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Sharing experiences of facilitation through
writing
Part 1
Journal of the Association for Management Education and
Development
Volume 25 ● Number 1 ● Spring 2018
e-ORGANISATIONS & PEOPLE, SPRING 2018, VOL. 25, NO. 1 PAGE I WWW.AMED.ORG.UK
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e-ORGANISATIONS & PEOPLE, SPRING 2018, VOL. 25, NO. 1 PAGE 20 WWW.AMED.ORG.UK
Contents
Empowering learning through facilitation
Khorshed Bhote
First experiences of facilitated learning
I was sent to learn the piano at age three. My early memories of this
experience are quite pleasant. My music teacher was kind, but - as with
any practical skill - there was a lot of telling and showing.
In this article I explore the empowering influence of facilitated learning.
Empowerment is a compelling concept and can mean different things
in different contexts. I have not come across any definitive evidence
that a facilitative style of learning is more empowering than other
styles. Therefore, to support my case, I draw upon my personal
reflections, both as a learner and as an educator, along with some
relevant theory, to support my thinking around the meta-learning
(Carroll 2014) benefits of facilitation. My argument is based primarily
upon my observations of facilitation’s impact on myself as a learner
and on those whose learning I have been endeavouring to facilitate.
Key words
facilitation; learning; meta-learning; empowerment; deeper learning; education; teaching; lifelong learning
Introduction
I'm passionate about learning. Certainly, my constant evolution has largely been empowered through
experiences where my learning was facilitated rather than instructed. By ‘facilitated’ I mean a process where
I was actively engaged in creating my own knowledge. And by ‘empowering’ I mean learning that led to a
change in behaviour, made me more confident, gave me skills to self-regulate my personal and professional
life better, through constantly reflecting, reviewing and improving. These experiences have, during my career
as an educator, led to opportunities to be influential in empowering others.
Reflections on my early learning experiences
My learning journey started in a leafy suburb of Mumbai, India (see inset
map). In our home, learning was highly valued. Within my Parsi-
Zoroastrian community, it was expected that daughters as well as sons
would receive the same level of education. My parents and my
grandmother, who lived with us, encouraged me to strive hard and
achieve as much as my older brothers.
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Could a facilitative style have worked at age three? I now have a three-year-old granddaughter, who constantly
fascinates me with her independent thoughts. Like many kids her age, she is still developing her social skills
- sharing, listening, waiting, asking. How do her parents facilitate her learning? They make a statement of the
desired behaviour, they model it, they let her make a choice. They also help her understand the reasons for
practising good social skills. I believe it is possible to sometimes facilitate learning even at this young age.
When I reached a level that my music teacher felt was beyond her, I was sent to another teacher, a well-known
and highly respected teacher and performer. She was quite different. She was not as kind as my first teacher,
she was prone to bursts of frustration at my inadequacies. However, she never once told me what I should do
to improve. She is the one who absolutely encouraged my creativity. Music, like maths, has rules that need
to be learnt, but she did this through appealing to my senses, rather than by rote. It is thanks to her that I was
able to add emotion to technique; I could say she was a facilitator, who empowered me to perform and teach
music for many years.
All throughout my schooling, the norm was ‘chalk and talk’ and rote learning
- teacher spoke, I listened / copied / memorised. Nothing wrong with this.
Teachers were respected for their knowledge and ability to ‘educate’
children, to prepare them for a better future. During this early stage of
learning, a didactive, instructional teaching style has been known to work
for some learners, the teacher being the sage in the room and the learner
passively dependent on the teacher for receiving their knowledge. I did
pass the termly and yearly exams and went on to university. Not sure
whether this ‘learning’ led to much understanding, though.
Looking back, one teacher stands out. She taught us ‘General Science’.
Unlike the other teachers, she refused to give all the answers. I can still
hear her voice saying - ‘think for yourself, child’. On reflection, her
teaching was more socratic than didactic (Moeller nd). Is she my first
experience of facilitated learning? A lot of what I learnt from her remains
with me until today. Not just the science but also some of the activities
she involved us in. I have used her example in many of my teacher
training sessions.
