BkltSteve9e

U.S. Department of Justice

National Institute of Corrections

Facilitation Skills

for

Trainers

Facilitation Skills

for

Trainers

U.S. Department of Justice

National Institute of Corrections

Facilitation Skills

for

Trainers

Training Curriculum Package

This training program was prepared under

cooperative agreement 98A08GIG1 between ETR

Associates and the National Institute of

Corrections, U.S. Department of Justice.

Points of view or opinions stated in this document

are those of the authors and do not necessarily

represent the official position or policies of the

U.S. Department of Justice.

The National Institute of Corrections reserves the

right to reproduce, publish, translate, or otherwise

use, and to authorize others to publish and use all

or any part of the material contained in this

training curriculum.

Revised 02/01

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

Prepared By:

May 1999

Date:

Length:

Rationale For Seminar:

Course Outcomes:

Overview

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Susan Yeres & Barbara

Collins

16 hours

Facilitation of training groups requires knowledge of how people learn and of group process

strategies, as well as skill in leading group participants to achieve specific learning goals.

Participants will assess and plan for the level and type of facilitation needed by a

training group, utilize models of facilitation to conduct activities, practice and receive

feedback on key facilitation behaviors and create a Personal Development Plan.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

Appropriate Audience:

Special Instructions:

Equipment:

Instructional Materials:

"Facilitation Skills for Trainers ” is designed for a group of 18-24 experienced trainers who

want to develop their group participation and discussion skills.

Participants in this seminar work in groups of six during Day 1. The training room should

be set up with round or rectangular tables for each group of six. For Day 2, two rooms that

each accommodate half the group will be needed. Attached is a description of each

module in the seminar, in the recommended sequence. There is an estimated length of

time needed to conduct each module. If the number of participants in the seminar exceeds

24, each module may take slightly longer to conduct (or less if numbers of participants are

substantially under 24).

Overhead projector and screen

Extension cord

VCR/Monitor

Flip chart easels (4) and Flip chart pads (6)

Instaframe

Baton (pointer)

Pre-work packet (includes 4 handouts): Facilitation Skills Assessment, Self

Assessment survey, Observer Assessment, Observer Assessment survey

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

Overheads:

Participant Manuals

Signs:

• I Love Facilitation (8.5" x 11)

• Facilitation is Hard work

(8.5" x 11)

10 - 15" x 15" colored islands

24 bandanas

Mr. Holland’s Opus video

5 calculators

18 Cloth balls

1 pack of yellow dot stickers

Broken Squares (3 sets, 5 envelopes)

Disruptive Behavior card set

Handling Challenges card set

Alphabet card set

OH #1, Seminar Outcomes

OH #2, Agenda - Day 1

OH #3, Agenda - Day 2

OH #4, Completed Assessment Summary Sheet

OH #5, Critical Elements of Facilitation

OH #6, The Learning Cycle

OH #7, What? So What? Now What?

OH #8, Reflection

OH #9, Analysis

OH #10, Application

OH #11, Why Do We Need Ground Rules

OH #12, Areas for Ground Rules

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

Handouts:

General Materials:

OH #13, Options for Dealing with Disruptive Trainees

OH #14, Stages of Group Development

OH #15, Jigsaw

26 copies of presentation assignments 1-6

Course Completion Certificates

1 roll scotch tape

4 rolls masking tape

1 stapler

1 bx staples

1 pair scissors

1 bx each paper clips, large & small

1 bx binder clips

3 dz pens

2 dz pencils - sharpened

1 white out

30 highlighters

1 pk (4) overhead pens

36 markers (1 dz. Dark colors & 2 dz

assorted)

6 pads newsprint

blank stick-on name tags

6 blank transparencies

300 index cards

4 3x3 post-its

4 11/2x2 post-its

1 glue stick

1 3-hole punch

1 bx rubberbands

20 paper pads

2 rolls clear packing tape

100 sheets white copy paper

5 each ETR small & large envelopes

1 pkg push pins

1 x-acto blade

5 return labels - fed ex

class roster

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

FACILITATION SKILLS FOR TRAINERS:

Content Outline

(2-day option)

Module Summary & Rationale Length Day 1

Module 1:

Introduction and

Course Overview

The purpose of this module is to provide

participants with an overview of the 16-hour

seminar.

1 hour 40 min.

(includes 10

minute break)

8:00 a.m.-

9:40 a.m.

Module 2:

Critical Element #1:

How We Process

Learning

The purpose of this module is to review Kolb’s

Learning Cycle and help participants use it to

develop effective process questions.

1 hour 55 min.

(includes 2 - 10

minute breaks)

9:40 a.m. -

11:35 a.m.

Module 3:

Critical Element #2:

Predicting &

Accommodating

Learner Behavior

The purpose of this module is to help participants

learn to predict possible learner behaviors and

accommodate them appropriately.

40 min. 11:35 a.m. -

12:15 p.m.

LUNCH

1 hour 12:15 p.m. -

1:15 p.m.

Module 4:

Critical Element #3:

Setting the Climate

The purpose of this module is to identify steps

and activities trainers can use to set a climate for

learning.

30 min. 1:15 p.m. -

1:45 p.m.

Module 5:

Critical Element #4:

Utilizing Facilitation

Strategies for Learning

The purpose of this module is to demonstrate

and/or discuss a variety of learning activities

trainers can use to enhance learning.

50 min. 1:45 p.m. -

2:40 p.m.

Module 6:

Dealing with Conflicts

in Groups: Part 1

The purpose of this module is to have participants

apply a five-option model for responding to

disruptive behaviors.

1 hour 5 min.

(includes 10

minute break)

2:40 p.m. -

3:45 p.m.

Module 7:

Dealing with Conflicts

in Groups: Part 2 & 3

The purpose of this module is to practice

facilitation of planned or unplanned conflict in

training groups.

1 hour 15 min. 3:45 p.m. -

5 p.m.

Day 2

Module 8:

Presentations

The purpose of this module is to have participants

practice facilitation participatory activities using

skills covered on Day 1.

8 hours 8 a.m. -

5 p.m.

total hours 16

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

Content Outline (2.5 day option)

Module Summary & Rationale Length Day 1

Module 1:

Introduction and

Course Overview

The purpose of this module is to provide

participants with an overview of the 20-hour

seminar.

2 hours

(includes 10

minute break)

8:00 a.m.-

10:00 a.m.

Module 2:

Critical Element #1:

How We Process

Learning

The purpose of this module is to review Kolb’s

Learning Cycle and help participants use it to

develop effective process questions.

2 hours

(includes 2 - 10

minute breaks)

10:00 a.m. -

12:00 p.m.

LUNCH

1 hour 12:00 p.m. -

1:00 p.m.

Module 3:

Critical Element #2:

Predicting &

Accommodating

Learner Behavior

The purpose of this module is to help participants

learn to predict possible learner behaviors and

accommodate them appropriately.

1 hour 1:00 p.m. -

2:00 p.m.

Module 4:

Critical Element #3:

Setting the Climate

The purpose of this module is to identify steps

and activities trainers can use to set a climate for

learning.

1 hour 30 min. 2:00 p.m. -

3:30 p.m.

Module 5:

Critical Element #4:

Utilizing Facilitation

Strategies for Learning

The purpose of this module is to demonstrate

and/or discuss a variety of learning activities

trainers can use to enhance learning.

1 hour 15 min. 3:30 p.m. -

4:45 p.m.

Day 2

Module 6:

Dealing with Conflicts

in Groups: Part 1

The purpose of this module is to have participants

apply a five-option model for responding to

disruptive behaviors.

1 hour45 min.

(includes 10

minute break)

8:15 a.m. -

10:00 a.m.

Module 7:

Dealing with Conflicts

in Groups: Part 2 & 3

The purpose of this module is to practice

facilitation of planned or unplanned conflict in

training groups.

1 hour 15 min. 10:00 a.m. -

12:00 p.m.

LUNCH

1 hour 12:00 p.m. -

1:00 p.m.

Module 8:

Presentations

The purpose of this module is to have participants

practice facilitation participatory activities using

skills covered on Day 1.

4 hours 1:00 p.m. -

5 p.m.

Day 3

Module 8: continued

Presentations

The purpose of this module is to have participants

practice facilitation participatory activities using

skills covered on Day 1.

4 hours 8:00 a.m. -

12:00 p.m.

total hours 20

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

ANTICIPATORY SET

In the fall of 1992, the National Institute of Corrections Academy initiated an effort to revise

current training curricula and to develop new programs according to guidelines set forth

in the Instructional Theory Into Practice (ITIP) model. Key points of the model include: a

focus on the learner, instruction directed to higher level objectives; applied learning; a

lesson plan format which links outcomes and performance objectives to training activities

and to evaluation of learning; and the ultimate importance of instructional design and

delivery decisions made by trainers.

In the ITIP model, an "anticipatory set" begins the lesson plan. In this section of an

instructional sequence, the instructor establishes readiness for learning in the learner and

begins efforts to ensure transfer of newly acquired information, skills, values, or attitudes

to job performance. Effective anticipatory set, ones which serve the purpose of bringing the

learner to the learning task, are characterized by instructor actions and training activities

which focus the participants attention specifically on what is supposed to be learned and

detach him/her from environmental or personal distractions. The key conceptual focus of

the lesson plan or module is introduced and performance objective participants will be

expected to meet explicitly shared. Reference is made to previously known information and

to previous modules of instruction in order to "locate" learning and to provide a frame of

reference in which new learning content can be placed. This association of new information

with previously learned content, skill and values, as well as with the participants life

experience or current job performance needs, provides a reason or rationale for the

participant to engage in the instructional process, and a meaningful context for training

activities, including what the trainer will do and what the participant will do, also helps to

ensure that from the first moment, the participant is involved in structuring the learning to

be done and in devising means to apply it.

Trainers should, at this stage of the lesson, strive to eliminate actions or information which

does not pertain directly to critical attributes of the learning task. Examples, illustrations,

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

models, and learning materials which are interesting, but unrelated, should be avoided.

Discussions which may lead participants' minds to wander or lecture which forces them to

assume passive learner roles should be discarded. Every attempt should be made to

ensure that participants go forward into the lesson without misunderstandings or

misperceptions, positively and accurately "anticipating" what is to come.

Excerpted from: "Instructional Theory Into Practice: Essential Elements of Instruction-Part One" by Lois Hay

in The Journal of Correctional Training

INSTRUCTIONAL INPUT

A training session developed according to the ITIP model will have a lesson plan based on

learning outcomes and performance objectives derived from a needs assessment process.

Such a lesson plan would begin with an anticipatory set which prepares the participant for

learning by connecting prior knowledge and experience with the new learning. The next

element of the lesson plan, known as the "instructional input" will be structured according

to decisions the trainer makes on a number of key questions.

First, What is the "context of the learner"? Who are the participants? What are their group

and individual learning characteristics, preferences, and needs? Answering these questions

creates a "learner-centered" lesson which is responsive to participants and which places

balanced responsibility for learning on the trainer and the learners. The research related

to how people learn reminds us that participant groups will be made up of individuals who

take in and process information very differently, who learn best under distinctly different

conditions. Trainers can use their insight about learning style differences and preferences

to build into the lesson plan activities which allow learners of all types to take in and

process the content being presented.

