711: Facilitation Skills For Trainers A Training Outline .
711:Facilitation Skills for TrainersA Training OutlineDeveloped by:Robert A. WinesickleFor thePennsylvania Child WelfareResource CenterUniversity of PittsburghPittsburgh, PAOctober 2013The Pennsylvania Child Welfare Resource CenterUniversity of Pittsburgh, School of Social Work403 East Winding Hill RoadMechanicsburg, PA 17055Phone (717) 795-9048Fax (717) 795-8013www.pacwcbt.pitt.edu
Copyright 2013, The University of PittsburghThis material is copyrighted by The University of Pittsburgh. It may be used freely fortraining and other educational purposes by public child welfare agencies and other notfor-profit child welfare agencies that properly attribute all material use to The Universityof Pittsburgh. No sale, use for training for fees or any other commercial use of thismaterial in whole or in part is permitted without the express written permission of ThePennsylvania Child Welfare Resource Center of the School of Social Work at TheUniversity of Pittsburgh. Please contact the Resource Center at (717) 795-9048 forfurther information or permissions.The Pennsylvania Child Welfare Resource Center711: Facilitation Skills for Trainers
Agenda for the 3-hour curriculum onFacilitation Skills for TrainersDay OneEstimated TimeContentPage15 minutesSection I:Introductions and WorkshopOverview145 MinutesSection II:Why Do We Do It and What Is It21 hour, 30 minutesSection III:Success Factors for Facilitators830 minutesSection IV:Action Planning10The Pennsylvania Child Welfare Resource Center711: Facilitation Skills for Trainers
711: Facilitation Skills for TrainersSection NameSection sResources UsedKey Concepts Handout #1: FacilitationSkills for TrainersDisplay PowerPoint Slide #1 (711: FacilitationSkills for Trainers) prior to participants’ arrivaland distribute Handout #1 (711: FacilitationSkills for Trainers), which contains thePowerPoint Presentation. Say, “Welcome to Facilitation Skills for Trainers”and click on the image on PowerPoint Slide #2(Cat Herders) to begin the video. After showingthe video, ask participants why they think they justwatched the video. Do they sometimes feel like catherders? Today they will gain knowledge to helprefine their elite “cat herding” skills. PowerPoint Slide #1:711: Facilitation Skillsfor TrainersPowerPoint Slide #2: CatHerdersPowerPoint Slide #3:Learning ObjectivesPowerPoint Slide #4:AgendaMethod: Lecture/Video/Large Group Discussion Welcome and introductions. This should be brief,as participants already conducted welcome andintroductions during the morning workshop. Review the PowerPoint Slide #3 (LearningObjectives) and PowerPoint Slide #4 (Agenda). NOTES:The Pennsylvania Child Welfare Resource Center711: Facilitation Skills for TrainersPage 1 of 12
711: Facilitation Skills for TrainersSection II:Why Do WeDo It andWhat Is It45minutesMethod: Large Group Discussion, Lecture, IndividualActivity, Large Group Activity Ask participants: Why is facilitation so important toadult learning? After receiving several responses,if participants have not already done so, discussAppendix #1: FourCorners Activity Handout #2 (FacilitationSkills Self-AssessmentExerciseHandout #3 (SuccessFactors for FacilitatorsSelf-Assessmento Learner retention rates as outlined onPoster #1 (Retention Rates) o Malcolm Knowles’ principles of adultlearning, which can be located on Poster#2 (Five Principles of Adult Learning)and PowerPoint Slide #5 (Five Principlesof Adult Learning). See talking pointsbelow. Self-directionLearners will take initiative for theirown learning. They will identify theirneeds and goals and take necessarysteps to meet those needs andgoals.Role of the Learner's ExperienceAs people grow and develop, theyaccumulate an increasing reservoirThe Pennsylvania Child Welfare Resource Center Poster #1: RetentionRatesPoster #2: FivePrinciples of AdultLearningPowerPoint Slide #5:Five Principles of AdultLearningPowerPoint Slide #6:Two RolesPowerPoint Slide #7:Psychological &Accountability711: Facilitation Skills for TrainersPage 2 of 12
711: Facilitation Skills for Trainersof experience that becomes andincreasingly rich resource forlearning—for themselves and forothers. Furthermore, people attachmore meaning to learning they gainfrom experience than those theyacquire passively. Accordingly, theprimary techniques in education areexperiential ones—laboratoryexperiments, discussion, problemsolving cases, field experiences, etc. Performance MatrixReadiness to LearnPeople become ready to learnsomething when they experience aneed to learn it in order to cope moresatisfyingly with real-life tasks andproblems. The educator has aresponsibility to create conditionsand provide tools and procedures forhelping learners discover their"needs to know." Learning programsshould be organized around lifeapplication categories andsequenced according to the learners'readiness to learn. Orientation to LearningLearners see education as a processof developing increased competenceto achieve their full potential in life.They want to be able to applywhatever knowledge and skill theygain today to living more effectivelyThe Pennsylvania Child Welfare Resource Center711: Facilitation Skills for TrainersPage 3 of 12