“Think, Child. Think!”
At university, professors stood in front of 100 plus learners and lectured. We were expected to take notes and
from time to time a few questions would be thrown at specific learners in the audience; we called them
‘teacher’s favourites’. I think these learners were selected as most likely to ‘know’ the answer, therefore, giving
the professor permission to carry on. Well, to assess if the 100+ learners had an understanding of anything is
a big ask in a one-hour lecture. The professors probably had their fingers crossed and hoped we would all
pass the exams, and some of us did.
However, I recall the English and French professors to be different. They read passages from literature,
encouraged us to make observations, comment, question, discuss - all leading to creating my own
understanding. I guess they also would have ‘facilitated’ learning? They certainly instigated my interest in
English and French literature. It would have required a genuine passion for the subject, and a lot of effort to
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set the right questions that would trigger independent thinking. I remember the lecture room was always full
and buzzing. So, even a large group of learners must have benefitted from such facilitated learning.
Through these reflections, it appears that the science teacher, the two professors and the ‘diva’ music teacher
definitely had an impact on my development. Were they my early role models as facilitators? Were they
conscious that they were ‘facilitating’ my learning? Or was it more likely they were intuitive about learning and
had managed to create the right conditions to stimulate focus and independent thinking?
Reflections on my later learning experiences
In my 30s I got interested in computers. So, I signed up to a computing
programme at my local Adult Education college, with a view to becoming
proficient enough to return to work, after a long break to raise a family. The
teachers used workbook instructions and demonstrations. I learnt the
processes, gained my qualifications; learning happened mainly through
practice and a dependence on the tutor to correct errors. However, this did
not equip me with the confidence to troubleshoot; it did not take away the
fear of ‘something has gone wrong and I don’t know
what to do’. My confidence was developed through my children; they became my facilitators. In fact, I have
learnt a lot from my children over the years - and not just in using technology! They used the technology
intuitively and encouraged me to do the same - to make mistakes and put them right, to problem solve. This
is a strategy used in facilitated learning. I went on to teach computing and digital skills for many years after.
To put forward a more convincing argument about the empowering influence of facilitation, I want to reflect on
the ‘light bulb moments’ during my lifelong learning journey, that happened when my learning was ‘facilitated’.
The first light bulb moment: training as a teacher
My teacher trainer inspired in me an interest in the development of teachers. She was an empathetic trainer,
but it was the way she managed her sessions that leads me to say this was my first ‘light bulb moment’ about
the power of facilitation. She created situations in her learning session for us to work together, to share
information, to express ideas and open the mind to alternatives. She observed, and through skilful questioning
made me think and reflect and construct my own knowledge. This ‘discovered’ learning (McLeod 2008, 2012)
empowered me to create a toolkit of my own facilitation strategies and methods. She led me through the
process of change in my teaching style and developed the ability and confidence to constantly review and
refresh.
Teacher’s Toolkit
The second light bulb moment: coaching supervision
My journey to becoming a coach brought about a pivotal change, an
intrinsic change in my personal and professional life. I was very
fortunate to be under the supervision of a highly experienced coach
who, on reflection, was also a highly experienced facilitator. During
his sessions, there was always a perfect balance between speaking
and remaining silent. The silences gave me a chance to reflect and
internalise my understanding. There are parallels between coaching and facilitation. A coach is essentially a
facilitator and a facilitator uses coaching skills. Both focus on guiding an individual through a process of
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change, to achieve their goals, to maximise their potential. Both empower an individual towards self-
actualisation (Sze 2015, 2017) - a state that fulfils the highest level of human needs. Through the process I
can emphatically say I was empowered to become an effective coach and a more skilled facilitator.