Secondly, What is the "context, or nature of the learning task"? Are the required learning

outcomes related to information acquisition or awareness, to skill mastery, to application

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

of processes in given situations or to incorporation into personal behavior of specified

values and attitudes? What on-the-job performance levels will learners be expected to

attain? Different types of learning tasks require different levels of cognitive processes and

different training strategies and activities. If knowledge and basic understanding of

information are all that is required, print materials or visual media, lecture and discussion

or demonstration can be used. If skill acquisition is the goal, learning experiences must be

extended beyond information sharing to include practice opportunities with corrective or

reinforcing feedback from the instructor. If job requirements call for using information/skill

in new or varied circumstances, for modifying practices to adapt to changes in the work

environment, for decision-making or for creativity, performance objectives for training must

be raised to that cognitive level and instructional activities need to simulate those levels of

functioning.

Problem-solving should be taught through solving real work place problems. Decisions

should be formulated and action recommended within realistic simulations and role-plays.

The mode of instructional input should model the kind of thinking and learning to be done.

Also, of all the available information related to any type of learning, What will be selected

for instruction? What are the critical attributes of the learning and what materials, examples,

and questions will focus participants on those points? What analogies, metaphors, or

pictures will illustrate essential concepts, skills, or desired behaviors? What contrasts or

comparisons will help participants to differentiate from or associate this information with

other knowledge they possess? All the trainer decisions in this area result from accurate

assessment of what must be learned and how the learning must be applied.

Finally, How will the trainer know if the desired learning is taking place as training

progresses? What checks for understanding will occur? What modifications or

adjustments in instructional strategy will be made to enhance or redirect learning?

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

Although the traditional mode of input is lecture or written material, the answers to the

above questions may demand that the trainer look for ways to supplement these methods

or replace them with strategies more appropriate for high level performance outcomes.

Although input follows anticipatory set in the lesson plan and the lesson delivery, the

determination of content should come first in the trainer's planning process. It is almost

impossible to design an effective anticipatory set without a clear understanding of the input

necessary to reach the established performance objectives.

Excerpted from: "Instructional Theory Into Practice: Essential Elements of Instruction-Part Two" by Lois Hay

in The Journal of Correctional Training.

GUIDED PRACTICE

Lessons begin with an anticipatory set which prepare participants to learn. This is followed

by instructional input strategies which are interactive, participant centered, and formatted

to cause participants to deal with training content at higher levels of thinking. Inclusion of

these first two elements in lesson design will, however, not have the desired positive impact

without opportunity for participants to practice under the guidance of an instructor. It is

through such “guided practice” that information, concepts, skills and new behaviors are

incorporated into the ongoing job performance of employees. Research on learning and

instruction tells us that without practice and feedback on the effectiveness of performance,

only two to five percent of participants will ever attempt new skills or behaviors upon

returning to daily responsibilities in an agency.

We also know that trainers report that practice and application of training content is often

missing in agency curricula. Extremely limited hours of training, vast amount of information

to be "covered" and large classes are cited as reasons why practice opportunities are so

limited or nonexistent. Lecture, varied by question and answer sequences and a few

discussions, continues to dominate the time devoted to training. The ITIP model proposes

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

that unless practice opportunity is provided in each lesson, unless participants have some

chance to be guided through application of information and concepts, job performance will

not change and instructional time spent in lecture will largely be wasted.

To avoid such wasted and to take advantage of the potential of practice to improve

participant job performance, training design should ensure that:

• opportunities to apply training content, to practice actions, behaviors and skills needed

on the job are appropriately placed in instructional sequences,

• all practice focuses on the desired learning or set of learnings, that initial practice

situations closely simulate job condition or contexts for performance, participants have

sufficient, varied, and correct models and examples to follow,

• trial efforts by participants are monitored by the instructor and that they receive

immediate, specific, reinforcing, or corrective feedback on the accuracy of their

performance, several opportunities are provided to practice each key learning exercise

so that improvement and refinement in performance can occur, practice should go

beyond simple replication of prescribed actions or behaviors and, where appropriate,

include experimentation with alternatives, a chance to reflect on one's performance and

to dialogue with others involved in the same learning experience, and the concept of

"practice" be continued and extended beyond the classroom to the job site, with

supervisors replacing instructors in the role of performance monitor and coach.

Training which incorporates these principles regarding practice is most commonly found

in skill training which translates agency policy into operational procedures. Across the

country new law enforcement and correctional officers receive classroom instruction with

demonstration and with an incumbent officer and on-the-job training allow the new officer

to observe and perform tasks in a safe and effective manner before he or she functions

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

independently. The same model can be used in other areas of training which have been

considered "soft skills" or "conceptual" in nature. Programs regarding leadership, diversity,

quality management, etc. can become more effective and have more impact in the work

place if participants have the opportunity to observe how it looks when performance meets

the standards; to actually try out actions and behaviors and to learn to evaluate and select

from available options as situations change. In order to incorporate more opportunities for

practice, trainers may need to consider:

How can background information and content be shared so as to free up classroom

time for practice, feedback, and application?

Are needs assessments and task analysis procedures in place to identify key job

competencies time for practice and feedback and application?

What steps will be necessary to extend practice beyond the classroom into job

performance?

Excerpted from: "Instructional Theory Into Practice: Essential Elements of Instruction-Part Three" by Lois Hay

in The Journal of Correctional Training.

INDEPENDENT PRACTICE

The ITIP lessons plan format uses an anticipatory set to prepare participants to learn,

instructional input strategies appropriate to adult learners to convey content and guided

practice which gives learners opportunities to receive corrective or reinforcing feedback on

initial trials of new skills and behaviors. The next component of the ITIP model,

“independent practice”, may or may not take place in the classroom setting.

Independent Practice is practice which usually occurs without the direct supervision and

assistance of the instructor, although he or she may structure the assignment or individual

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

learning experience within which the practice takes place. Independent practice can make

use of learned material more automatic through repetition, can extend the amount of

information learned beyond what is generally provided to everyone in the classroom, can

expand the learners perception of how information can be applied in varied situations and

can cause new information to become an integrated part of an already existing system of

participant knowledge, abilities, and interests. Independent practice personalizes the

learning so that each participant can use it appropriately.

Adult training in a classroom environment rarely includes such independent practice, either

due to time constraints or to the difficulty of meeting many diverse learner needs, or

perhaps due to inability to simulate all the many contexts within which the learning can be

applied. Neither is it usual that homework assignments structure such learning

opportunities nor that intermediate learning environments exist between the training

classroom and the workplace. A fact of adult training/learning is that most significant

practice opportunities arise in the course of job performance which is required to meet

standards, which is appraised against those standards, and where the stakes are high.

In spite of difficulties, trainers can structure several types of independent practice into

classroom instruction and build bridges between the training environment and the

workplace. In the classroom, such independent activity and opportunity to relate to the

learning to the participants personal experience in the workplace can come through verbal

processing or training activities, through discussion and reflection on applications of

information to their work situation, and through action planning for transfer of classroom

learning to job performance.

Upon return to the job, participants can be supported to practice new skills and behaviors

if they have explicit ways to stay connected to the instructor/trainer, if a mentor or coach

is available to assist, and if periodic checks by supervisors are made to determine if skills

and behaviors are in place and improving.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

Since the individual practice techniques in the classroom are likely to be characterized by

mental activity not observable behavior or actions, it is important that the techniques be

specifically structured to direct participant thinking to real world situations they face and that

the thinking be done in sufficient detail to indicate the participant will know what to do and

how to do it on his or her own. Note taking guides which outline key points of information

and end with critical questions on how to apply it can insert individual practice even in the

middle of instructional input. Discussion guides used in small groups which direct

participants to share how they will use training experiences in their work provide

personalization of information. Assigning participants to analyze training content for

components which will be easy to implement and others which will be difficult and to

determine how those difficulties can be overcome compels thoughtful application, and

written action implementation plans to be used upon return to work and are helpful in

integrating new information into existing knowledge and expertise.

In more ideal situations, class sessions can be interspersed with periods of time in which

individual participants complete a variety of assignments related to information received in

class and ranging from readings, to written exercises, to job experiences. These

assignments are evaluated and successive classroom training builds on achievements and

addresses problem areas. The assignments may build toward and culminate in, a project

which demonstrates overall learning in the training program. Mentors can be used to

monitor application of training on the job.

Given the importance of individual practice in transfer of training to job performance, these

questions should be asked when designing lesson plans or training programs.

How may the time available for training be allocated to allow for individual practice?

What are the most crucial elements of the training content to be practiced? What

combination of training techniques will provide every individual participant the

opportunity to personalize the training content?

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

If time does not allow for individual practice in the module, can instruction in the

classroom be interspersed with practice assignments what are the basis for future

lessons, or can practice occur in mentored situations on the job?

Excerpted from: "Instructional Theory Into Practice: Essential Elements of Instruction-Part Four" by Lois Hay

in The Journal of Correctional Training.

CLOSURE AND EVALUATION

The terms "closure" and "evaluation" refer to any point in an instructional sequence where

it is appropriate or necessary to summarize, emphasize, personalize, or access participant

learning. In the ITIP lesson plan format, a section which concludes the lesson is also

referred to in this manner. It formally serves those functions described above as well as

being a final opportunity, within a time frame, for the trainer to mediate the content and the

learning process. Evaluation, in this context, refers to assessments of the knowledge or

skill level of the participants, as well as the assessment of the training itself by participants.

Effective evaluations serve as needs assessments for future training.

In designing the evaluation and closure portion of the lesson, these instructional

considerations become important. Active participant involvement in this section of a lesson

continues to be essential to achieve desired impact.

Techniques which cause participants to summarize key points of information, review

processes by which they learned, reflect on "real world" applications of the new learning

and come to a perception of the degree to which they have learned are essential here.

Trainer responsibilities and functions include:

• clarification of any questions, misperceptions, miscommunication

• reiteration of key points not surfaced by participants

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Overview

• encouragement to personalize the learning

• making connections between this lesson, previous learning and activities

and experience yet to come

• explicitly comparing performance objectives for the training session with

perceived learning accomplishments (both the trainer's and the participants'

perception)

• assigning of independent practice as necessary or desirable

Excerpted from: “Instructional Theory Into Practice: Essential Elements of Instruction-Part Five" by Lois

Hay in The Journal of Correctional Training

Facilitation Skills Assessment

How to Complete Your Self Assessment

Think about the training you have conducted over the last six months. Consider

how you demonstrated/practiced each of the items listed on the evaluation sheet.

For example, if you consistently exhibited the behavior each time you trained

rating yourself in the always or mostly range.

Please be candid, this is an opportunity to target areas for learning and

improvement. Since you will be comparing your ratings to those given by

observers, your own rating should reflect what you think, not what you imagine or

would guess observers would say about you.

How to Distribute and Collect Your Observer Assessment Forms

Please give three of the Observer Assessment forms to participants who

attended a training session you conducted within the last 2 months (as recent

as possible). Be sure to fill in your name and a due date on each form. One

method we suggest is to hand the forms out to all participants and select a

random group of three. Another strategy is to give them to one participant who

appeared attentive, one who appeared less interested and one whom you could

not “read”.

Also give one Observer Assessment form to a co-trainer, a person with

whom you have taught during the last six months. If you have not co-trained,

give the form to another trainer who has observed you during that period.

Remind each person of the deadline you have written on the form. Ensure that

the forms can be returned to you anonymously in an unmarked sealed envelope

by the deadline and bring all of them with you to the opening session.

Self Assessment

Circle the one number that best represents how often you believe you use these behaviors as a trainer.