711: Facilitation Skills for Trainerstomorrow. Accordingly, learningexperiences should be organizedaround competency-developmentcategories. People are performancecentered in their orientation tolearning. Concept of the LearnerDuring the process of maturation, aperson moves from dependencytoward increasing self-directedness,but at different rates for differentpeople and in different dimensions oflife. Teachers have a responsibility toencourage and nurture thismovement. Adults have a deeppsychological need to be generallyself-directing, but they may bedependent in certain temporarysituations. With all of this responsibility on the learner, what isthe role of the trainer/facilitator? DisplayPowerPoint Slide #6 (Two Roles) and state thatwe carry out two related roles: Trainer andFacilitator. Ask participants to offer what theybelieve to be the difference.o A trainer deals with the known quantities ofa learning experience: the things you canpredict and for which you can plan. The Pennsylvania Child Welfare Resource CenterThey deliver information, the contentof the training, and are often expertsin the material.711: Facilitation Skills for TrainersPage 4 of 12
711: Facilitation Skills for Trainers They set up the sequence andmaintain the flow. They map out the path to achievingthe desired outcomes of the training,aligning what they plan to say and dowith the goals of the learningexperience.o Ask participants: Does everything alwaysproceed as planned? What are some thingsthat can happen? Allow a few minutes forcomment, and acknowledge contributions todiscussion. The Pennsylvania Child Welfare Resource Center These kinds of things, that happenmore often than not, are theunknown side of a given learningexperience, and this is thefacilitator’s territory. When we lose our way, the facilitatorgets us back on track. The facilitator helps learners toovercome obstacles and removesbarriers. And, because the facilitator dealswith the unexpected andunpredictable things that come up,flexibility, adaptability, and a goodtoolkit are necessary for success inthis job.Distribute Handout #2 (Facilitation Skills SelfAssessment Exercise) and ask participants to711: Facilitation Skills for TrainersPage 5 of 12
711: Facilitation Skills for Trainerscomplete.o When they have finished, ask them to offerseveral of the factors and skills they used toguide participants through their learningexperience. Distribute Handout #3 (Success Factors forFacilitators Self-Assessment) which is anotherself-assessment, however offers participants aspecific set of success factors for facilitators.Participants should rate themselves, on a scalefrom one to five, with one being not comfortable atall and five being very comfortable with each of thefactors. When they have finished ratingthemselves, ask them to compare the first selfassessment to this one.o How many of the factors on this handout didthey identify, in some form, on the first selfassessment?o Why do they think they did not identify eachone? Ask participants to share their top two strengthsand top two needs, based upon their selfassessment. Record on a flip chart titled “WIIFM”.You may choose to identify the individual whoshared each strength and need on the flip chart inorder to divide into small groups for the smallgroup work in Section II. You also may wish tocolor code strengths and needs. Ask volunteers to share their comparisonsbetween the first and second self-assessments aswell as why they think they may or may not haveThe Pennsylvania Child Welfare Resource Center711: Facilitation Skills for TrainersPage 6 of 12
711: Facilitation Skills for Trainersidentified all of the factors. Four corners activity. Using PowerPoint Slide #7(Psychological & Accountability PerformanceMatrix), introduce briefly the concepts of buildingsafety and accountability into a facilitation sessionand what makes for a “learning environment”.o Safety considers a participants perceivedsense of safety in participating in a givensession.o For participants, accountability might be toone’s self, to those that they train, to thechildren and families served, to theUniversity, etc.o For county workers that participants train,accountability might be to one’s self, to asuperior, to the children and familiesserved, to the taxpayers, etc.Using Appendix #1 (Four Corners Activity),designate each corner of the room as a “zone”based on the materials and ask each participant togo into the “zone” that represents best how theyare feeling (apathetic, anxious, comfortable, orready to learn). Use this information for discussionabout how they are feeling and acknowledge that itis the facilitator’s role to get them into the learningzone. Throughout the remainder of the workshop,they will explore ways to do so.The Pennsylvania Child Welfare Resource Center711: Facilitation Skills for TrainersPage 7 of 12
711: Facilitation Skills for TrainersNotes:Section III:SuccessFactors forFacilitators1 hour,30minutesMethod: Small Group Activity/Large Group Presentationand Discussion Divide participants into two equally sized groups.You may attempt to do so based on their selfassessments, if possible. Handout #4: SuccessFactors for FacilitatorsHandout #5: Action PowerPoint Slide #8:ActionDistribute Handout #4 (Success Factors forFacilitators) and assign half of the items to onegroup and the other half of the items to the othergroup. Tell participants that they will be engagingin an activity of their choice, in which they willexplore their factors, prepare, and do apresentation for the other group on their assigneditems. Before doing so, briefly review the items onHandout #4 (Success Factors for Facilitators). Props of the trainerschoice as outlined onpage 9 Display PowerPoint Slide #8 (Action) anddistribute Handout #5 (Action), which containsinstructions for this activity. Each group has 40 minutes to design a 5- to 10minute presentation.Table Resource #1:Facilitation SkillsTable Resource #2:Principles of EffectiveFeedbackTable Resources Printedfrom webpages listed inthe Trainer Note onpaged 8 and 9The Pennsylvania Child Welfare Resource Center 711: Facilitation Skills for TrainersPage 8 of 12
