingPowerPoint or video, how do we darken the room? What equipment have they got, e.g. video, computer, projector,overhead projector, etc.? Decide on seating arrangements Are there likely to be any distractions, e.g. loud air-conditioning;things happening
The guide includes information on how a course is de-signed, how to organise a course, how to adapt the material, and tips that will help make your course a success. This guide does not cover designing training material. There is a separate guide that covers this subject and should be read and used in conjunction with this Facilitators’ Guide.
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