The third light bulb moment: facilitated peer learning
Quite recently I was experiencing a situation that was pushing me towards considering personal and
professional change. I was recommended to attend a course called, The Facilitator’s Toolkit (Association of
Facilitators 2016). Two very experienced and accomplished facilitators, Bella Mehta and Brian Watts, had me
sitting back in awe of the powerful learning experience they had created for us. During every moment of this
experience there was an equal partnership between them and their group. I felt my experience, knowledge
and contributions were valued and added to the learning process of the group. They took a step back and let
us peer coach, peer mentor, peer support. It was all done very seamlessly. Easy for them? I think not. It was
masterfully planned. The two days of this course led me to take the brave step of leaving paid employment
and setting up my own business as a consultant, coach
and facilitator. This is, without doubt, the definitive,
convincing and the brightest ‘light bulb moment’ yet. It
was lifestyle changing, transformatively empowering.
Reflections on my transition from teacher to coach to facilitator
My first and longest experience as an educator started at age 15, back home, in Mumbai, as a freelance music
teacher, mostly teaching children. After marrying, I migrated to the UK, where my husband lived. I continued
teaching music to children whilst raising my family; I did this for over 35 years. Geographically and culturally
this transition was a learning curve in itself. Coming from a culture of ‘teacher is always right’, I soon realised
that ‘learner is the focus’. Later on, I taught computing and basic skills at various Further and Adult Education
colleges in the UK, supporting hundreds of very diverse adult learners in a range of learning contexts. Within
the same sector I progressed into staff development and have had the privilege of facilitating the development
of hundreds of teachers of adult learners.
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If I have to rely on my learners’ feedback over the years, I can say that
I was a useful companion on their learning journeys. But did I create
‘light bulb’ moments for my learners? Did I empower them? Those are
the questions to which I seek answers, as I reflect on my move from the
‘centre’ to the ‘side’, from leading to enabling, from telling to guiding.
My rehearsal as a teacher
When I became a music teacher I had no training and no thought about
being a facilitator. My teaching style was modelled on my own two
music teachers. It was comfortable to instruct, though, having always
had a vested interest in my learners achieving to their full
potential, I did improvise. I often used some of the strategies of my second music teacher, without the
histrionics, I’m no diva! I suppose this teaching experience was a first rehearsal of ‘facilitating’ wherever there
was a best fit to the individual and level of learning.
All of my learners always passed their exams, but did I empower some of them? Well, my evidence for this
would be the external examiners’ feedback highlighting the individuality of their performance, the emotion in
their performance and the creativity in their compositions. These skills can only be innately developed, not
trained, as was my own experience. I’m hoping I had some influence by facilitating theirs.
Improvising as a teacher
I fell into adult education ‘accidentally’. This was at a time when one did not have to be qualified to teach, but
simply had to have a relevant qualification or sufficient experience in the subject. As I was a music teacher
already, I was considered good enough to teach computing! One of my tutors recommended me for a job as
a part-time tutor in the same adult education college where I took my computing qualifications. I eagerly took
the position, as I loved teaching and also it beat working in an office any day! My first group of learners were
adults with mild-to-profound learning difficulties and physical disabilities, attending a day centre. I remember
one lady with cerebral palsy in her 50s. She was struggling to move the computer mouse so I extended my
own hand to help her. She told me quite emphatically that my job was not to hold her hand but to ensure she
could ‘do it’ by herself.
Here started the improvisation from the tried and tested instructional method. I did not know then that I was
trying out various strategies that I now know to be used in facilitated learning. This lady became an independent
learner; she was most proud of her achievement when she was able to write her first official letter to a service
provider. Was her learning experience empowering? I guess it would have been, for someone who had to
rely her whole life on others to resolve her issues for her. This experience was also empowering for me.
Developing as a facilitator
During my journey as an Applied Computing ‘lecturer’, I began developing as a facilitator through practice and
more improvisation. The confidence had grown from the initial teacher training (first light bulb moment).
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“I can do it myself!”
Let me reflect on one particular group of ‘silver surfers’. Learning
something new, especially when it’s new technology, is quite
daunting for these learners. One of them was in her early 80s.
Whilst others sat with hopeful expressions, she approached me
on the first day and warned me that she had already walked out
of two previous computing courses. She said that if she could just
‘switch-on and switch-off’ the computer on her first day, she was
more likely to return.