(within the last 6 months)

Facilitation Behaviors

Never Seldom Sometimes Mostly Always

a. Keeps the discussion on topic while allowing for meaningful input 1 2 3 4 5

b. Clearly explains how activities relate to the content 1 2 3 4 5

c. Effectively handles conflicts between trainer and participants 1 2 3 4 5

d. Effectively handles conflicts between participants 1 2 3 4 5

e. Facilitates the connection between content and participants’ personal experience 1 2 3 4 5

f. Uses non-verbal behaviors/communication to facilitate discussion 1 2 3 4 5

(e.g. gestures, facial expressions)

g. Clarifies and paraphrases participant responses and input 1 2 3 4 5

h. Manages the participant group without using sarcasm, put downs or manipulation 1 2 3 4 5

i. Uses non-judgmental open-ended questions 1 2 3 4 5

j. Encourages creativity and broader thought in discussions 1 2 3 4 5

k. Balances individual needs with group needs 1 2 3 4 5

l. Able to engage and motivate all types of learners 1 2 3 4 5

Observer Assessment

How to Complete Your Form

Thank you for agreeing to complete this observation form. I am attending a

Facilitation Skills training program in which I will set personal goals for my own

development. As part of that process, I am asking you and three other individuals

for candid feedback about my behavior as your trainer. I will not attempt to identify

the source of any feedback. The information will be used by me to determine

specific areas in which I need to develop, improve or enhance my skills in order to

be a more effective “facilitator” of learning.

Please circle a rating for each item based on your experience of me as trainer in our

most recent session.

I appreciate the time you will be taking to complete the form and I am grateful for

whatever information you can provide me in my efforts to learn.

Place your completed form in the envelope provided, seal the envelope and

return it to by .

Observer Assessment

Circle the one number that best represents how often you have seen __________________ use these behaviors as your trainer

(in your most recent training session with this trainer).

Facilitation Behaviors

Never Seldom Sometimes Mostly Always

a. Keeps the discussion on topic while allowing for meaningful input 1 2 3 4 5

b. Clearly explains how activities relate to the content 1 2 3 4 5

c. Effectively handles conflicts between trainer and participants 1 2 3 4 5

d. Effectively handles conflicts between participants 1 2 3 4 5

e. Facilitates the connection between content and participants’ personal experience 1 2 3 4 5

f. Uses non-verbal behaviors/communication to facilitate discussion 1 2 3 4 5

(e.g. gestures, facial expressions)

g. Clarifies and paraphrases participant responses and input 1 2 3 4 5

h. Manages the participant group without using sarcasm, put downs or manipulation 1 2 3 4 5

i. Uses non-judgmental open-ended questions 1 2 3 4 5

j. Encourages creativity and broader thought in discussions 1 2 3 4 5

k. Balances individual needs with group needs 1 2 3 4 5

l. Able to engage and motivate all types of learners 1 2 3 4 5

Time Required:

Summary and Rationale:

Performance Objectives:

Equipment:

Module 1

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Module: INTRODUCTION AND COURSE OVERVIEW

1 Hour 40 Minutes (includes 10 minute break)

The purpose of this module is to provide participants with an overview of the 16-hour

seminar.

Participants will:

1. get to know other members of the group.

2. get a preview of the seminar.

• Easel Stand with Flip Chart Pad

• Overhead Projector and Projector Screen

• VCR/Monitor

Materials:

Overheads:

Participant Manual:

• Participant Manual

• Class Roster

• Name tags

• Mr. Holland’s Opus Video

OH #1, Seminar Outcome

OH #2, Agenda Day 1

OH #3, Agenda Day 2

OH #4, Completed Assessment Summary Sheet

1-1 Performance Objectives

1-2, 1-3 Assessment Summary Sheet

1-4 Assessment Summary Completed Example

1-5 Expectations form

1-6 Program Outcomes

1-7 Agenda - Day 1

1-8 Agenda - Day 2

1-9 Assessment Analysis

1-10 Goals

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Introduction & Course Overview

1-1

INTRODUCTION

Approx. 5 Minutes

ANTICIPATORY SET

Approx. 25 Minutes

1. INTRODUCTION & COURSE OVERVIEW

CONTENT

REFERENCE

As participants arrive have each

participant: sign in, make a name tag,

give them a participant manual. Instruct

them to complete the Assessment

Summary Sheet on page 1-2 of their

manual using the results of their observer

feedback and self assessment ratings. If

a participant arrives without any materials

direct them to complete a Self

Assessment form in reference section of

their manual.

Participant Manual p. 1-2

Note: Have a few calculators handy to

speed up this process. Point out that

there is a sample of a completed

Assessment Summary Sheet p. 1-2 of

their manual.

Introduce trainers briefly (trainer

background and experience). ETR

contract with NIC Academy.

Explain NIC Academy - Sponsorship of

the program, review Regionalization

process.

I am going to show a piece of

the film, “Mr. Holland’s Opus.”

For those who haven’t seen

the movie, it is about a music teacher

whose life dream is to be a composer.

In this segment, we see him on his first

day of teaching. Just watch and we’ll

refer to this film clip over the course

of the seminar.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Introduction & Course Overview

1-2

Show 3 minute segment of Mr. Holland’s

Opus (1st day of class).

Ask: Has anyone had a training

experience like this?

VCR and monitor

Mr. Holland’s Opus video

Get 1-2 stories

Review Module 1 Objectives.

get to know other members of the

group

get a preview of seminar

Participant Manual p. 1-1

“Name Game with Instruments”

Tell the group that the activity they’ll

participate in is one that will help them get

to know one another’s names.

Instruct the group to stand and form a

circle in a large open area of the room.

Each person in the circle will be telling

us the name they would like to be

called during this workshop. After

telling us your name, I would like you

to make a non-verbal representation of

playing a musical instrument that you

like or play. I will do it myself first so

that you can have an example.

Trainer demonstrates by giving his/her

name and pantomiming playing a favorite

instrument (e.g. a keyboard, a trombone,

and drums).

We will begin with my name and

demonstration and go around the

circle. At each person’s turn the whole

group will repeat the names and

demonstrate the instrument of each

person that has gone before. You can

repeat an instrument that someone

else chose. We will continue around

the circle until we come back to me,

the person who started. You can help

each other remember; our purpose is

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Introduction & Course Overview

1-3

INSTRUCTIONAL INPUT

Approx. 30 Minutes

to learn each other’s names and create

an orchestra.

When the circle is completed have the

group give themselves a round of

applause and ask them to remember their

instrument because they will be played

again later.

Expectations and Agenda

Instruct participants to take three

minutes to individually complete page 1-

4 of their manuals titled Expectations.

Let them know you will be asking them

to share their responses. Go around the

room (round robin) and have each

person read their sentence completions.

Check for accuracy as you record on

newsprint.

Participant Manual, p. 1-4

Note: One trainer should record while one

facilitates the reporting. If an expectation is

repeated put a check mark next to the

previously recorded statement.

Ask if there are additional expectations

that are not represented on the list and

record them. Post the expectations list

on a wall that the group can view.

Display overhead transparencies:

Seminar Outcomes (OH #1 & Manual

page 1-5) and Course Agenda (OH #2 &

#3 & Manual pages 1-6 and 1-7). Review

the seminar outcomes and agenda,

explaining how it fits or does not fit with

participant expectations. Explain that we

will be providing time for reflection through

the next two days, because this time (to

think or write) helps “set” new learning so

it is more likely to be retained.

Participant Manual p. 1-5, 1-6 and 1-7

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Introduction & Course Overview

1-4

This seminar is based on the

understanding that facilitation in a

training session is the process of

helping participants learn as effectively

as possible. We established

prerequisites for this course and expect

that you each have already learned

basic platform skills and adult learning

principles. If that is not the case for

any of you, we will be available to

provide coaching and invite the other

participants to assist.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Introduction & Course Overview

1-5

Make “housekeeping” announcements. Complete any housekeeping items here –

location of the bathrooms, telephones,

breaks spaces, lunch options, tours,

people staying on site. Remind folks to

keep their beepers on vibrate and to turn

off their cell phones.

Ground Rules

Now that we’ve had a chance to get to

know a little about each other and

before we move into the “work” of our

workshop, let’s spend time creating our

own ground rules for the next two days.

Revisit the expectations and check for any

additions after learning the agenda. Ask

the group to look at their expectations, the

trainer’s expectations (outcomes) and to

identify the behaviors they would like to

see from each other and from the trainers

that would “facilitate” learning. (Give them

an example: Listen while others speak).

List their ground rules on newsprint.

Note: Ground Rules (general and

specific) to look for are:

Personal Needs: Periodic breaks, take

care of ourselves (personal comfort),

begin and end on time.

Environment: no smoking.

Self: be receptive to feedback, be willing

to risk/put ourselves out there, roles,

responsibility, commitment.

Interaction: Everyone participate and

help one another participate, support

and encourage one another, one person

speak at a time, how to indicate you

have a comment, be honest in giving

feedback so people can learn (specific

examples, suggestions, alternatives),

communication.

Ideas: Basic respect for different beliefs,

perceptions, points of view, decisions,

problem-solving.

Ask the group if they can agree to “live

by” and share responsibility for

maintaining the ground rules during the

two days. Gain verbal consensus.

Break 10 minutes

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Introduction & Course Overview

1-6

GUIDED PRACTICE

Approx. 30 Minutes

Self Evaluation of Skills and Goal

Setting

Give participants a few minutes to

complete their Assessment Summary (p.

1-2)

Have participants turn to their now

completed Assessment Summary Sheet

(Participant Manual page 1-2) and

remove it from their manuals. Have them

turn to page 1-8, Assessment Analysis.

Participant Manual p. 1-2

Participant Manual p. 1-2 & 1-8

You are now going to examine the

feedback you received from observers

and your self assessment in order to

set individual goals for this training

session.

Instruct the group to take a minute

and study their scoring sheet before

answering the questions. Remind

the participants that trying to

identify the source of feedback will

not be helpful in this process. We

will be asking the group to thank

everyone who gave them feedback

when they return and let the

observers know they appreciated

getting their input.

Read the first question on the

Assessment Analysis sheet to the

group and show overhead

transparency #4 of a completed

Assessment Summary Sheet,

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Introduction & Course Overview

1-7

giving an example of similar/same

ratings.

Note: Use items that are scored

as examples for the Assessment

Analysis questions.

Give them 10 minutes to

complete the five items.

Note: Trainer should circulate to

help participants.

Choose a partner and take 10

minutes to discuss your

reactions to the summary.

Decide which one or two

behaviors you would like to

focus on during the next two

days.

Check in with pairs to ensure that

behaviors are being selected. At the

end of the ten minutes ask for their

attention.

Take 10 minutes to write on the

page titled Goals (page 1-9).

Participant Manual p. 1-9

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Introduction & Course Overview

1-8

CLOSURE

Approx. 5 Minutes

Allow time for reflection and writing.

We will be coming back to these

Goals during the workshop. Our

instruction and activities are

directed toward the behaviors

you assessed and for which you

received feedback. As our

agenda indicates we will answer

the question: What is facilitation

and what are the critical

elements?

Module 1

Introduction and Course Overview

Training Supplements:

• Overhead Transparencies

OH#1 Course Outcomes

OH#2 Agenda - Day 1

OH#3 Agenda - Day 2

OH#4 Completed Assessment Summary Sheet

• Participant Manual

1-1 Performance Objectives

1-2 Assessment Summary Sheet

1-3 Assessment Summary Completed Example

1-4 Expectations form

1-5 Program Outcomes

1-6 Agenda - Day 1

1-7 Agenda - Day 2

1-8 Assessment Analysis

1-9 Goals

Participants will:

• Plan for the level type of facilitation

needed by a training group

• Utilize models of facilitation to

conduct activities

• Practice and receive feedback on

key facilitation behaviors

• Create a Personal Development Plan

Module 1 OH1

Agenda – Day 1

• Introduction & Expectations

• Self-Evaluation & Goal Setting

• Critical Elements of Facilitation

Module 2 OH2

Agenda – Day 2

• Facilitation Skills Practice

Communication Skills

Group Process & Development

• Personal Development Planning

Module 2 OH3

Assessment Summary Sheet

Module 1 OH4

Participant Manual

1-1

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

Module 1 - Introductions and Course Overview

Given the material in this seminar, participants will:

• get to know other members of the group.

