1. Presenter Johrita Solari
TRAINING
My name is Johrita Solari and I am a proud Rotarian of the RC of Anaheim. Today’s session is learning about being a good FACILITATOR
We are going to touch on the skills, abilities and knowledge necessary to start OR continue your journey as facilitator for adult learners. We’ll have some fun together - Housekeeping items - bathrooms, kitchen, emergency situation, break, lunch, practice sessions / coaching
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Presenter Johrita Solari 1

2. Overview of workshop
This workshop is designed to assist you to develop and/or expand your skills to conduct effective adult trainings
The goal at the end of the day is to give you some more tools - Based on Adult Learning, that you can add to your “TRAINING TOOL BOX
How many of you currently train or have trained? Call on them to tell us.
Would someone like to tell us what a facilitator is and what is their role?
A facilitator is someone who helps a group of people understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion. The role of the facilitator is to guide the participants through the steps. He or she doesn't dictate the solution, but instead, uses an understanding of the process steps and group dynamics to help the group achieve the desired results, given the specific needs and characteristics of the participants.
We are going to be looking training and facilitating - I’ll be doing both
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3. Today’s Discussion topics
Working with Adults and How Adults Learn
Characteristics and Principles of Adult Learning
Facilitator Role & Attributes
Skills Required
We will be discussing how adult learners are different and how they learn best
We will discuss their characteristics & the set of assumptions About How adults learn.
We will talk about Your role AND the Good Qualities of A facilitator
The skills you should have to be effective
Next Slide AND (more topics) 3

4. Today’s Topics Hints for Success Nonverbal Communications
Dealing with Difficult People
Room Preparation
And we will review some tips for success.
We will discuss how nonverbal communications affects the learner and the facilitator
We will touch on Dealing with difficult people
What you need to know about properly setting up your training room
And we will do some practice sessions with a coaching element
You know who I am and what we will be covering in our session let’s find out about you!
Practice Sessions/Coaching 4

5. What you hope to accomplish today
Introductions
What you hope to accomplish today
I would like you each to stand up and tell us what you hope to accomplish today.
Before we start, I would like to ask for a volunteer to be a scribe to write what we would like to accomplish on the flip chart.
Keep your scribe included in the session and always thank them afterwards.
What an ambitious group – I like it!
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6. Working with adult Learners
To be an effective adult facilitator you need to be able to understand adult learners. Compared to children and teens, adults have Special Needs and Requirements as learners.
It is not about you/ It is about how /your learners feel about / what They can do as a result of “the learning experience” you created /and/ helped to deliver Think of yourself as - a person who helps others learn;
Let’s take a look AT how adults learn
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7. How Adults Learn I Hear and I Forget I See and I Remember
I Do and I Understand
THE principles are really very simple
Next Slide: 7

8. We remember 10% of What we Read 20% of What we Hear 30% of What we See
50% of What we See and Hear
70% of What we Say
I would like to share some statistics about adult learners.
What percent do YOU THINK we retain of what we:
READ
HEAR
SEE
SEE AND HEAR
SAY
and finally – What We SAY AND DO
Next Slide – Now that we know how adults learn Let’s take a look at the principles of adult learners
90% of What we Say and Do 8

9. principles of adult learning
Adults are internally motivated and self-directed
Adults bring life experiences and knowledge to learning experiences
Adults are goal oriented
Adults are relevancy oriented
AN EFFECTOVE FACILITATOR UNDERSTANDS HOW ADULTS LEARN BEST.
Adults are motivated to put time and energy into learning IF they know the benefits of learning AND the cost of not learning!
Your job is to help learners answer the question, “What’s in it for me”
2. Adults have a lot of life experiences and knowledge that they want to apply to their new learning experiences.
3. Adults become ready to learn when/ they have a need to learn in order to cope more easily with real-life tasks or problems/For example, a child in a school composition class learns grammar, and then sentence and paragraph construction. An adult in the composition training program learns how to write a business letter or a marketing plan
4. Adults learners resist learning when they feel others are imposing information, ideas or action on them.
5. Adults want to know the relevance of what they are learning .They want to know first hand how what they are learning applies to their life and work context.
6. Acknowledge and respect the wealth of experiences that adult learners bring to the classroom.
Understanding these principles will help you BETTER understand adult learners
Next Slide –
Adults are practical
Adults learners like to be respected 9

10. Facilitator QUALITIES
Guidance
Neutral
Introduce and Present the Topic
Facilitate Exchange of Knowledge & Experience
What makes a good facilitator?
We provide the structure for the discussion. Set the parameters, the intention and guide the conversation.
We must remain neutral and responsive rather than reactive we have to the protect the “Encouraging climate”
We act like a conductor of an orchestra. We introduce and present the topic, but the content comes from the orchestra
We don’t SHOW our knowledge, we USE their knowledge to get the most out of the learners
Next slide – Some more qualities 10

11. More QUALITIES Keep Focused Control Rate Safe Environment
Present Positive Image
We Keep discussion on track -
We are aware of the pacing, who is speaking, control discussion Ultimately, the greatest challenge is allowing a good depth of discussion, but staying on schedule while addressing most of the major points within the time constraints
Create a trusting atmosphere - No one is wrong / all ideas are possible. Avoid value statements – that’s perfect, that’s bad.
Adult learning is influenced by the learner’s perception of the facilitator
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12. Skills required Listening Questioning Sharing Problem Solving
Resolving Conflict
Ask - What are the skills needed to be a good facilitator? Take a minute to write down some skills (1 minute) Ask – How many have_____ on your list?
Listen actively -nonverbals are very important while listening. If you are looking at your notes or your back is to the room, they will know you are not listening.
Questioning - you must be able to ask questions skillfully phrased, you can reword if necessary - can someone give me an example? (Mirroring)
Sharing- Makes everyone feel comfortable
Problem Solving - Help the group find a solution rather than focus on the negative
Conflict - Recognize that some conflict can be positive and does lead to progress. Some “resolution” is to agree to disagree and move on
Next slide – More skills 12

