FACILITATION AND ADULT

TRAINING SKILLS/TECHNIQUES

By- Dereje Dejene

SuDCA Development Consultants

I.Purpose
Introduction
of this Training Session:
To reflect on and share experiences on the principles
of how people learn; and as a trainer, learn how we can
help others to be effective and efficient at their work.

Course Contents
1. Concepts and principles of adult/participatory
learning
2. Facilitation/ training techniques and the role and
qualities of a trainer/facilitator
3. Planning and conducting a group facilitation/
training event
4. Monitoring and evaluation in training.
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SuDCA Development Consultants
II. CONCEPTS AND PRINCIPLES OF ADULT LEARNING

Session objectives

At the end of the session participants are:

1. able to define concepts of facilitation and learning
2. able to identify principles that guide trainers of adult
learners

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2.1 The Concept of Andragogy and Characteristics of
Adult Learners
The Concept of Andragogy
learning of adults vs. learning process of the children
Pedagogy vs Andragogy (Malcom Knowles’ theory)

Characteristics of adult learners

Adults are autonomous and self -directed.
Adults have accumulated a foundation of life
experiences and knowledge
Adults are relevancy-oriented.
Adults are goal-oriented.
Adults are practical.
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2.2 Behaviour Change Communication (BCC) and Stages of
Behaviour Change
BCC is any communication (interpersonal, group
talks, mass media, support groups, visuals and print
materials, videos) that fosters a change in individual,
family, or community behaviour.
Behaviour change theories :
Benefits motivate people to change their behaviour and
Barriers discourage people from changing or trying to
change.

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2.4 The Experiential Learning Cycle
David Kolb’s models of learning: four different
styles of learning.
Experience: Something happens to the learner;!
Observation/reflection: The learner thinks about
what happened;
Conclusion: The learner works out a theory or
modifies or reinforces an existing one as a result of the
experience and the reflection on it;
Planning: Accommodators use concrete experience
and active experimentation.

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Summary
Three principles of adult learning are particularly
relevant for trainers.
1st Adults bring lots of experience with them.
2nd Adult want trainings focus on real life and adults
are self directing,
3rd Andragogy need to be applied to adult learning in
contrast to pedagogy (teaching children).

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III. FACILITATION/ TRAINING TECHNIQUES AND THE ROLE
AND QUALITIES OF A TRAINER/FACILITATOR

SESSION OBJECTIVES
At the end of the session participants are
1. able to identify the roles and qualities of a trainer
2. able to examine how the facilitator’s qualities affect the
effectiveness of a learning process

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Group work
Discuss using appropriate facilitation skills on the
following topics
The role of Biological and Physical Soil and Water
Conservation Measures in enhancing soil fertility.
The role of Small Scale Irrigation Development to
enhance food security
The role of Potable Water Supply to enhance food
Security

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Facilitation Role play ( 2 volunteers)
Application of GPS and GIS technologies
for Watershed Development Planning
Social Service infrastructure
Development and food Security.

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3.1 Definition of Facilitation and Facilitator
To facilitate is
to help something (usually a process) move along.
to make something easier.
Facilitate does not mean “solving a problem” or “doing
it for someone”. It means doing something that makes
a process run a little better.
Facilitator is a person who helps a group or team to:
Achieve results in interactive events by using a range of
skills and methods
To bring the best out in people as they work together
Focuses on the process of how

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 3.2 Facilitation skills in adult training
The following skills can help facilitate a discussion :
Setting up the training venue
Maintaining group cohesion
Keeping time for active training
Start on time.
Give clear instructions.
Prepare visual information ahead of time.
Distribute handouts quickly.
Expedite sub-group reporting
Do not let discussions go on too long

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 3.2 Facilitation skills (cont…)
Facilitate the flow of participants’ comments and
experience
Paraphrase what a participant says
Check your understanding of a participant’s statement
Give thanks for comments
Energize a discussion by quickening the pace, using
humor
Disagree (gently) to stimulate further discussion
Mediate differences of opinion between participants
Summarize (and record, if desired) the group’s main
views and Emphasize the main message(s).

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Skills for facilitating experiential activities
Experience is the richest resource for adult learning.
Experiential (or hands-on) activities help make training active.
Experiential activities usually involve role playing, games,
simulations, etc
Steps for successful experiential activities (from Silberman):
Explain your objectives: Participants like to know what will
happen
Speak slowly when giving directions. Make sure the
instructions are understood.
Demonstrate the activity if the directions are complicated
When necessary, divide the participants into small groups
before giving further instructions.
Always discuss the activity; on end invite participants to share
their insights and learning
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 3.3 Training Techniques for Adults
Training methods play an important role in transferring knowledge
and skills and changing attitudes of ‘Adults’
Types Training Methods
1. Brain storming: a first step to generate initial interest
2. Interactive talk: trainees to be quite active and analytical
3. Illustrative talk: lecture plus proper illustration
4. Group discussion: instrument of participatory learning
5. Panel discussion: trainees as panelists act as catalyst agents .
6. Role play exercise: trainees put into action the skills learnt
7. Demonstration: presentation on how to perform an act or use
8. Classroom practical: reinforce the learning experience through classroom
practice
9. Field practical: provides the trainees an opportunity to use their skill
in field situations
10. Lecture: most widely used . It depends on the quality of the lesson plan and the
efficiency of presentation. 16
3.4 Selection of the Right Method
For each situation there is a specific set of methods as depicted
below.
When your objective is to teach a physical skill, choose from
 Demonstration
 Classroom practical
 Field Practical
When your objective is to impart knowledge, choose from
Discussion
 Lecture
 Demonstration
When your objective is to change attitudes, choose from
Illustrative talk
 Discussion
 Role play