• get a preview of the seminar.

Group Facilitation Skills for Trainers

1-2

Date: ______________________

Assessment Summary Sheet

Instructions:

1. Copy the circled responses from each of the assessment completed for you into the

appropriate column below. For example:

Item Self

a. 4

b. 3

2. Average the Observer Assessment ratings for each item by adding across and dividing the

total by the number of forms you have entered.

3. If desired, total the last two columns to compare overall ratings.

Item Observer

Observer

Average of

Observers

Self

TOTALS:

Group Facilitation Skills for Trainers

1-3

Interpreting overall ratings:

If Total from other side is:

12-25 Confidence and/or skills are low (i.e., new facilitator).

Observation of experienced facilitators, practice in low-risk situations and

feedback by trained observers can help improve your skills.

26-40 Average skill range. Further practice and feedback will improve skill and

confidence.

41-60 High confidence and/or skill. Continued experience will further enhance your

skills and increase the range of situations in which you are comfortable

facilitating.

Group Facilitation Skills for Trainers

1-4

Assessment Summary Sheet (filled out sample - hard copy master

Group Facilitation Skills for Trainers

1-5

Expectations

As a facilitator, I am . . .

____ Very experienced and very confident

____ Experienced and somewhat confident

____ Somewhat experienced, but not very confident

____ Inexperienced, not confident

____ Other ______________________________________________

___________________________________________________

At the end of this training, I expect . . .

Group Facilitation Skills for Trainers

Participant Manual

1-6

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

SEMINAR OUTCOMES

During this seminar, participants will:

• assess and plan for the level and type of facilitation needed

by a training group.

• utilize models of facilitation to conduct activities.

• practice and receive feedback on key facilitation behaviors.

• create a Personal Development Plan.

Group Facilitation Skills for Trainers

Participant Manual

1-7

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

AGENDA

Day 1:

8 a.m.-12 p.m. Introduction

Self-Evaluation of Skills and Goal Setting

Critical Elements of Facilitation

12 p.m.-1 p.m. Lunch

1 p.m.-5 p.m. Critical Elements of Facilitation cont’d

Wrap-up

Group Facilitation Skills for Trainers

Participant Manual

1-8

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

AGENDA

Day 2:

8 a.m.-12 p.m. Warm up

Instructions for Preparation

Presentation Preparation

Presentations - Communication Skills

Trio 1

Trio 2

Trio 3

12 p.m.-1 p.m. Lunch

1 p.m.-5 p.m. Group Process

Trio 4

Trio 5

Trio 6

Personal Development Planning

Wrap up

Group Facilitation Skills for Trainers

Participant Manual

1-9

Assessment Analysis

Your Assessment Summary Sheet should be completed before answering the following questions.

As you review your own ratings with those given to you by observers, consider the information as

a source for goal setting during the Facilitation Skills workshop and for planning in the future.

1. List the items for which your own rating and the average of how observers

rated you had the same or similar value:

2. List the items for which you rated yourself higher than the average of how

the observers rated you:

3. List the items for which you rated yourself lower than the average of how

observers rated you:

4. List the items for which there is the greatest discrepancy between the

“observer” ratings:

5. List the items for which there is the greatest discrepancy between your own

rating and any individual or combination of “observer” ratings:

Group Facilitation Skills for Trainers

Participant Manual

1-10

Goals

Describe your thoughts and feelings as you completed your Summary Sheet and

reviewed it with your partner.

What insights did you get about your facilitation skills?

What implications does this have for your facilitation practices?

What are specific behaviors you want to focus on during the next two days.

Other comments.

Time Required:

Summary and Rationale:

Performance Objectives:

Equipment:

Module 2

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Module: CRITICAL ELEMENT #1- How We Process Learning

1 Hour 55 Minutes (including two 10-minute breaks)

The purpose of this module is to review Kolb’s Learning Cycle and help participants use

it to develop effective process questions.

Participants will:

1. review a four-step Learning Cycle and practice developing processing questions

that assist the Learner.

• Easel Stand with Flip Chart Pad

• Overhead Projector and Projector Screen

Materials:

Overheads:

Participant Manual:

• Participant Manual

OH #5, The Critical Elements of Facilitation

OH #6, The Learning Cycle

OH #7, What?, So What?, Now What?

OH #8, Reflection

OH #9, Analysis

OH #10, Application

2-1 Performance Objectives

2-2 Facilitator as Conductor

2-3 Facilitator as Conductor: Reflection Guide

2-4 Critical Elements of Facilitation

2-5 The Learning Cycle

2-6 The Learning Cycle Worksheet

2-7 Question Starters

2-8 Orchestra Name Game

2-9 Guidelines for Using Process Questions in Your Training Design

2-10 How We Process Learning: Reflection Guide

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #1

2-1

ANTICIPATORY SET

Approx. 20 Minutes

2. CRITICAL ELEMENT #1- How We Process

Learning

CONTENTS REFERENCE

Orchestra Activity

Have the group stand and move away

from their tables.

Recall your musical

instrument from the earlier

name activity. Now lets

play our instruments out

loud all at once on the count of three.

After a short time ask everyone to stop.

Note: Move through this orchestra

activity quickly, having fun with it.

Note: It will sound strange and likely

awful.

We are going to do it again this time

with a single song in mind. (This time

play music or give them a commonly

known song to play - e.g. “It’s a Small

World”)

Note: It will sound a little better.

How could we make it sound better?

People could arrange themselves in like

type instrument sections--like a real

orchestra in strings , percussion, brass,

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-2

etc. The trainer should conduct from up

front with a baton-like prop, playing the

same music or asking them to play the

same commonly known song. Do a little

instructing to get it to sound better.

After playing for a minute, have the group

give itself applause and return to their

seats.

How is conducting an orchestra like

facilitating learning in a group?

Responses may include: each

instrument/player is unique and provides

an important contribution to the total

sound like each learner contributes to the

total learning experience; the conductor

provides the pace, direction and manages

the process as does the facilitator; the

conductor only brings out the sound-

doesn’t make it, facilitator brings out the

learning - doesn’t do it themselves; the

music is only as good as the whole - the

learning is only as good as the whole;

each player inspires the other players,

each learner stimulates learning in others,

different players have different skills - as

learners have different skills, people have

more confidence as a group. Reference

adult learning principles, personal

anecdote about “entertaining” rather than

facilitating.

Draw all responses together by

referencing The Facilitator as

Conductor (page 2-2 of manual) and

reviewing the information with the group.

Participant Manual p.2-2

Using the information on this page and

our group discussion, pair up with

another participant, discuss and take

notes on the questions on page 2-3,

The Facilitator as Conductor:

Reflection Guide.

Participant Manual p. 2-3

After the 10 minutes of paired discussion,

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-3

tell them: As we examine facilitation I

invite you to think about how you

might learn to conduct your orchestra

more skillfully to produce the finest

music. The true art of facilitation is

having all the learning come from the

group; the learners make the learning

their own unique “music”.

Display overhead transparency: The

Critical Elements of Facilitation (OH #5,

Manual page 2-4).

Review the 4 elements outlined:

1) How We Process Learning

2)Predicting and Accommodating Learner

Behavior

3) Setting the Climate

4) Utilizing Facilitation Strategies

Also, Participant Manual p. 2-4

We have selected these four critical

elements of facilitation as the core of

our work together. Each of the

elements is interconnected and

therefore this is not a linear set of

concepts. We will, for purposes of

clarity and simplicity, address each

one separately with a discussion and

activities.

Break 10 minutes

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-4

INPUT

Approx. 40 Minutes

CRITICAL ELEMENT #1: How We Process Learning

We know that learning is not as simple

as receiving information.

Ask the group: How do you know

someone has learned what you have

taught to them?

Responses may include

: they can explain

how they will use the information, they

can demonstrate using a technique or

skills, they can apply the knowledge given

a case study, they change their behavior,

perceiving personal relevance.

Training provides the opportunity for

gaining knowledge, and skills, as well

as shaping attitudes that enhance job

performance. Generally we don’t get to

see the application of learning or the

change in behavior of a participant

after the training event.

Facilitation of learning in the

classroom strives to assist the

participant to find personal meaning

from the experience, leave the

classroom with a clear understanding

of how to use the learning and

hopefully motivation/reason to use the

information.

Most, if not all of you, are familiar with

Kolb’s model of experiential learning -

how we take in information and how

we process information.

Display overhead transparency of Kolb’s

Model - The Learning Cycle (OH #6 and

Manual page 2-5 & 2-6). Explain each

step, and give an example of how we

move through each step as we learn - e.g.

going to the driving range to hit golf balls,

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-5

after finishing - thinking about what you

did, thinking about why things worked or

didn’t work, thinking about what to do next

time. Explore how this process might be

enhanced by involving more than one

person.

Participant manual p.2-5 & 2-6

For purposes of our learning we will

focus on the facilitation process that

leads a learner through all four steps

of the model. Though individuals have

preferences, Kolb believes that a

learner needs to move through all of

the steps from Experiencing to

Applying in order to learn from an

experience and apply the learning to

future experiences.

As a facilitator of learning you are

taking the learner from an experience

(either in group or previous to this

training) through a process of

reflection, analysis and application.

The process questions should be

constructed to get at: What? So

What? Now What?

Display overhead transparency #7,

What? So What? Now What?

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-6

Display overhead transparencies of

Question Starters for each step (OH #8,

#9, #10).

Refer the group to the Question Starters.

Participant Manual p. 2-7

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-7

These questions lead the person to a

level of understanding where they can

practice/or apply the information in a

new experience. The facilitator not

only reaches every learning style but

creates the opportunity for both

personal meaning and application.

Tell the group: Now we’ll do a

DEMONSTRATION of using the

Learning Cycle to “process” a group

activity.

Conduct the Change Game with the

group:

I would like to you find a partner in the

group, someone you have not worked

with yet. Find a place in the room

where you can stand and face each

other.

(When they have positioned

themselves). I want you to take the

next 30 seconds and observe

everything you can about your

partner.

Time them.

Now turn back to back, not touching

and change three things in your

appearance.

Give them about 2 minutes to finish.

Now face your partner and find the

three things they changed.

Give them about 2 minutes to finish.

If you haven’t found all three things,

tell your partner what they missed.

Give them 30 seconds to exchange

information.

Turn back to back again and change

3 more things in your appearance.

Give them 2 minutes to finish.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-8

Now face your partner and find the

three things your partner changed.

Give them 2 minutes to finish.

If you haven’t found all three things,

tell your partner what they missed.

Give them 30 seconds to exchange

information.

Turn back to back again.

Wait a moment, allowing them time to

think you are going to give the same

instructions again.

You can go back to your seats.

Process the activity using the

Learning Cycle Model.

Ask them: Let’s reflect. When I gave

you the first round of instructions -

what happened/ what were you

feeling and thinking, what did you

hear or observe other people doing?

Possible responses: people laughed

while they looked at each other, it was

uncomfortable to be so close and be

observed, didn’t know what you wanted

us to do/change, thought this was silly,

didn’t understand why we were doing

this, didn’t question it at all.

What did people do after guessing

and before the second set of

instructions?

Possible responses: started putting

things back they way they were, started

to sit down, were ready for the activity to

be over.

When I gave you the second round of

instructions what happened/ what

were you feeling and thinking, what

did you hear or observe other people

doing?

