Facilitation

Facilitation Skills
Skills

TS2 EDEN ESCALO-ALAYON

PPSC RTC8
 TRAINING OBJECTIVES
After the lesson, the participants will be able
to:
1. Explain each of the four basic aspects of
presentation skills.
2. Explain the 4 basic facilitation skills
3. Describe the four attending behaviors that
display instructor’s interest to their students.
4. Elaborate on each of the three steps of using
observation skills.
3 PURPOSES:
 Students learn best when they participate
 Effective facilitation skills encourages
involvement
 Shows interest in your students
 Makes them feel comfortable when
making comments or asking questions
4
5 Types of Teachers
1.The Club-Focused Teacher
2.The Personal Life- Obsessed Teacher
3.The Extremely Od Teacher
4.The Lazy Teacher
5.The Coach Teacher
6.The Clueless Teacher
7.The Super-Strict Teacher
8.The Too-Challenging Teacher
9.The “Funny” Teacher
Presentation Skills
 4 Key Aspects

1. Voice 2. Language
 4 Key Aspects

3. 4.
 Speed

Effective speakers
change their rate of
speed to fit their
purpose, content,
listeners &
personal style
Tone

 emphasis placed on a
word to create meaning

 variation prevents
monotonous
presentations
Volume / Variety / Vocabulary

 project your voice

 - aim for the back
 go faster to excite
 to gain maximum attention, say
some words louder
 repeat important words
Volume / Variety / Vocabulary

 go s l o w e r to emphasize
major points
 give emphasis with voice & body
 pause often & look around the
audience
 Language

avoid… try to…

 acronyms
 use everyday
language
 being too formal
 use concrete
 long sentences words
 Body Language – Don’ts

 don’t point at anyone

 don’t move while
presenting key points
 don’t stand rooted to
the spot
 don’t leave your
hands by your sides
 don’t avoid eye
contact
Body Language -
Do's

 move hands & arms

 move around the room
 move towards audience
 move your eyes around
the audience
 4 BASIC FACILITATION SKILLS

• Paying attention to your

Attending participants (Active Learning)

• Gaining knowledge about

Observing others through observation

• Obtaining verbal information

Listening & verifying that you
understand it
• Obtaining participants’
Questioning understanding by asking for
feedback
 ATTENDING SKILLS
17

FOUR ATTENDING BEHAVIORS:

1. Facing the participant

2. Maintaining appropriate eye
contact
3. Moving towards the participant
4. Avoiding distracting behaviors
 GUIDELINES
18
DO DONT
• Face all the • Talk to your visual aids
participant
• Always scan the • Turn your back to part of the
group group
• Walk towards • Stare at individuals
participant
• Smile at individuals • Avoid eye contact or briefly
& frequently scan the group
• Nod affirmatively • Distance yourself
• Walk around the • Do other things while
room participant is talking
3 STEP PROCESS OF USING
OBSERVING SKILLS

Look at the person’s face, body

position & body movements.

Formulate an inference on the

person’s feelings based on your
observations.

Take appropriate action based

upon your inferences.
 Non-Verbal Behaviors & their Possible
Meanings
BEHAVIOR POSSIBLE MEANING

Smiling; Nodding affirmatively Enthusiasm/

Leaning forward; Eye contact Understanding
Yawning; Vacant stare Boredom
Shuffling feet;
Leaning back in chair
Looking at clock
Frowning; Scratching head Confusion
Pursing lips; Vacant stare
Avoiding eye contact
 RESPONDING TO PARTICIPANTS’ BEHAVIORS
21 IF INFERENCE IS AND… THEN…
Enthusiasm/ Several participants Continue, make mental
Understanding display behavior note that training is
being well received
Only 1 learner displays Continue, make mental
behavior note to check again later
Boredom Several participants Take a break, speed up,
display behavior or use more active
method
Only 1 learner displays Continue, make mental
behavior note to reassess later
Confusion Several participants Ask participants about
display behavior their confusion, provide
clarification
Only 1 learner displays ---same---, talk to learner
behavior at next break
 Characteristics of a Good Facilitator

 Ability to listen

 Confidence to deal with conflict

 Ability to communicate

 Ability to maintain a sense of humor

 Characteristics of a Good
Facilitator
 Ability to deal with complex issues simultaneously

 Ability to hear differing point of views

 Good arbitration and mediation skills

 Ability to create a comfortable and safe

environment
Specific Facilitation Behaviors
 Setting ground rules
 Acknowledging contributions
 Probing
 Garnering participation
 Reflecting and clarifying
 Resolving conflict
 Setting Ground Rules
 Our purpose today is …
 The ideal outcome for today is …
 All opinions are welcome …
 Once a position is heard I will articulate it and we
will move on …
 If we can’t agree I will put an issue in the parking lot
…
 My role will be to ask probing questions and to make
sure we are using data in our decision making …
 I am committed to helping you be successful …
 Acknowledging Contributions
 That is an excellent point …
 How does that build on …
 I hear your point and we need to move on …
 We can’t discuss this any longer. I am putting it in the
parking lot and we will discuss it later …
 Any affirming response that is sincere and within your
style of conversation …
 Right on
 Exactly
 Bingo
 Great
 Thanks
Probing
 Say more …
 Say it in a different way …
 Is this consistent with the data …
 This doesn’t seem consistent with your data—
help me understand how it relates …
 Tell more about your thinking …
 Is there another way to look at this …
 Will this make a difference with the students …
 Is this the best approach …
 Garnering Participation

 I’m curious to know how others think …

 Does anyone else have an idea …
 Do people think we have it right …
 I haven’t heard from …
 I want to give all those that haven’t spoken a
chance to talk …
Reflecting and Clarifying
 What I heard is …
 Who can tell me the main point …
 What is your take on her point …
 So you are saying …
 What is a deal breaker for you …
 Do we all agree …
 What do you think we have agreed to …
 Am I correct …
 What makes his position unacceptable …
Resolving Conflict
 Arbitration and mediation
 If there was tension allow a time to cool off
 Have people agree to seek a solution and agree to follow the
solution
 Make sure people focus on the big picture
(it is about the students)
 Seek understanding of the differing viewpoints
 Articulate differences
 Articulate common ground
 Find out what each side needs (deal breakers)
 Brainstorm solutions that build on common ground and minimize
differences
 Implement the consensus solution and move on
Resolving A Conflict – Four Square (R. Kajuth)

Differences Commonalities
a. a.
b. b.
c. c.
d. d.

Critical Needs Critical Needs

a. a.
b. b.
c. c.

Propose Solution:
 Some Common Group Inhibitors
 Consensus blocking
 Power seeking
 Recognition seeking
 Leader “not on board”
 Clowning around / sidebars
 General Negativity / Yes, but . . . We tried that
 Lack of commitment or apathy
 Sacred Cow – “Can’t Touch This”
 Denial
 Fear – the “Elephant in the room”
34
The wonder of teaching
is watching caterpillars
become butterflies.

Unknown Author