711: Facilitation Skills for TrainersTrainer Note: Resource table items were printed fromthe following links: http://www.socialpsychology.org/rapport.htm /garmston273.pdf?sfvrsn 2 litator.htm http://www.businessballs.com/body-language.htm http://www.uvm.edu/ dewey/reflection manual/facilitating.html .pdf ningenvironment.html lemstudent.html http://tae.fortresslearning.com.au/?page id 338 edia/cms page oom%20Discussions%20on%20Sensitive%20Topics Final.pdf ces/Facilitator%20Tool%20Kit.pdf naging-classroom-time/You can choose items for the prop table. You maychoose to use items in the training room as well asbring items of your choice.The Pennsylvania Child Welfare Resource Center711: Facilitation Skills for TrainersPage 9 of 12
711: Facilitation Skills for TrainersNOTES:Section IV:ActionPlanning30minutesMethod: Individual Activity/Large Group DiscussionKey Concepts The Pennsylvania Child Welfare Resource CenterReview the WIIFM and Parking Lot flip charts toensure that all needs have been addressed.Distribute Handout #6 (Transfer of Learning).Ask participants to complete.After completing, ask participants to share.Display PowerPoint Slide #9 (Questions &Answers) and ask participants if they have anyoutstanding questions.Distribute Handout #7 (References andResources). Inform participants that links to all ofthe resources they used to create theirpresentation are provided on this handout.Wrap up and evaluations. Handout #6: Transfer ofLearningHandout #7: Referencesand ResourcesPowerPoint Slide #9:Questions & Answers711: Facilitation Skills for TrainersPage 10 of 12
711: Facilitation Skills for TrainersNOTES:The Pennsylvania Child Welfare Resource Center711: Facilitation Skills for TrainersPage 11 of 12
ReferencesAmerican Public Human Service Association. (2011). Organizational EffectivenessHandbook. Retrieved from http://www.aphsa.org/OE/docs/Handbook.pdfColumbia Broadcasting System. (2009, January 16). EDS, an HP Company 'CatHerders' [Video file]. Retrieved fromhttp://www.youtube.com/watch?v m MaJDK3VNENational Training Lab (n.d.) The Learning Pyramid. Bethel, MaineSmith, M. K. (2002) ‘Malcolm Knowles, informal adult education, self-direction andandragogy’, the encyclopedia of informal , J.E. (1987). Using KoIb’s learning cycle to improve student learning. EngineeringEducation 77: 29 1-296.University of Pittsburgh. (2013). The ADDIE Model Building Learning An Overview.Mechmanicsburg, PA: University of Pittsburgh School of Social Work, PennsylvaniaChild Welfare Resource Center.University of Pittsburgh. (2013). Developing Organizational Effectiveness FacilitationSkills. Mechanicsburg, PA: University of Pittsburgh School of Social Work,Pennsylvania Child Welfare Resource Center.University of Pittsburgh. (2013). Divide and Conquer! Active Learning Strategies forSmall Groups. Mechanicsburg, PA: University of Pittsburgh School of Social Work,Pennsylvania Child Welfare Resource Center.University of Pittsburgh. (2013). The Development of Trainers and Consultants Training.Mechanicsburg, PA: University of Pittsburgh School of Social Work, PennsylvaniaChild Welfare Resource ummer-2006/garmston273.pdf?sfvrsn ilitator.htmhttp://www.uvm.edu/ dewey/reflection age id 338http://www.mindtools.com/pages/article/Body by-anothername/media/cms page oom%20Discussions%20on%20Sensitive%20Topics Final.pdfThe Pennsylvania Child Welfare Resource Center711: Facilitation Skills for TrainersPage 12 of 13
classroom-time/The Pennsylvania Child Welfare Resource Center711: Facilitation Skills for TrainersPage 13 of 13
Display PowerPoint Slide #8 (Action) and distribute Handout #5 (Action), which contains instructions for this activity. the Trainer Note on Each group has 40 minutes to design a 5- to 10-minute presentation. Handout #4: Success Factors for Facilitators Handout #5:
feedback forms, filled in by the trainers after each training session. Out of 19 trainers,16 filled in the post-training skills audit. Of the 16 trainers, 10 were part of the pre-training skills audit, which allowed us to compare the pre-training and post-training skills audits for 10 trainers. The other 6 trainers were
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
skills, personal traits and motivation to become trainers. TRAINING OF TRAINERS The curriculum covered training and facilitation skills and seven subject areas critical for development of modern public library services. In all, there were 17 days of intensive in-person training conducted by trainers from EIFL-PLIP and international partners:
National Trade Facilitation Action Plan 1. Introduction India ratified the WTO Agreement on Trade Facilitation (TFA) in April 2016. However, the measures for trade facilitation have been underway since long as enhancing trade facilitation dovetails with the government's policy objective of improving the ease of doing business climate.
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