Possible responses

: started to feel there

was nothing more for me to change,

afraid I was going to having to undress

completely, got silly, thought it was

getting easier when I understood what

you wanted.

When I gave you the last round of

instructions what were you thinking

and feeling?

Possible responses: I wasn’t planning to

do it at all, this was just going too far, I

was getting annoyed and

uncomfortable).

Now lets take a look at what this

Possible responses: connection

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-9

means.

How does this connect to learning

new skills and behaviors?

between change and learning.

What happens when we introduce

learners to new skill and behaviors?

Possible responses: they feel awkward,

they resist, they don’t understand what

you want them to do...

They feel and experience many of the

same things you did during this

activity.

How does this relate to you and

learning new facilitation skills.

Possible responses: when you try on

new behaviors to facilitate learning you

will likely feel awkward and

uncomfortable and may even put things

back the way they were, because it is

more comfortable that way.

Lets discuss what you can do with

this understanding/information.

What can you do with this

information about the natural

reaction to learning as change? How

can you use what you just learned to

increase the chance you will be open

to and use what you learn?

Possible responses: be aware of my

discomfort when I try a new behavior

and persist, don’t go back to my old

ways of doing things right away

because it is more uncomfortable, use

this information to understand my

participants better.

You have just experienced

processing an activity using the

learning cycle. How did the questions

I used involve the group in each of

the steps- Reflecting, Analyzing and

Applying?

What questions do you have about

what I did? About the process?

Now you can practice developing a

set of process questions using the

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-10

GUIDED PRACTICE

Approx. 25 minutes

Learning Cycle.

Divide into three small groups.

Have participants turn to Orchestra

Name Game and review the objective

and teaching points. Using the

Orchestra Name Game activity, they will

develop questions for their area to draw

out the “teaching points.”

Participant Manual p.2-8

Assign one process area to each group

(Reflection, Analysis, Application)

Tell them: Take 10 minutes and

brainstorm a list of questions you

could use after this

activity/experience to address your

process area. For example, as a

reflection question you might ask:

What behaviors did you observe

during the Orchestra Name Game?

Have each group report out (providing

feedback on the questions and asking

the whole group to add to the list).

Note: Questions to look for are:

What?

Have you done other activities like this

before?

When/at what point in the training did you

do this?

How did you feel when it was announced?

How did you feel while it was in progress?

How did you feel when it was over?

What happened when someone else took

your instrument?

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element 1

2-11

CLOSURE

Approx. 10 Minutes

How did you feel?

How did you decide on an instrument?

So what?

What did we do to break the ice?

How?

What about this exercise helped us break

the ice?

What did we learn about the make-up of

the group?

Now What?

How can you use this exercise to facilitate

or make participants feel comfortable?

How will activity help to improve your

memory skills or assist you in learning

new things?

How can we modify this exercise to our

needs or various work environments?

List reasons why this activity would not be

an appropriate activity.

Have participants turn to Guidelines for

Using Process Questions in your

Training Design and review them with

the group.

Participant Manual p. 2-9

Have participants turn to How We

Process Learning: Reflection Guide

and instruct them to take 5 minutes to

make notes on how they will use this

information we have just covered.

Participant Manual p. 2-10

Ask them: What questions do you have

about facilitating a group through the

learning cycle?

Break 10 minutes

Module 2

Critical Element #1

How We Process Learning

Training Supplements:

• Overhead Transparencies

OH#5 The Critical Elements of Facilitation

OH#6 The Learning Cycle

OH#7 What?, So What?, Now What?

OH#8 Reflection

OH#9 Analysis

OH#10 Application

• Participant Manual

2-1 Performance Objectives

2-2 Facilitator as Conductor

2-3 Facilitator as Conductor: Reflection Guide

2-4 Critical Elements of Facilitation

2-5 The Learning Cycle

2-6 The Learning Cycle Worksheet

2-7 Question Starters

2-8 Orchestra Name Game

2-9 Guidelines for Using Process Questions in Your

Training Design

2-10 How We Process Learning: Reflection Guide

• How we process the learning

• Predicting and accommodating

learner behavior

• Setting the climate

• Utilizing facilitation

strategies

Module 2 OH5

Experiencing

Applying

Now What ?

Analyzing

So What ?

Reflecting

What ?

Module 2 OH6

Module 2 OH7

Module 2 OH8

• Have you….?

• When….?

• Where….?

• How did you….?

• What happened when you…?

• What was it like to . . . ?

• What did you learn from . . . ?

• What was the most

interesting/valuable about . . . ?

Module 2 OH9

• How can you use . . . in your work ?

• What might help or hinder your

using this . . . ?

• How could this affect you . . . ?

• What might your clients . . . ?

Module 2 OH10

Participant Manual

2-1

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

Module 2 - Critical Element #1 - How We Process Learning

Given the material in this seminar, participants will:

• review a four-step Learning Cycle and practice

developing processing questions that assist the Learner.

Participant Manual

2-2

Facilitator as Conductor

Musical Conducting

Arrange the music (sheet music)

Arrange seating and organize musicians as

they test their instruments and listen to

each other’s sounds

Determine the level of conducting needed

based on the musical composition and the

talent/skills of the musicians

Conduct the music

Facilitating Learning

Create a design

Set the climate including arranging seating,

moving people around as they introduce

themselves

Determine the level of facilitation based on

the purpose and the needs of learners

Use the process model and behaviors

The music...

Music comes from the orchestra who share a common purpose (not from the conductor).

The conductor blends the sounds, emphasizing or minimizing elements to maximize the total

quality of the music.

The gifted conductor can bring out a fullness that is more than the parts, while knowing their

musicians’ capacity and inspiring a leap beyond their known boundaries.

The catalyst is the tapping of the baton, and the rhythm of its direction.

The learning...

Learning comes from the participants in the group through participatory and learner-focused

instructional strategies (not from the trainer).

The facilitator maximizes learning through varied approaches and engaging the group in a

processing model that follows the learning cycle.

The gifted facilitator knows or assesses the learners’ range and invites them to move outside

their patterns of knowing/thinking.

The catalyst is the activity or input and the flow of the processing.

Participant Manual

2-3

The Facilitator as Conductor: Reflection Guide

Based on our classroom experience and your past experience, what insights did

you get about your facilitation skills?

What implications does this have for your facilitation practices?

How can you use this information to reach your goals?

Participant Manual

2-4

CRITICAL ELEMENTS OF FACILITATION

˜ How We Process Learning

˜ Predicting and Accommodating Learner Behavior

˜ Setting the Climate

˜ Utilizing Facilitation Strategies

Participant Manual

2-5

Experiencing

Applying

Now What?

Analyzing

So What?

Reflecting

What?

From “The Trainer Type

Inventory: Identifying

Training Style Preferences”,

Mardy Wheeler and Jeanie

Marshall, The 1986 Annual:

Developing Human Resources,

p.87

From "The Trainer Type Inventory: Identifying Training Style Preferences", Mardy Wheeler and Jeanie Marshall,

The 1986 Annual: Developing Human Resources, p.87

Participant Manual

2-6

The Learning Cycle

Applying

Why is it important to

experiment and apply

new ideas?

_______________

â Experiencing

Why is first-hand

experience important?

_______________

Ð Analyzing

Why is analysis

important?

_______________

Ï Reflecting

Why is reflection

important?

____________________

_______________

___________

Participant Manual

2-7

Question Starters

Reflection:

• What did you see? Hear?

• Have you . . . ?

• When . . . ?

• Where . . . ?

• How did you . . . ?

• What happened when you . . . ?

• How did you feel

when . . . ?

•

What was it like to . . .?

•

Analysis:

• What did you learn from . . . ?

• What was most interesting

/valuable about . . . ?

• What stands out . . . ?

• Why do you think . . . ?

• What does this mean about . . . ?

• How does this compare/contrast to . . . ?

• How does this fit with your perspective (previous ideas) . . . ?

•

Application:

• How can you use . . . in your work?

• How could this affect

you . . . ?

• What might your

clients . . . ?

• What might help or hinder your using this . . . ?

•

Participant Manual

2-8

Orchestra Name Game

Objective:

Participants will learn one another’s names by participating in a memory game.

Teaching Points:

• Trying new behaviors can feel awkward and silly.

• Change involves risk-taking.

• Getting to know each other is the first step in building trust.

Participant Manual

2-9

Guidelines for Using Process Questions

in Your Training Design

1. For an experiential activity (role play, case study, game, simulation, etc.),

processing time should be equal to

or more than the time spent doing the

activity.

2. Processing questions (Reflection, Analysis, Application) should be planned

carefully, written into the design, and examples or desired responses noted for

facilitator reference.

3. Each activity should be written to clearly note “teaching points” (the learnings

to be drawn from the activity and questions should lead to these learnings).

4. Each time you conduct an activity, note any unexpected events or outcomes

and ways you handled them. Also note new process questions to ask at future

trainings.

5. A training design is a “living document.” It may need changes or refinements

each time you use it. Take yourself through the Learning Cycle to Reflect on,

Analyze and Apply your learnings to using this design.

Participant Manual

2-10

How We Process Learning: Reflection Guide

What insights did you get about your facilitation skills?

What implications does this have for your facilitation practices?

What might you take from this activity that would be useful to your work?

Other comments.

Time Required:

Summary and Rationale:

Performance Objectives:

Equipment:

Module 3

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Module: CRITICAL ELEMENT #2: Predicting and

Accommodating Learner Behavior

40 Minutes

The purpose of this module is to help participants learn to predict possible learner

behaviors and accommodate them appropriately.

Participants will:

1. identify methods for predicting possible learner behavior in training.

2. practice developing strategies that accommodate learner needs and behaviors.

• Easel Stand with Flip Chart Pad

• Overhead Projector and Projector Screen

Materials:

Participant Manual:

• Participant Manual

3-1 Performance Objectives

3-2 New Fitness Testing Standards - Case Study

3-3 Preventing HIV - Case Study

3-4 Predicting and Accommodating Learner Behavior: Reflection Guide

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #2

3-1

ANTICIPATORY SET

Approx. 5 Minutes

INPUT AND GUIDED PRACTICE

Approx. 30 Minutes

3. Critical Element #2: Predicting and

Accommodating Learner Behavior

CONTENT REFERENCE

The more skilled trainers

become at predicting

participant behavior and the

results of their own behavior, the

better able they are to make effective

choices about facilitation.

Let’s do a bit of predicting.

How will participants react if I go

outside the room and come back with

a clown outfit on?

Responses may include

: some might

laugh, think I am strange and not take me

seriously.

How will participants react if I turned

off the lights?

Responses may include: some might get

up to turn them on, complain, ask why, sit

and wait to see if I had some plan in

mind, expect a movie.

There are many behaviors and

reactions you can predict in training

based on what you know about how

adult’s learn, your own experiences at

work and your own experiences as a

learner.

We know that people’s behavior in

training is influenced by their

background and experience, their job

role and the organizational climate.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #2

3-2

These factors will influence their

readiness and resistance to your

training content or approach.

What kinds of training have you seen

employees resist and why?

Responses may include: policy they

don’t agree with, content they are

intimidated by, change in how things are

done, when they are forced and unhappy

in general.

What kinds of training have you seen

them go to eagerly and why?

Responses may include

: training they

helped to plan, topics they have asked

for, topics that solve an immediate

problem.

What strategies have you used to

predict or anticipate trainee behavior

and attitudes?

Responses may include

: focus groups,

supervise interview, record interview,

discussion with other trainers.

Sometimes we can predict the

behaviors we are likely to see, and can

do things to prevent problem behavior

or to accommodate the issues. While

we can’t predict all reactions to

training, there are facilitation

techniques to use when issues arise.

