STARTER ACTIVITY

Two questions:

What do you know about this

picture?

What would you like to know about this

picture?

•Now agree with your partner in giving the picture a title……and be ready to explain why you chose it

.

Training the

Trainers

Academic Year 2010-2011

•Sign – In and Introductions •Review Course Requirements.• present the objectives of the 1st

session.

AgendaMaster Trainer Program- Level 1 Science Session One

Objectives

By the end of the first session the participants will:

•Understand the course requirements for the program.

Master Trainer Program- Level 1 Science Session One

•Differentiate between Presentation, Training and Facilitation.

•Identify Facilitation Skills.

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Training Requirements

An Onion Task

Mercè Bernaus mbernaus@uab.es

An Onion Task (4 minutes)

• Draw a layered onion.• On one half of the onion list things that were

of great importance to you when you started to teach.

• Work from the centre to the outer layers of the onion in order of importance.

Mercè Bernaus mbernaus@uab.es

A task to think over (6 minutes)

• In pairs• Discuss if there are any differences between

TEACHING and FACILITATING. Write the conclusions.

• REPORT YOUR CONCLUSIONS TO THE WHOLE GROUP

Mercè Bernaus mbernaus@uab.es

Group work (5 minutes)

• Discuss with the colleagues in your group the purpose of the task and what you learned from it.

Mercè Bernaus mbernaus@uab.es

An Onion Task cont. (4 minutes)

• Do the same on the other half of the onion but now from your present perspective.

• Work from the centre to the outer layers of the onion in order of importance.

Presenting

Facilitating

Training

What is the different between these following words?

The root of "facilitate," of course, is "facile," or to make a process "easy." The best trainers seem to make learning easy, don't they?

Educe," the root of "educate," literally means "to bring out." That is what the best trainers do"

…but isn't it also what facilitators do?

good facilitation

"sage on the stage,"

"guide on the side."

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.

Who is a Facilitator?

What is a Facilitated Session?

A FACILITATED SESSION IS A HIGHLY STRUCTURED MEETING IN WHICH THE MEETING LEADER (THE FACILITATOR) GUIDES THE PARTICIPANTS THROUGH A SERIES OF PREDEFINED STEPS TO ARRIVE AT A RESULT THAT IS CREATED, UNDERSTOOD, AND ACCEPTED BY ALL PARTICIPANTS.

http://www.youtube.com/watch?v=VbEeHWahNmw

Is not necessarily a content expert.

Is an expert in many forms of group process (including inter-and-intra-group conflict resolution, strategic planning, team building, etc.)

Often helps the group to define and verbalize its own outcomes (e.g. to solve a specific problem or develop a new procedure.)When outcomes are externally prescribed, helps the group develop, implement and "own" action steps to achieve the outcomes.

Sees facilitation as a process to help achieve specific "bits" of broad organizational goals.

Great Facilitator

Is a content expert.

Is not necessarily expert in many forms of group process. Instead, continually develops new methods to help participants achieve specific learning outcomes.

Most often in corporate, organizational or higher education settings, the trainer does not help each learner group establish its own learning outcomes. (That's a whole other approach, called Popular Education.) However, the trainer may be involved in implementing and/or analyzing the results of training needs assessments. These should include input from representative (potential) participants as well as other stakeholders.

Often focuses on training's impact on actual, discrete job performance or tasks. Trainer may evaluate training's effectiveness long after the training event takes place.

Great Adult Educator (Trainer)

Elements the Two Roles Share

Both great facilitators and the best trainers...

•Help the group achieve specific outcomes through the use ofactive, participatory, participant-centered methods.

•regularly evaluate the process in real time, and can measure how well the participants achieved the stated outcomes at the end of the process.

•have made themselves familiar with the organizational culture and context in which they are working, and ensure the processes "fit" that culture.

•stimulate dialogue and interaction between participants, not just between themselves and the participants.