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Some of the Basic Requirements for a Successful
Trainer/Facilitator
(i) A Desire to take up the Job
(ii) Knowledge of the Subject Matter
(iii) Basic Understanding of Human Behaviour
(iv) Knowing the Learners, their Background and Training
Needs
(v) Knowing Psychological Traits of the Learners
(vi) Positive and Productive Learning Experience
(vii) Creating Trainee Readiness to Learn
(viii) Linking Training and Extension Activities at the Field
Level
(ix) Seeking Co-ordination from Related Agencies
(x) Multi-dimensional Skills
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Checklist for Successful Group Facilitation
1. Setting up the training venue
□ Group facilitation takes place in an open-setting without tables.
□ All participants can face each other.
2. Maintaining group cohesion
□ Facilitator observes what goes on in the group.
□ Facilitator is flexible.
3. Keeping time for active training
□ Facilitator gives clear instructions.
□ Visuals were prepared ahead of time.
□ Handouts are distributed quickly.
□ Discussion is not too long.
4. Skills for facilitating discussion or experiential activities
□ Facilitator speaks slowly when giving directions.
□ Facilitator challenges the participants.
□ Facilitator paraphrases what participants say.
□ Facilitator praises.
□ Facilitator uses examples.
5. Skills for ending a session
□ Facilitator or volunteer summarizes key points.
□ Facilitator emphasizes the main message(s).

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IV. PLANNING AND CONDUCTING A GROUP
FACILITATION/ TRAINING EVENT
SESSION OBJECTIVES
By the end of this session, participants will be able to:
Understand process and procedures to develop
training plan.
Develop a standard training plan according to the
format provided.

SuDCA Deveelopment Consultants 20

Group work
Prepare a training plan on the following topics
The role of Biological and Physical Soil and Water
Conservation Measures in enhancing soil fertility.
(Tefasas Group)
The role of Small Scale Irrigation Development to
enhance food security (Abay Group)
The role of Potable Water Supply to enhance food
Security ( Zala group)

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4.1 Necessary Steps for Conducting Training
The steps for training should be purposefully planned and
logically sequenced.
i) Preparedness of the Trainer
ii) Preparations of the Trainees
(iii) Finalisation of the Training Design
(iv) Follow-up Action
Periodic visits to the village where the trained person is
engaged in the project.
Short meeting and discussion in the project woreda/villages.
Visits to the demonstration sites/villages.
Publication of newsletter and its regular mailing to the ex-
trainees.
Periodical assessment of the field activities., etc

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4.2 Training Action Plan Format (Template)
Region:_____________ Woreda:_________________

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V. MONITORING AND EVALUATION IN TRAINING

SESSION OBJECTIVES
By the end of this session, participants will be able to:
Define monitoring and evaluation in training.
Describe types of monitoring and evaluation in
training.
Discuss the WHO, WHEN, WHAT, HOW, and WHY
to monitor and evaluate a training.
Discuss performance monitoring.

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5.1 Definitions
Monitoring in training: tracking the key elements of
individual performance in terms of knowledge, skills,
and attitudes during and after training
Evaluation in training: determining whether a
training has achieved the course objectives, individual
improvement, and development of the training
processes

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5.2 Types of evaluation for training
Self-evaluation
Pre-test assessment (initial evaluation)
Evaluation of the process during training
Peer evaluation
Mood meter
Post-test assessment or evaluation of the results
Personal contract on skills (accountability)
Performance monitoring

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5.3 Models of Evaluation: The Kirkpatrick four-
level approach
Reaction: Reaction is defined as what the participants thought
of the program, including materials, instructions, facilities,
methodology; content, etc.
Learning: Learning evaluation is concerned with measuring the
extent to which principles, facts, techniques, and skills have
been acquired.
Behavioral change: Behavioral change is measured to
determine the extent to which skills and knowledge learned in
the program have translated into improved behavior on job.
Results: Evaluation of results involves monitoring organization
improvement such as cost savings, work output changes, and
quality changes.
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5.3 Other Models
The CIRO Approach
Context evaluation-
Input evaluation
Reaction evaluation
Outcome evaluation

CIPP Model
Context evaluation
Input evaluation
Process evaluation
Product evaluation
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We will do our best to make this Nation Grow and Prosper

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 Conclusion a tt a in
ca n r i t y
With Qualified We secu
and
o o d u r e
committed Staff f e ns e
and ainabl
u st o d s
s ih o
l
Minimize risks and live
+
=++

the effect of the challenges

Quality of Staff and

Supportive Management
growing Team Spirits
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