Based on the information we have

covered, the behavior you have

observed of the trainers in this

training and your own experience, use

your prediction skills as well as

facilitation techniques to respond to

the Predicting and Accommodating

Learner Behavior Case Studies. Participant Manual p. 3-2 & 3-3

Assign each table one of the two case

studies:

1)C.O. fitness testing and new standards

2)Preventing HIV and Communicable

Disease transmission within the inmate

population.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #2

3-3

CLOSURE

Approx. 5 Minutes

Be as specific as possible in what you

would do or say when you respond to

the questions. Don’t just say “Climate

Setting.” How would you set a climate

for positive participation in this

situation?

Give them 15 minutes to complete the

questions as a group.

Note: For case #1 divide the reporting

between the two small groups assigned to

that case: have the first group report out

on question 1 (parts a, b and c), have the

second group report out on questions 2

and 3. Repeat the same process for case

#2.

Ask each table to report out. Have the

other tables who did not work on that

particular case refer to the participant

manual to take notes if they wish. After

each table report, ask the whole group for

additional ideas about questions that a

trainer could ask to accommodate

participant issues.

Participant Manual

Take a few moments and jot down some

notes on how you will use this information

on Predicting and Accommodating

Learner Behavior: Reflection Guide.

Participant Manual p. 3-4

LUNCH 60 minutes

Facilitators make group and task

assignments for Day Two and prepare

“Goals” newsprint, lists, and Day Two

presentation schedule.

Module 3

Critical Element #2

Predicting and Accommodating Learner

Behavior

Training Supplements:

• Participant Manual

3-1 Performance Objectives

3-2 New Fitness Testing Standards - Case Study

3-3 Preventing HIV - Case Study

3-4 Predicting and Accommodating Learner

Behavior: Reflection Guide

Participant Manual

3-1

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

Module 3 -Critical Element #2: Predicting and Accommodating Learner

Behavior

Given the material in this seminar, participants will:

• identify methods for predicting possible learner behavior

in training.

• practice developing strategies that accommodate learner

needs and behaviors.

Participant Manual

3-2

Predicting and Accommodating Learner Behavior

Supervisors/CO’s and New Fitness Testing Standards Case Study

You are asked to provide training to supervisors and correctional officers on new fitness testing

standards for all non-civilian personnel. There is already a concern about veteran staff not meeting

current fitness standards; some instructors allow officers to pass without full compliance. The new

standards are more rigorous and there is a monitoring component built into the new policy.

1. What can you predict about:

• Concerns / issues:

• Behaviors that will be exhibited:

• How can you check out your predictions?

2. What can you do to accommodate concerns?

3. What can you do to prevent problem behaviors?

Participant Manual

3-3

Predicting and Accommodating Learner Behavior

Preventing HIV and Communicable Disease Transmission within the Inmate

Population

You are assigned to provide training to all employees on preventing the transmission of

communicable diseases. The employees are conservative and opinionated about HIV. In addition

there have been requests to have all HIV, Hepatitis and TB infected inmates moved to another

facility “better equipped” to provide medical services and isolation housing.

1. What can you predict about:

• Concerns / issues:

• Behaviors that will be exhibited:

• How can you check out your predictions?

2. What can you do to accommodate concerns?

3. What can you do to prevent problem behaviors?

Participant Manual

3-4

Predicting and Accommodating Learner Behavior:

Reflection Guide

What insights did you get about your facilitation skills?

What implications does this have for your facilitation practices?

How will you use these strategies?

Other comments.

Time Required:

Summary and Rationale:

Performance Objectives:

Equipment:

Module 4

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Module: CRITICAL ELEMENT #3: Setting the Climate

30 Minutes

The purpose of this module is to identify steps and activities trainers can use to set a

climate for learning.

Participants will:

1. identify issues learners may have.

2. identify what a facilitator can do to respond to learner issues and set an effective

climate for learning.

• Easel Stand with Flip Chart Pad

• Overhead Projector and Projector Screen

Materials:

Overhead:

Participant Manual:

• Participant Manual

•Markers

• Masking Tape

• Alphabet card set

OH #11, Why Do We Need Ground Rules?

OH #12, Areas for Ground Rules

4-1 Performance Objectives

4-2 Why Do We Need Ground Rules

4-3 Areas for Ground Rules

4-4 Setting the Climate - Reflection Guide

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #2

4-1

ANTICIPATORY SET

Approx. 5 Minutes

4. Critical Element #3: Setting the

Climate

CONTENT REFERENCE

Even when people look

forward to training there are

concerns they have when they

walk in the door. Look back on how

we began our day.

Ask them: What do people seek in a

learning climate?

Note: Trainer should put responses on

newsprint and ground rules/norms should

still be posted.

Note: Questions to look for are:

How will it affect me?

Who are the other participants?

Who are the trainers?

What will be expected?

What activities?

Will there be a test?

Will I learn anything?

Will I be embarrassed?

Will I get POST credit?

Will there be snacks?

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #2

4-2

INPUT AND GUIDED PRACTICE

Approx. 20 Minutes

Hand out small cards with letters of the

alphabet. You want to form trios, therefore

make as many different letters as the

number of trios you want to form, with

three of each letter.

Alphabet cards

Note: This activity can be done as a large

group brainstorm to save time.

I am giving you each a card with a

letter of the alphabet written on it. I

want you to think of a word that begins

with that letter. Once you have thought

of the word I want you to find the other

people in the room who have words

that start with the same letter of the

alphabet. Once you have found your

group, select a place to work together

on the next assignment. You will need

your books.

I want each small group to brainstorm

for 5 minutes and record a list of ideas

responding to the question: What can

a facilitator do to establish a positive

climate for learning?

Answers should include

: participant

introductions in order for people to feel

included and heard in the group, setting

ground rules, explain the difference

between ground rules and norms- norms

develop whether you set explicit rules or

not.

Have the small groups report out in round

robin style, each group giving a new

response each round until all groups have

run out of ideas.

Note: Trainer should put responses on

newsprint.

Note: Responses to look for are:

Introduce self

Answer questions (POST credit, test,

schedule, housekeeping)

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #2

4-3

Make sure class is comfortable

Set ground rules

Expectations and behavior activities

Participant letter ahead

Students introduction - experience and

interests

Bond with students - meet and greet

Mutual respect

Clear agenda

Let group know objectives

Lodging and travel arrangements

Solicit and answer questions

Reinforce answers and questions

Use participant names

Signs to location

Gain attention - activity?

Smile

Be flexible

“Modeling” for an opening

Snacks, candy

Can someone give me a definition of

“ground rules?”

Responses may include: the standards of

behaviors by which we agree to operate

while we are in the group (or some

response that means this).

Why do you think groups need Ground

Rules?

Responses may include: to create a safe

environment; to encourage risk-taking,

which produces greater learning; to

enable the group to be productive; and to

ensure that the group functions

effectively.

Display overhead transparency #11,

Why Do We Need Ground Rules?

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #2

4-4

Participant Manual p. 4-2

Let’s look at some areas around which

norms or ground rules need to be

considered.

Refer to the Ground Rules set by this

group.

Draw out responses. Environment (smoking, lighting, personal

needs), Self (roles, responsibilities,

commitment), Ideas (decision-making,

power/influence, problem-solving), &

People (communication, participation,

support, conflict).

Display overhead transparency #12,

Areas for Ground Rules.

Participant Manual p.4-3

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #2

4-5

CLOSURE

Approx. 5 Minutes

Setting the Climate involves more than

recording and discussing

expectations, it is more than

establishing ground rules. It involves

activities before, at the start of training

and the manner in which you conduct

those activities. How can you

“conduct” these activities to facilitate

learning?

Summarize by explaining that climate

setting happens throughout the learning

experience, just as temperatures go up

and down during an given day and a

thermostat needs to be reset, group

dynamics vary and need to monitored and

managed. Effective “facilitation” of

learning throughout your session will

contribute to maintaining and

appropriately adjusting the climate in the

group.

What behaviors would you look for as

you monitor the “emotional

environment” in the training

classroom?

Responses may include: tension, tone,

withdrawal, side conversations, argument

Therefore, by establishing a climate

conducive to learning the facilitator

begins

the management of the

emotional environment by

encouraging and supporting personal

responsibility, openness to input,

feedback and change.

Take a few moments and jot some

notes on how you will use this

information on Setting the Climate:

Reflection Guide.

Participant Manual p. 4-4

Module 4

Critical Element #3

Setting the Climate

Training Supplements:

• Overhead Transparencies

OH#11 Why Do We Need Ground Rules?

OH#12 Areas for Ground Rules

• Participant Manual

4-1 Performance Objectives

4-2 Why Do We Need Ground Rules

4-3 Areas for Ground Rules

4-4 Setting the Climate - Reflection Guide

• Safety

• Risk-Taking

• Productivity

• Effectiveness

Module 4 OH11

• Things/Environment

smoking

lighting

personal needs

• Ideas

decisions

power/influence

problem solving

support

•Self

roles

responsibilities

commitment

• People

communication

participation

Module 4 OH12

Participant Manual

4-1

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

Module 4 - Critical Element #3: Setting the Climate

Given the material in this seminar, participants will:

• identify issues Learners may have.

• identify what a facilitator can do to respond to learner

issues and set an effective climate for learning.

Participant Manual 4-2

Why Do We Need Ground Rules?

Safety

URisk-Taking

UProductivity

UEffectiveness

Participant Manual 4-3

Areas for Ground Rules

Things/Environment

smoking

lighting

personal needs

Self

roles

responsibilities

commitment

Ideas

decisions

power/influence

problem solving

People

communication

participation

support

Participant Manual 4-4

Setting the Climate: Reflection Guide

What insights did you get about your facilitation skills?

What implications does this have for your facilitation practices?

How will you use these strategies?

Other comments.

Time Required:

Summary and Rationale:

Performance Objectives:

Equipment:

Module 5

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Module: CRITICAL ELEMENT # 4- Utilizing Facilitation

Strategies for Learning

1 Hour 5 Minutes (includes 10 minute break)

The purpose of this module is to demonstrate and/or discuss a variety of learning

activities trainers can use to enhance learning.

Participants will:

1. discuss and take part in a series of strategy demonstrations that can be used to

enhance learning.

2. select strategies they will use as facilitators.

• Easel Stand with Flip Chart Pad

• Overhead Projector and Projector Screen

Materials:

Participant Manual:

• Participant Manual

• 2 - 8.5 x 11 signs: I Love Facilitating & Facilitating is Handwork

5-1 Performance Objectives

5-2 to 5-6 Group Processes that Facilitate Participation

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-1

ANTICIPATORY SET

Approx. 5 Minutes

5. Critical Element #4: Utilizing Facilitation

Strategies for Learning

CONTENT REFERENCE

How many of you learn best by watching

someone else do something, then

imitating the skill? How many prefer to

get new information from a book rather

than a person?

You will recall that there are many

different learning styles (for example,

people who prefer to observe and

analyze before they try new things,

experimenters, people who want to know

the theory behind WHY things are done

a particular way, etc.). Facilitation

strategies are techniques for increasing

the probability of effective learning for

training participants. We will be

presenting a number of techniques that

help people participate, process

information and try out new skills in their

preferred ways. Using a variety of these

techniques as you design training, or

being able to use them on the spot when

you recognize that some people are not

with you, will increase the likelihood that

all participants will get something of

value from the training.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-2

INPUT AND GUIDED PRACTICE

We have divided the facilitation

strategies into two groups - the first

group is learning strategies that can be

used in any kind of activity, and the

second group is learning strategies that

can be used in conflict situations -- either

activities that intentionally create conflict

or when conflict just comes up in the

group.