I was able to meet this challenge with some confidence - through
facilitating active learning (Petty 2018), discovery learning
(McLeod 2008, 2012), learning that allowed for errors and
problem-solving, letting learners experience their ‘eureka’
moments. She did return (as did the others), and for several other courses. Over a period of time she and her
peers worked together to research, write and publish termly newsletters with interesting articles on topics that
interested them.
Did the facilitated learning experience empower this learner? According to her, before she first entered my
classroom at the age of 82 she identified herself as a ‘technophobic VEP (Very Elderly Person)’. At the age of
83-ish she bought her first computer and used it to continue writing journal articles and also wrote and self-
published her own book, ‘The Childhood and Teens of a Jewish Girl in Inter-war Austria and Subsequent
Adventures’, at the age of 86. Until the very last days of her life, well into her late 90s, she continued to use
online banking, shopping, booking travel and writing for the AJR (the Association of Jewish Refugees) journal.
This is what she said in one of her articles published in 2006:
“I enrolled for an absolute beginners’ course at an adult
education centre. I was lucky with my tutor, a woman
as close to being a saint as you can get. She needed
all her saintliness and infinite patience to cope with me.
Talk about learning difficulties! Thanks to her, I finished
that course, and another, and another, until I had
acquired some basic knowledge. I could now produce a
good-looking letter, I could send e-mails and I could get
information from the internet”.
(taken from a privately edited collection of Edith Argy’s articles called, ‘Perspectives and Musings published in
the AJR Journal 2006-2017’, pg 36)
Certainly, empowering for me, as this comes from someone who
was herself a teacher once.
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Being a facilitator
As a teacher-educator I was conscious that the trainee teachers would have the responsibility of care for many
learners during their career. Being a part-time tutor in further and adult education can be a lonely experience.
How to enable understanding of pedagogy, or in this case, andragogy (Smith 1996, 1999, 2010), as their
learners would be adults? How to develop resilience, how to encourage self-awareness? Thanks to my
coaching skills (second light bulb moment), I had already moved to a more coaching/facilitative style. I wanted
my trainee teachers to experience their own journey towards achieving a sense of self-efficacy, the point where
they realise they have changed.
Image by Karin Kirk
Learning through experience, experiential learning
(Smith 2001, 2010), is empowering. I planned
activities where they had to work out solutions
together, making connections between what they
already knew with the new thinking, then
experimenting, reflecting and reviewing. Resilience
and self-awareness were further supported through
individual coaching. I know that this change was
empowering. I have had the privilege to observe some
of these teachers replicating their own experience with
their learners, supporting them into becoming more
autonomous and confident individuals. This is the
ripple effect of facilitated learning leading to
empowerment.
As a brave facilitator
To be very honest, I cannot say that all of my sessions were always ‘facilitated’. There were some instances
where instruction and demonstration were needed. As I said before, there is nothing wrong with a didactic
delivery, as long as it is used sparingly and where appropriate. I cannot end, however, without highlighting my
experience of facilitating one very recent session, soon after my third light bulb moment.
I was asked to deliver a session on ‘Learning for well-being’ to a group of teachers, who were part of a research
project. The topic of this workshop was quite abstract and very new to the group, one they had not thought of
before. ‘Checking-in’ with the group before proceeding with the session gave the group a chance to identify
and park the background busyness thoughts that all of us constantly experience. By the way, I highly
recommend this at the start of sessions, it actually changes the dynamics in the room. I decided to base the
session on relaxation triggers. I created an environment where they could relax, think, communicate and learn
from each other - experiencing ‘learning for wellbeing’. The teachers were empowered to make creative
changes in their planning and delivery, so that their learners could experience wellbeing during the learning
process. For both, the teachers and the learners, this facilitation led to meta-learning. I know this for a fact;
the teachers said they gained confidence from my session and their learners confirmed the ‘benefits’ gained,
the meta-learning.