13. More Skills Participate Empathizing Leading Time Management
Create a participative style - Get everyone to be involved
Empathize- consider the ‘issue’ from a variety of perspectives – Your Negative reactions to comments will discourage participation from others
Lead- As we talked about earlier, keep the group focused, the discussion on target, and stay in control
Time management- Ensure material is covered, but be flexible. Start and end on time
Does anyone have skills on your list we did not mention?
Summary – Be subtle and humble – It is not about you! Next slide 13

14. Hints for success Listen Intensely Eye Contact Stay Alert – Involved
Achieve Closure
Speak Slowly and Clearly
Let’s review some hints for success – Ask them to tell me about these Hints
Show ACTIVE LISTENING / don’t turn your back or look at the power point –
Look at the people all the time. Not just the person speaking
Have fun and SMILE. If you enjoy yourself they will too!
Achieve Closure
Speak Slowly – without raising your voice – pause at the end of sentences – give listeners time to hear.
Visual Aids – use flip charts for key points or question – Parking Lot
Next Slide – More Hints
Use Visual Aids 14

15. more hints Avoid Negatives Avoid Interrupting
Don’t Respond Immediately
Avoid Negatives – “You haven’t had your meeting yet, have you?” to “Have you had your meeting today?”
Of course always avoid interrupting. Has that happened to anyone – how did you feel?
Wait what will seem to be a long time – when asking a question – the answer may take just a little longer
Another hint / Don’t point – Any others?
Next Slide
Non Verbal Communication 15

16. Nonverbal communication
What does this picture say to you?
Much of how people respond to you is through nonverbal communication
There are basically 3 elements in any face-to-face communication:
WORDS – TONE OF VOICE - BODY LANGUAGE
It is important to define the elements of non verbal language as the trainer to the learners AND the learners to the trainer… What does this mean?
Let’s play – I need X volunteers – I’ll give you a card with a something written on it and ask you to communicate what is on the card non-verbally and we will tell you what it is 16

17. Nonverbal Human Body Body Movement ~ Use of space
Voice Qualities – Characteristics
Eye Contact
Nonverbal communication is communicating by sending and receiving wordless clues between people AND it represents two-thirds of all communication..
Human Body – It takes just one-tenth of a second for someone to judge and make their first impression. Your body and posture, the size, shape, sex, age, physiques and special characteristics all convey messages to the receiver
Body Movement - Greeting at the door / Standing in front of the room at the beginning send a clear message / Playing with jewelry / Leaning against the wall or lectern. As space between us lessens it becomes more personal and intense - standing or being away has the opposite effect
Voice – Tone, inflection, pace, volume all communicate something to the learner
Eye Contact – eyes control who is speaking and who may speak next – speakers were judged sincere who looked at the audience 64% of the time vs. insincere at 21%
Gestures – SMILE – Have positive energy – can use your facial expressions to express interest or concern.
Silence – Beginning of session say nothing (conveys message it is time to start)
Next slide – What do you do with difficult people
Gestures
Silence 17

18. Dealing with difficult people
Neighbor Discussion
Participant Dominates Discussion
Health Emergency
Losing Control of Discussion
Neighbor Discussion: Is this always bad? Walk near /use silence/ask if they have a question for the group/do not embarrass them/suggest to see them after the session
Participant Dominates – Do Not / Not call on them - you can say ‘let’s see how someone else might answer OR “thank you and let’s hear from someone else”
Health Emergency – know where the exits are/ the phones and who to call 911/stay calm
Losing Control – Stacking,,,,, Let’s hear from , then and then----Walk near the participant
Disagreeing – Refer them to their company, handbooks, sources / recognize there are different approaches
What other disruptive behavior can you think of and how to deal with it ?
no participation – encourage but don’t make them uncomfortable, ask to hear from someone who hasn’t talked yet or break into small groups
incorrect information – redirect question – anyone else have a different point of view Next Slide room preparation
Disagreeing with Your Training Position 18

19. Preparing room Projector – Computer – Screen Flip Chart and Markers
Clock
Business Cards
Water
Set up your room early – well before the first person arrives
Check all equipment to ensure it is working properly
Check all supplies
Have a clock visible at all times
Helpful to have your business cards quickly available
Bottle or two of water handy
Notes in place
Snacks are always good…
Next Slide
Notes
Snacks 19

20. Starting your session Start on Time Introduce Yourself
Introduce Participants?
Housekeeping Notes
Have a Strong Opening
Timing is essential – to the minute
Introduce yourself – what do you do if someone introduces you?
what about introducing the participants?
Start each session with brief housekeeping remarks to let participants know what to expect
Have a strong open and welcome – you can start with a factoid that shocks them into rethinking OR ask your learners a question, or tell a story
End on time – does it hurt to end early
Other ideas? Next Slide -The End
End on Time 20

21. The end?
We have covered a lot of information in the short period of time this morning
We began with discussing how adults learn, and learned about your role, how to be effective, tips for success, the importance of non verbal communication, dealing with difficult people and preparing for and starting sessions.
I hope that this session has been informative and that you NOW have Some more tools IN your “Training Tool Box.” 21

22. NO!
THE BEGINNING…..
This is only the beginning – if you want to continue learning. There is much more you can learn
Questions? Thank you 22