GROUP PROCESSES THAT FACILITATE PARTICIPATION

Have participants turn to Group

Processes that Facilitate Participation.

Point out the "Notes" section after each

item. These are intended for them to use

to record points from the discussion of

each item.

Participant Manual p. 5-1 through 5-5

Introduce the first section of page 5-2:

INDIVIDUAL TECHNIQUES - Help the

individual become personally involved in

the learning.

Participant Manual p. 5-2

Read the first item:

1. Individual Written Responses - Giving

time for individuals to write responses to

questions or prompts before conducting

a group discussion.

Participant Manual p. 5-2

Demonstration: Have them take a minute

or two to write in the "Notes" space below

that item one or more advantages to

giving people time to write out answers to

a question before they respond out loud.

Then have people share their responses.

Responses should include: allows for

those who need time to compose their

thoughts; reduces "peer pressure" to go

along with first response given; improves

quality of responses; allows the facilitator

to ask for responses from those who

haven't participated a great deal without

putting them on the spot, etc.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-3

Ask them: When might you use this

strategy?

Responses should include

: when you

want people to consider their personal

response to a question rather than just

accept the responses of the most vocal

members of the group. Tell the group

that this strategy can be used to have

individuals respond to an assignment like

a case study before they discuss the

case in a small group.

Read item 2:

2. Note-Taking Guides - Structured

pages that give major headings (for

example, "Three Steps for Improving

Communication") and leave space for the

participant to fill in the correct

information.

Participant Manual 5-2

Point out that the page they are looking

at is one kind of Note-Taking Guide. Ask

the group to list the advantages to using

such a Guide.

Responses should include: makes people

pay better attention to what is being

presented; helps identify the main points

of a lecture; keeps the presenter on track;

allows for Checking for Understanding

after a presentation- "Who can tell me the

three steps to better communication?"

When might you use this strategy?

Responses should include

: when you

have a lot of information to convey; when

you want the participants to remember

specific content.

Read item 3:

3. Reflective Writing - Giving individuals

time to record their thoughts in response

to instructional input, specific questions or

prompts. Reflective writing can have a

single theme (for example, personal

reactions to the content) or be used

several different ways in one seminar.

Participant Manual p. 5-2

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-4

What purposes have the Reflective

Writing served for you in this

seminar? (for example: Facilitator As

Conductor on page 2-2)

Participant Manual p. 2-2

Responses should include: noting

personal reactions and feelings;

recording personal understandings or

insights into the material; planning for use

of new learnings; etc.

Ask the group to suggest other ways they

have used (or could use) this method.

Read item 4:

4. Visualization

- Having participants

picture or imagine a situation vividly

enough to be able to discuss personal

responses and feelings.

Demonstrate: Ask the participants to get

in a comfortable position and close their

eyes. Ask them to recall a time when

they were facilitating a training session

and something unexpected happened --

something that took them by surprise or

caught them off guard. It can be

something positive or something that was

a challenge for them. Have them try to

recall what happened in as much detail

as they can, then recall their thoughts

and feelings at that moment. (Pause

while they recall these things.) Now have

them recall what they did in response to

the situation. (Pause.) And finally, how

their response worked. (Pause.) Tell

them to open their eyes when they have

completed their visualization of the

situation.

When everyone has opened their eyes,

ask for one or two volunteers to share

their situations. Ask each volunteer if

they were able to picture the situation

vividly. And if they were able to feel

some of what they felt at that moment.

Participant Manual p. 5-2

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-5

Now ask the group to suggest some uses

of visualization

Responses should include: when you

want participants to recall feelings that

help them identify motivation for learning

new behaviors or attitudes.

Read item 5:

5. Personal Action Plan - Having

participants complete a written plan for

using the new learnings they have gotten

from the training.

Participant Manual p. 5-3

(Refer to end of training)

Read item 6:

6. Other Individual Techniques - Ask

group members to suggest other

techniques they have used for individual

learning enhancement.

Participant Manual p. 5-3

Break 10 minutes Note: Ask 3 participants to be part of

role-play on disruptive behavior for

Dealing with Conflicts in Groups - Part I

of design. Give each “disruptive

participant” a card with their assigned

behavior. Tell them not tolet others know

that they are part of a demonstration

(behaviors on page 6-1 through 6-3 of

this design).

SMALL GROUP TECHNIQUES -

Increase participation by limiting the

number of people to interact with.

Participant Manual p. 5-3

Read item 1:

1. Rotating roles - Recorder, process

observer, spokesperson and other roles

in small group activities can be shifted in

the group so that each person takes an

active role. Participant Manual p. 5-3

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-6

Read item 2:

2. Group Position-Taking - Small groups

are asked to come to consensus on a

position in response to a question from

the facilitator. Then spokespersons

defend the group's position and debate

with other groups. This technique can

also be used to provide feedback to the

facilitators in a training program.

Participant Manual p. 5-3

What kinds of content might this be

useful for?

Responses may include: examining two

sides or more of an issue, e.g.

determinate sentencing, capital

punishment, “good time,” policy

proposals.

Read item 3:

3. Situation Challenge - Small groups

can be asked to develop case study or

role play situations, based on their

combined experience, for other groups to

respond to.

Participant Manual p. 5-4

Notes: Good for experienced people.

Communication, behavior management,

supervisory training, etc. Set parameters,

give structure (characters, setting,

situation) and vie a sample/model.

Read item 4:

4. Categorizing Ideas - Single ideas,

tasks, steps or other items are written on

index cards, Post-It Notes, or other

paper. Then the group can organize

them in different ways on a table or wall

until consensus is reached on the optimal

categorization or organization.

Participant Manual p. 5-4

Index cards, paper or Post-It Notes

Notes: Trainer must give clear

instructions. (E.g. for task analysis.)

Read item 5:

5. Station Crawl

- Each small group

begins at a different learning station and

completes an assignment, then groups

rotate until all groups have visited each

station.

Participant Manual p. 5-4

Notes: Post newsprint questions, groups

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-7

move every few minutes. Give clear

instructions. (e.g. gathering evidence,

investigations)

Read item 6:

6. Dyad or Triad Sharing - Participants

share personal responses, action plans

or other material in two's or three's and

give one another feedback and/or

encouragement.

Participant Manual p. 5-4

Read item 7:

7. Other Small Group Techniques

Ask group members to suggest other

techniques they have used for small

group learning enhancement.

Participant Manual p. 5-4

Notes: Issues to consider: Do they

have enough information to work on

their own? Structure is vital.

HOLE GROUP TECHNIQUES - Help all

members of a large group participate;

maximize participant learning from other

member of the group.

Read item 1:

1. Round Robin - Having each

participant in turn give a response to a

prompt or question with many possible

answers, until a large number of

answers have been given.

Participant Manual, p. 5-5

Tell them that Expectations and Setting

the Climate were done this way.

Demonstrate: Write the following

prompt on newsprint: People who don't

speak in a training group... Now ask

each member of the group in turn to

give a response to the prompt. (Repeat responses are allowed.)

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-8

Now ask for volunteers to identify the

advantages of Round Robin responses.

Responses should include: gives a

wider variety of ideas and thoughts;

involves all participants. Remind them

that we used this technique, along with

individual written responses, when we

collected their expectations for the

training this morning.

Read item 2:

2. Brainstorming - Having participants

call out responses to a prompt or

question (without comment from others)

until no one can think of another

response.

Participant Manual p. 5-5

Ask participants to recall activities in the

seminar in which we used brainstorming.

Responses should include: Ground

Rules; How is conducting an orchestra

like facilitating learning in a group?

Ask them to suggest advantages of group

brainstorming.

Responses should include: allows the

group to share what they already know;

brings out creativity; can provide

examples of what you are trying to

convey; etc. Limits?____

Read item 3:

3. Parking Lot - A bulletin board or sheet

of newsprint is designated for ideas and

issues that will be dealt with at a later

time (for example, brought up later in the

training or referred to an outside authority

for response).

Participant Manual p. 5-5

Read item 4:

4. Talking ball

- Using an object (ball,

marker, etc.) to signify who has the floor

to speak. Only the person with the object

may speak. The person with the object

passes it to someone else when he or

she is finished speaking.

Participant Manual p. 5-5

ball or other object

Notes: Pause time is different depending

on culture (e.g. Native American).

Sociogram - who talks to whom?

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-9

Demonstrate: Use a ball to have

participants respond to the question:

What other techniques are there for

Managing communication? What

other ways are there to use the ball?

Read item 5:

5. Anonymous Response Exchange

Each person writes his/her own

responses to a prompt or question.

Responses are collected and

redistributed randomly. Participants read

the responses on the sheet they receive.

Demonstrate

: Have participants write “the

most difficult situation I ever had to

facilitate in training was. . .” (on index

cards). Pass them to trainer. Read a

few.

Participant Manual p. 5-6

index cards

Read item 6:

6. Human Continuum - Participants are

asked to physically take a position in a

line that represents where they stand on

an issue between two extremes (for

example, on a values or opinion

question).

Participant Manual p. 5-6

Demonstrate: Put two signs at opposite

ends of a wall: (“I Love Facilitating!” &

“Facilitating is hard work!”). Have

participants place themselves and

discuss!

81/2" x 11" signs: “I Love Facilitating!” &

“Facilitating is Hard Work"

Read item 7:

7. Forced Choice Position-Taking

- Like

Human Continuum above, but

participants move to one side of the room

or another ("Agree/Disagree" or

"Yes/No") each time you read a question

or item.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Critical Element #4

5-10

CLOSURE

Approx. 5 Minutes

Read item 8:

8. Other Whole Group Techniques

Ask group members to suggest other

techniques they have used for whole

group learning enhancement.

Have participants write down (1-3)

several strategies they plan to use in

future trainings. Summarize by telling the

group there are a variety of creative and

simple ways of enhancing learning.

Trying one or two new ones periodically

can improve their facilitation.

Module 5

Critical Element #4

Utilizing Facilitation Strategies for Learning

Training Supplements:

• Participant Manual

5-1 Performance Objectives

5-2 to 5-6 Group Processes that Facilitate

Participation

Participant Manual

5-1

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

Module 5 -Critical Element #4: Utilizing Facilitation Strategies for

Learning

Given the material in this seminar, participants will:

• discuss and take part in a series of strategy

demonstrations that can be used to enhance learning.

• select strategies they will use as facilitators.

Participant Manual

5-2

Group Processes that Facilitate Participation

INDIVIDUAL TECHNIQUES - Help the individual become personally involved in the

learning.

1. Individual Written Responses - Giving time for individuals to write responses to questions or

prompts before conducting a group discussion.

Notes: ____________________________________________________________________

___________________________________________________________________________

2. Note-Taking Guides - Structured pages that give major headings (for example, "Three Steps for

Improving Communication") and leave space for the participant to fill in the correct

information.

Notes: ____________________________________________________________________

___________________________________________________________________________

3. Reflective Writing - Giving individuals time to record their thoughts in response to instructional

input, specific questions or prompts. Reflective writing (e.g., learning journals) can have a

single theme (for example, personal reactions to the content) or be used several different ways in

one seminar.

Notes: ____________________________________________________________________

___________________________________________________________________________

4. Visualization

- Having participants picture or imagine a situation vividly enough to be able to

discuss personal responses and feelings.

Notes: ____________________________________________________________________

___________________________________________________________________________

5. Personal Action Plan - Having participants complete a written plan for using the new learnings

they have gotten from the training.