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I do believe this to be my most rewarding and most
humbling experience. I now regard myself as a ‘brave’
facilitator; I was able to facilitate by setting the scene,
taking a step back and let learning emerge.
‘taking a step back’ (Adapted version of image ‘Groupthink’ by Oscar Berg on flickr)
Some conclusions
Instructional methods, which are predominantly teacher-centred, have their place; they can also lead to
learning. The learner can remember, recall, comprehend - lower levels of learning (Davis 2011), mostly surface
learning (Weimer 2012). Facilitation engages learners in social learning activities that encourage peer
interaction and peer learning. It does require a high level of awareness of the needs of the learners and then
careful planning of their learning journey, during which the facilitator observes and gently nudges, when
required, to let learning unfold. Facilitating this process of critical thinking, communication, interaction leads to
the ‘Eureka’ moment, empowering learners to progress towards higher levels of cognition, towards deeper
learning (Weimer 2012), the ability to analyse, evaluate and create.
From surface learning to deeper learning. Image by nist6dh on flickr
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Is the difference between surface and deeper levels of learning, therefore, in how knowledge is created? I
believe it is. “The ‘how’ is the artistry in education” (Couros 2018). The ideal is that any learning gets embedded
and entrenched through internalising of knowledge, so that what is learnt is sustainable - never forgotten - and
can be easily transferable to any future situation. A creative facilitator can enable this for their learners, can
empower them.
Some recommendations
Reflecting on my own journey, I’d like to conclude by offering a few observations that I hope may be helpful to
others.
Be a reflective facilitator:
All three light bulb moments, my early reflections and my own experiences
of delivering learning have convinced me to stand by my bold assertion at
the start of this article - the empowering influence of facilitation - empowering
to develop skills and confidence in critical thinking, problem solving, analysis
and evaluation - the higher levels of learning (Davis 2011). Learning is
complete when closing the loop of the learning cycle. There are several
models of reflection, e.g. Kolb, Gibbs, Schon.
I have used all three from time to time to reflect after every session I have ever facilitated, on my own behaviour
during the facilitation and on my practice. This, along with staying current with professional activities, has
supported me in keeping my practice current.
Create a Facilitator’s toolbox:
Every facilitator should develop their own toolbox. These are activities that they have tried and tested, such
as: ice breakers, purposeful games, starters and closers, group activities. These would need to be reviewed
and adapted to the topic, the learner demographic (age, industry,
level) and even the venue! I have often arrived to facilitate in a
boardroom style room, which makes it impossible for learners to
move around in an activity. And I would say, be creative when
planning your sessions. In the words of the most influential
education thinker of current times, Sir Ken Robinson (2015),
“Creativity is the process of having original ideas that have value”.
As a creative facilitator, you will engage and excite your learners in
a more fulfilling and empowering learning experience.
Continue your professional development:
It is essential that facilitators continue to learn and develop. The Association of Facilitators advocates
FACETS® (© 2011 and ®2013), their facilitator competency model. It is their “framework for assessing and
guiding personal and professional development”. It includes a combination of self-assessment, peer feedback
and reflection. The purpose of this is to review and develop the skill level and character of the facilitator. The
belief is that if facilitators remain self-aware and fulfil their human potential, they will be better able to “direct
(their) own lives to flow in healthy interconnection with others”.
