Utilize effective facilitation skills to invite class discussions and facilitate learning. Apply basic steps to appropriately challenge participants in a learning environment to increase their learning. Coach participants to help them discover new knowledge and insights. Observe examples of effective facilitation from a live training program.
- Interaction is the key to learning. We understand and retain information better when our minds are active. And you can actually see evidence that learning is occurring when you engage your participants in activities and discussion. There are two things you must balance when facilitating discussions and learning activities. On one hand you need to challenge participants to stretch their abilities by applying new knowledge or skills. Learning cannot occur unless we experience at least some challenge.
On the other hand you have to encourage participants by creating a positive learning environment. Being challenged is not always comfortable, and some participants can get embarrassed if they feel like they're struggling in front of their peers. Let's look in on a live training class, and see if you can spot some of the techniques I use to help balance the right amount of challenge with encouragement. - [Woman] So we think the behavior is- - [Man] The behavior is what do you want people to do as a part of the training, and what behavior do you need to see to say, okay they've learned this.
- We need them to offer it on all the late pay calls. - So offer it on all calls would be the behavior on the job, so how are we going to assess this in training? - Assess it in training. - Yeah, for example it might be to demonstrate an appropriate offer on a simulated call or maybe we're going to observe five calls after training. And we want to see them offer it on each call. - Okay, so the B is demonstrated on five out of ten? No, C is the condition. - C is the condition. So in this case we're going to say a simulated call which is fine, versus back on the job.
And the degree is how accurate do they have to be? If it's one call, probably 100% accurate. (laughs) But sometimes there's five elements of quality, and you hit four out of five or whatever. Or two out of three calls or whatever it is. You could say on your next shift after training, offer it on nine out of ten calls. As appropriate. - We demand excellence here, we want 100%. (laughs) - There's multiple different ways to do it, and one thing about 100% is if you want to make it challenging but not unattainable.
- Right, got it. - So it you say 100%, then you shoot yourself in the foot a little bit, if it's not super attainable because then you'll say, well it's not 100% so your training program . - That's right. You both fail. (laughs) - Yes, we're all in this together. Suzanne if you're doing staff with your training what do you want them to focus on in the training itself? - I want them to focus on what we're training them. The outline that they were given before they went to the- - So come to the training, have an open mind.
- Yeah, focus. - Participate. And it doesn't have to be super complicated, it could be just that simple. Usually simple is better yeah. - That's what's kind of interesting because I feel like it's going to be very complicated and Josh said something like that and it's like, oh yeah. - But often is if you don't identify those things ahead of time, and you don't put them on the table, then we might not all be on the same page. - Right. - So that's really the reason for doing that. The after is a little bit more, not complicated but something we don't always think about.
Like what would you want someone to do after the trainings. Probably give that presentation- - Give that presentation yes - Create some smart goals around it, have a supervisor follow up on a smart goal. - Okay, what techniques did you spot? Here are a few that I used. It all starts with observation. You need to observe your participants doing activities to evaluate their learning. I asked a lot of questions to stimulate thinking. This helps create a constructive dialogue with participants. I also invited participation from multiple parts of the room.
Throughout the class I make sure each participant gets involved, even if it's just in the small group activities. Finally, I was careful to praise participants when they demonstrated learning, while still being encouraging when they got something wrong. Notice I didn't use a lot of goofy props or games. If the content is relevant to participants, they'll truly want to learn it. As a facilitator I'm always looking to help my participants achieve what I call the moment of triumph. That's when they overcome a challenging problem.
The process may have been a little uncomfortable at first, but now they feel great because they've learning something new. You can make your workshops a great place to learn if you can help each participant find their moment of triumph too.
- Identifying employee training needs
- Creating an individual development plan
- Developing learning objectives
- Preparing employees for training
- Evaluating a training program
- Presenting with confidence and clarity
- Facilitating discussions and learning
- Managing breaks effectively
- Delivering training via webinar