Presentation on theme: "Facilitation skills & Group based learning"— Presentation transcript:
1Facilitation skills & Group based learning Online health information access and use: Intensive national-level, health sector capacity development and trainingWorkshop 2Facilitation skills & Group based learningElements of these slides are based on content from:2000 Tips for Trainers and Staff Developers, Phil Race (2001), in particular chapter 3 (p ).Copyright: Creative Commons Attribution-NonCommercial-ShareAlike
2Online health information access and use: Intensive national-level, health sector capacity development and trainingWorkshop 2Learning objectivesExplain what facilitation is and when it is requiredWith particular reference to group learning activitiesExplain the difference between teaching, training and facilitationReview examples of how not to facilitate group learningReview key characteristics of successful facilitationIdentify appropriate facilitation techniques to be applied in common circumstanceBy the end of this unit, participants should be able to do or have done all of the above:Copyright: Creative Commons Attribution-NonCommercial-ShareAlike
3Teaching, training and facilitating What is the difference?A good trainer = a learning facilitatorTrainees learn by doingTrainees can learn a great deal from each other AND the trainerParticularly important depending on what it is that is being learnt and how it is being approachedKSA: knowledge, skills, attitudesTeachers tend to “deliver” information, experience and wisdomAdult learning teachers should also be good trainersWe should all aim to be good facilitators and trainers
4What do we mean by facilitation? Successful facilitation is about enabling learningA facilitator enables learning to take place by setting up the environment, structure and prompts for effective learningThey enable and facilitate the learning process
5When is facilitation required? Online health information access and use: Intensive national-level, health sector capacity development and trainingWorkshop 2When is facilitation required?When learning from others is requiredWhen sharing experiences and ideasWhen there is no simple “right” answerWhen working in groupsLearning from groups, learning by doing = natural learning processLearning appropriate solutions to challenges and problemsOwnership of solutions and answers = more likely to be retained outside of the training activityFacilitation is required in many aspects of effective trainers, especially when working with non-student groups (although that does not mean that it is not a useful skill to have when working with students).Facilitation is important because of adult learning principles. Working in groups can be an effective and powerful way of learning and should be considered as an important tool in the trainer’s toolkit.Copyright: Creative Commons Attribution-NonCommercial-ShareAlike
6Video How to successfully facilitate group discussions…? Questions to be considered as you watch:What is being done well?What is being done badly?
7Group work… Break into small groups as directed Read through the exercise hand outDiscuss the element of the case study allocatedAgree your recommendations for the appropriate facilitation characteristics requiredIdentify someone to feedback for your group
8Successful facilitation Key characteristics of successful facilitationReference of key pointsMore details included in:2000 Tips for Trainers and Staff Developers, Phil Race (2001)
9Group work: preparing participants Help participants understand the benefits of working in groupsThink about the different ways of forming groupsOptimum group size and group dynamicsStructure initial group work carefullyExplain how groups can go wrongEnsure suitable group work space
10Forming groupsDependent on the task, consider what makes the best group?Provide clear instructions on forming groupsRandom, skills based, geographical, like minded, balanced, considerations outside the task in handBe prepared for “herding cats”!
11Group size Different sizes for different tasks Need to consider: Pairs, couples, threes, fours+Need to consider:Time availableDesired outcomes“Passenger” behaviour
12Getting groups started Ensure ownership of the taskKeep the beginning of the task short and simpleDon’t rely on oral briefing only, use printed briefingVisit the groups in turn and check “correct” startClarify the task when askedBreak tasks into manageable elementsTry to control the amount of time groups spend on successive stages of each task
13Group learning = learning by doing Think of something that you know you do wellHow did you get to be good at it?Design learning by doing into group activitiesReading is not necessarily doingListening to experts is little to do with doingListening to each other has a lot to do with group learningAllow time for sufficient practiceMake it okay to get things wrong
14Poor facilitation – interaction 1 Ignoring non-participantsAllowing domineering peopleLack of preparationBeing too didactic or controllingPoor interpersonal skillsLack of cultural sensitivity
15Poor facilitation – interaction 2 FavouritismTalking too muchIntimidating participantsBeing intimidated by participantsPutting participants downFailing to invite equal contributions