 Basics in Training Facilitation What do I need to know Vilanova, October 2015

Non-Formal Education Learner centered Flexible and adaptable Inclusive Planned and evaluated Voluntary

Educational Activities Training courses Seminars Planning workshops Study visits Conferences …

General Considerations Community needs Personal motivation & organizational aims Training aims and objectives Resources Profile of participants (needs assessment)

Trainee Centred Approach Considerations: - Participants needs and expectations - Recognition of participants` prior knowledge - Responsibility for the learning process - Group size and development - Use of environment, space and resources of the group - Structure and flexibility in the implementation - Time planning

Groups & Participation

Learning Styles - SAVI SOMATIC LEARNING: learning by moving and doing AUDITORY LEARNING: learning by talking and hearing VISUAL LEARNING: learning by observing and imagery INTELLECTUAL LEARNING: learning by problem solving and reflection

Learning Styles Somatic SOMATIC LEARNING (learning by moving and doing) - Energisers - Simulation exercises - Cooperation games - Group building exercises - Trust-building games - Mime / image theatre (for “actors”) - Art methods (paints, plasticine, etc)

Learning Styles Auditory AUDITORY LEARNING (learning by talking and hearing) - Using music during exercises - Changing voice tempo, tonality to attract attention - Singing, telling poems - Reading out loud what is written on the flipchart - Work in pairs, telling stories (small groups) - Oral presentations - Definitions-making

Learning Styles Visual VISUAL LEARNING (learning by observing and imagery) - To fix main info on the flipchart and put them on the wall (using different colour markers) - Using PowerPoint Presentation, pictures, diagrams, schemes - To make good hand-outs with schemes - Use films and videos, posters - Observation - Use symbols

Learning Styles Intellectual INTELLECTUAL LEARNING (learning by problem solving and reflection) - Solving problems - Analysing experiences - debriefing - Doing strategic planning - Generating creative ideas - Formulating questions - Creating mental models - Creating personal meaning

Type of Learners Pragmatist Activist Reflector Theorist

Training Logic Learning Outcomes What do we want to achieve? Training Strategy Which logic/ red line do we follow? Methodology Which educational approach do we use? Method Which concrete activity do we use?

Training Strategy Consider Topic Group (We) Individuals (I)

Training Strategy Topic – We: -What level of experience of the topic should the group have? -What different experiences exist? -Is the training inductive (providing framework and orientation to group) or deductive (allowing group to set framework and orient themselves)? -What expectations do we have in relation to group contributions to the topic? -How do we relate the development of the group to the development of the topic?

Training Strategy We – I: -How do we approach individual expectations in relation to the group? -What kind of space exists for the individual within the group? -Does working time and methods reflect both group and individual needs? -How do we deal with conflicts?

Training Strategy I – Topic: -What expectations do individuals have in relation to the topic? -What do they want to learn? -How does the exploration of the topic cater for different learning styles and rythms? -What responsibility does the individual have for their own learning, and what possibilities to contribute? -Are there individual questions of language competency, or any other factor which needs to be addressed?

Programme Flow

- Welcome, introduction and getting to know each other - Group-building phase - Sharing experiences - Receiving new knowledge, learning new skills and undertaking new experiences - Analyses and reflection - Transfer into real life situations - Action planning and follow-up - Conclusion and closure - Evaluation

Method Debate Exercise Simulation Discussion Buzz-groups Brainstorming Case study Forum Theatre Role play Energiser Name games …

Method Selection

– Be confident and convinced about the method – Have experienced the method fully – Be able to anticipate the outcomes but also deal with unexpected ones – Try not to use methods that might cause feelings in participants or the group which cannot be dealt with during the learning activity – Accept that some people may not wish to participate in a particular exercise – Have a carefully worked out strategy for debriefing and feedback, which can also be adapted to deal with unexpected outcomes

Session Structure 1.Opening >> Session Context 2.Energiser 3.Core Activity incl. debriefing Group work Exercise Simulation … 4.Input 5.Closing >> Session Context

Evaluation Ex-ante evaluation: after identifying the training needs and designing the training program for the activity. (e.g. application forms, questionnaires, etc.) Ongoing evaluation: during the training activity. (e.g. daily evaluation groups, mid-term evaluation, oral and written feedback from participants, etc.) Terminal (final) evaluation: at the very end of the training activity. (e.g. evaluation questionnaires, oral evaluation, visual evaluation etc) Ex-post evaluation: at least 6 months after the activity. (e.g. evaluation questionnaire, assessment of entire organisations etc.).

Interesting Questions Team and participants: – How important is it to spend time with the participants during their social time? How much time should be spent with participants? – How do we deal with participants’ feedback about the course? How important are their interests and opinions in relation to the priorities set by the team? – How much responsibility for the program and the course do we want to hand over to the participants? – What do we consider a ‘professional relationship’ between participants and trainers? – To what extent do we need to agree on these questions?

Questions? Comments?