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References
Argy E. (2005) The Childhood and Teens of a Jewish Girl in Inter-war Austria and Subsequent Adventures. USA: Createspace
Argy E. (2006) ‘Perspectives and Musings’. In Association of Jewish Refugees Journal. the AJR Journal 2006-2017
Association of Facilitators (2016) The Facilitators Toolkit. In Association of Facilitators, https://www.associationoffacilitators.co.uk/courses/the-facilitators-toolkit.html. Accessed on 18.02.18
Association of Facilitators (2016) FACETS®. In Association of Facilitators, https://www.associationoffacilitators.co.uk/resources/facets.html. (Accessed on 18.02.18)
Carroll S (2014) MetaLearning: Growing Self-Directed Learners. https://www.oakland.edu/Assets/upload/docs/CETL/ConferencePresentationMaterials2014/StephenCarroll/Metalearning-Slides.pdf. (Accessed on 16.03.18)
Couros G (2018) Why schools should focus more on “Innovation” than “EdTech”. In The Principal of Change, https://georgecouros.ca/blog/archives/8082. (Accessed on 22.02.18)
Davis L (2011) Bloom’s Taxonomy Made Easy. https://www.learning-theories.com/blooms-taxonomy-bloom.html. Accessed on 16.03.18
McLeod, S A (2008, 2012) Bruner. In SimplyPsychology, https://www.simplypsychology.org/bruner.html. Accessed on 20.02.18
Moeller, V J (nd) Two models of Teaching and Learning. In Moeller Humanities Textbooks, http://www.collegeenglishbooks.com/two-models-of-teaching-learning.html. Accessed on 22.02.18
Mindtool content team (2018) Gibbs Reflective Cycle. In MindTools, https://www.mindtools.com/pages/article/reflective-cycle.htm. Accessed on 26.02.18
Petty G (2018) Active Learning. In Geoff Petty, http://geoffpetty.com/for-teachers/active-learning/. Accessed on 18.02.18
Robinson K (2015) Creativity Is In Everything, Especially Teaching. In MindShift, https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching. Accessed on 16.03.18
Smith, M. K. (1996; 1999, 2010) ‘Andragogy’, the encyclopaedia of informal education. In Infed, http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/. Accessed on 18.02.18
Smith, M K (2001, 2010). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. In Infed, http://infed.org/mobi/david-a-kolb-on-experiential-learning/. Accessed on 18.02.18
Smith, M K (2001, 2011) ‘Donald Schön: learning, reflection and change’, the encyclopedia of informal education. In Infed, www.infed.org/thinkers/et-schon.htm. Accessed on 26.02.18
Sze D (2015, 2017) Maslow: The 12 Characteristics of a Self-Actualized Person. In Huffpost, https://www.huffingtonpost.com/david-sze/maslow-the-12-characteris_b_7836836.html. Accessed on 18.02.18
Weimer M (2012) Deep Learning vs. Surface Learning: Getting Students to Understand the Difference. In Faculty Focus, https://www.facultyfocus.com/articles/teaching-professor-blog/deep-learning-vs-surface-learning-getting-students-to-understand-the-difference/. Accessed on 18.02.18
Image credits
All non-attributed images within this article have been taken from Google images ‘labeled for re-use with
modification’ and free to use under creative commons license.
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Acknowledgements
I dedicate this article to all my teachers and learners. They have been an invaluable resource for my continuing
development as a lifelong learner.
About Khorshed Bhote
As a Director at Khorshed Bhote Consulting Ltd, I am a highly experienced performance and transition coach,
facilitating individuals and organisations on their journey through personal or professional change. My focus
is on empowering current and aspiring leaders to develop qualities of effective leadership, especially within the
education sector. I understand the unique individuality of people and apply the best approach to facilitate skills
development and achievement of goals.
Tel: +44 (0)7754 587838
email: khorshed@bhote.org
https://twitter.com/khorshedbhote
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A note about AMED
AMED stands for the Association for Management Education
and Development, www.amed.org.uk. We are a long-
established membership organisation and educational charity
devoted to developing people and organisations.
Our purpose is to serve as a forum for people who want to share, learn and experiment, and find support,
encouragement, and innovative ways of communicating. Our conversations are open, constructive, and
facilitated.
Through AMED, we strive to benefit our members and the wider society. Exclusive Member benefits include
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discounted fees for participation in a range of face-to-face events, special interest groups, and our interactive
website. We aim to build on our three cornerstones of knowledge, innovation and networking in the digital
age. Wherever we can, AMED Members, Networkers and Guests seek to work with likeminded individuals and
organisations to generate synergy and critical mass for change. www.amed.org.uk, or contact Linda Williams,
our Membership Administrator, E: amedoffice@amed.org.uk, T: 0300 365 1247
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