Participant Manual

5-3

Notes: ____________________________________________________________________

___________________________________________________________________________

6. Other Individual Techniques -

Notes: ____________________________________________________________________

___________________________________________________________________________

SMALL GROUP TECHNIQUES - Increase participation by limiting the number of people to

interact with.

1. Rotating roles - Recorder, process observer, spokesperson and other roles in small group

activities can be shifted in the group so that each person takes an active role.

Notes: ____________________________________________________________________

___________________________________________________________________________

2. Group Position-Taking - Small groups are asked to come to consensus on a position in

response to a question from the facilitator. Then spokespersons defend the group's position

and debate with other groups. This technique can also be used to provide feedback to the

facilitators in a training program.

Notes: ____________________________________________________________________

___________________________________________________________________________

3. Situation Challenge - Small groups can be asked to develop case study or role play situations,

based on their combined experience, for other groups to respond to.

Notes: ____________________________________________________________________

___________________________________________________________________________

Participant Manual

5-4

4. Categorizing Ideas - Single ideas, tasks, steps or other items are written on index cards, Post-It

Notes, or other paper. Then the group can organize them in different ways on a table or wall

until consensus is reached on the optimal categorization or organization.

Notes: ____________________________________________________________________

___________________________________________________________________________

5. Station Crawl - Each small group begins at a different learning station and completes an

assignment, then groups rotate until all groups have visited each station.

Notes: ____________________________________________________________________

___________________________________________________________________________

6. Dyad or Triad Sharing - Participants share personal responses, action plans or other material in

two's or three's and give one another feedback and/or encouragement.

Notes: ____________________________________________________________________

___________________________________________________________________________

7. Other Small Group Techniques -

Notes: ____________________________________________________________________

___________________________________________________________________________

WHOLE GROUP TECHNIQUES - Help all members of a large group participate; maximize

participant learning from other member of the group.

1. Round Robin - Having each participant in turn give a response to a prompt or question with

many possible answers, until a large number of answers have been given.

Notes: ____________________________________________________________________

___________________________________________________________________________

Participant Manual

5-5

2. Brainstorming - Having participants call out responses to a prompt or question (without

comment from others) until no one can think of another response.

Notes: ____________________________________________________________________

___________________________________________________________________________

3. Parking Lot - A bulletin board or sheet of newsprint is designated for ideas and issues that will

be dealt with at a later time (for example, brought up later in the training or referred to an

outside authority for response).

Notes: ____________________________________________________________________

___________________________________________________________________________

4. Talking ball - Using an object (ball, marker, etc.) to signify who has the floor to speak. Only

the person with the object may speak. The person with the object passes it to someone else

when he or she is finished speaking.

Notes: ____________________________________________________________________

___________________________________________________________________________

5. Anonymous Response Exchange - Each person writes his/her own responses to a prompt or

question. Responses are collected and redistributed randomly. Participants read the responses

on the sheet they receive.

Notes: ____________________________________________________________________

___________________________________________________________________________

6. Human Continuum

- Participants are asked to physically take a position in a line that

represents where they stand on an issue between two extremes (for example, on a values or

opinion question).

Notes: ____________________________________________________________________

Participant Manual

5-6

___________________________________________________________________________

7. Forced Choice Position-Taking - Like Human Continuum above, but participants move to one

side of the room or another ("Agree/Disagree" or "Yes/No") each time you read a question or

item.

Notes: ____________________________________________________________________

___________________________________________________________________________

8. Other Whole Group Techniques -

Notes: ____________________________________________________________________

___________________________________________________________________________

Time Required:

Summary and Rationale:

Performance Objectives:

Equipment:

Module 6

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Module: DEALING WITH CONFLICTS IN GROUPS: Part 1

1 Hour 5 Minutes

The purpose of this module is to have participants apply a five-option model for

responding to disruptive behaviors.

Participants will:

1. use a continuum of strategies for dealing with disruptive participants to respond to

case study situations.

• Easel Stand with Flip Chart Pad

Materials:

Participant Manual:

Overheads:

• Participant Manual

6-1 Performance Objectives

6-2 Mental Checklist

6-3 Classifications of Options for Dealing with Disruptive Trainees

6-4 Situations of Disruptive Behavior

OH # 13, Options for Dealing with Disruptive Trainees

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 1

6-1

ANTICIPATORY SET

Approx. 10 Minutes

6. Dealing With Conflicts in Groups:

Part 1

CONTENT REFERENCE

Role Play Set-up

Note: You should already have 3

participants (from break) to participate in

a structured role-play.

Using a structured role-play, three

volunteers and the instructor will

demonstrate several types of disruptive

behavior along with some pretty

common, yet ineffective means of

handling it.

Begin to give the class a lecture on

disruptive behavior in the classroom.

When participants come to

the classroom sometimes they have a

chip on their shoulder because they

don’t want to be there. Some people

just don’t like training. Sometimes

this leads to some problem behavior

that can really cause problems for you

if you let it get out of hand. You need

to stop this problem behavior before

it gets too bad. Remember, you’re in

charge.

Note: You might need to babble on a bit

longer here to get all the demonstrations

in.

Listed below are 3 suggestions for

selected “disrupters” in role-play.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 1

6-2

First disrupter: When I begin the

module on disruptive behavior, I’d like

you to play the part of a disruptive

participant by engaging one or more of

your group members in a side

conversation. This can have to do with

the program or something outside the

classroom. You can use a “prop” if you’d

like, something like a newspaper or a

magazine. Keep up this behavior until I

address it specifically.

Notes: When the disruptive behavior

begins (from your three participants),

handle it inappropriately. Here are some

suggestions:

• When the side conversation begins,

call the person’s name and ask, “Is

this something everyone needs to

hear? I really need you to stop talking

and pay attention.”

Second disrupter: When I begin the

module on disruptive behavior, I’d like

you to play the part of a disruptive

participant by reading a newspaper, filing

your nails, fixing your makeup, balancing

your checkbook, or something totally

unrelated to class. You will be

demonstrating withdrawal from

participation. Keep up the behavior until

I address it specifically.

• When the person is reading the

newspaper/filing nails, etc., go over

and take whatever the person is

working on and take it up to the front

of the class or call the person’s name

and tell them to put this up and pay

attention.

Third disrupter: After I’ve been

presenting the module on disruptive

behavior for a few minutes, I’d like for

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 1

6-3

you to play the part of a disruptive

participant by disagreeing with what I’m

saying. Try to get me involved in an

argument. You might say something

like, “Well, I think you trainers treat us

like children, anyway. If we choose to

have side conversation or read the

newspaper, that’s our decision. I don’t

thing you should do anything about it.

Anyway, if the training was any good . . .

and besides, I disagree with what this

Department is doing . . . “ You get the

idea. Keep it up until I ask you to leave

the classroom.

• When the third participant begins to

argue with you, argue back. Then tell

him/her if they don’t like it, they can

leave, but to understand that you will

call their supervisor.

As soon as you ask this person to leave

the class, one of your co-presenters

should interrupt you saying, “Wait a

minute _____. I think we can do

something else here.” If you don’t have

a co-presenter, simply turn to the class

and say in a definitive voice, “STOP!”

How do you feel about the way I just

handled this disruptive behavior?

Responses may include

: intimidated,

embarrassed, mad, lost respect for

instructor.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 1

6-4

INPUT

Approx. 15 Minutes

There are three kinds of conflicts in

groups. First

, the individual who

exhibits problem behavior. Many of

you have had training on how to deal

with disruptive behaviors of

participants by examining the

reasons for their behavior and

determining the appropriate level of

intervention. As you know, trainer

preparation (knowing your audience)

and climate setting are the

foundation of prevention for this type

of problem.

Knowledge of the dynamics of group

behavior will help you plan and flex

to meet the group’s needs and thus

keep the group focused on the

learning goal. It will help you

understand some of the reasons for

the behavior changes and help you

decide when to intervene. There are

some situations, however, when even

the best prepared and the most

flexible trainer runs into some

problem participant behavior.

Before we review intervention

techniques for each of these problem

behaviors, I would like to share one

more prevention/intervention

strategy with you. What have you

noticed about the way this classroom

is set up? How do you think this

might prevent disruptive behavior?

Responses should include: The

classroom set-up helps the instructor

observe and make frequent eye-contact

with each participant. The tables are

set up to facilitate group sharing and

group work. The groups are small; the

tasks are specific and time-limited so

participants are actively involved. (You

might have to add some of these

responses as they might not suggest all

of these.)

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 1

6-5

Why is disruptive behavior more

likely when I set the class up in

rows?

Responses should include: All the

attention is focused on the instructor,

not the participants. The participants

are looking at each other’s backs. It’s

very easy for people to be uninvolved.

You can’t address them individually

unless you call their name (which you

are unlikely to know anyway in this type

of set-up).

Go over Mental Checklist in their

manual page 6-2.

Participant Manual p. 6-2

Display overhead transparency #13,

Options for Dealing with Disruptive

Trainees.

Refer participants to 5 Classifications

... Trainees page 6-3 for information

about a model to use when addressing

the individual disrupter.

Participant Manual p. 6-3

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 1

6-6

GUIDED PRACTICE

Approx. 30 Minutes

Now that you have read about the

most common disruptive behaviors,

I’m going to get you to practice

responding to them as indicated in

your reading assignment. Please

turn to 4 Situations of Disruptive

Behavior (Manual page 6-4). I’ll give

each group a different “situation.”

You are to read the situation and use

the information you just read to come

up with a way or ways to handle this

disruptive behavior. You will have 10

minutes. Your group spokesperson

needs to be ready to share your

situation and your suggested

responses.

Participant Manual p. 6-4

Note: Suggested responses to

situations are indented and italicized

after each situation. This does not

mean that this is the only right

answer. You need to listen to their

responses and make sure that they

follow the guidelines.

Situation 1: You are leading a group

discussion on ways to communicate

better in the work place. As you are

speaking you notice that one of your

participants is reading a magazine.

Have Group 1 give a response. Other

groups can add comments and ideas.

Possible response: You walk over close

to that person and stand near them while

you continue to talk; you ask a question

and ask the group to discuss possible

answers.

Situation 2: You are conducting a class

on Communicable Disease, a class

required of all employees. At the first

break one participant approaches you

and tells you that he needs to leave at

1:45 p.m. to get to a 2:00 p.m. dentist

appointment. He says that he should be

able to be back by around 3:00 p.m.

Have Group 2 give a response. Other

groups can add comments and ideas.

Possible Response: Let the person

know that you understand that this

appointment is necessary. Then remind

him that the training is mandatory. If he

must miss part of the training, he will not

receive credit and must be rescheduled

to attend the entire class.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 1

6-7

CLOSURE

Approx. 10 Minutes

Situation 3: You are presenting

information on an agency policy (dress

code, taking leave, training - these are a

few examples). One participant speaks

up loudly and says, “I don’t agree with

that policy. Where I used to work we

just had to . . . (something that is

different from the policy you are sharing

during the training).

Have Group 3 give a response.

Other groups can add comments and

ideas.

Possible response: Tell this person that

the policy he mentioned probably did

work very well in another organization;

however, currently the policy in this

organization states that . . . and that the

training must support this policy. You’d

be glad to discuss it with him at break.

Situation 4: You are giving the class

instructions for a group activity on

communication skills. One of the

participants says loudly, “I can’t believe

I’m even having to attend this training.

I’ve worked here 20 years and nobody

has ever listened to a thing I’ve had to

say.”

Have Group 4 give a response. Other

groups can add comments and ideas.

Possible response: (To the entire class)

“Why don’t we take a five minute

break.” (To the participant) “Could I

speak with you in private?” When

you speak with him, listen to his

complaint. Offer suggestions if you

can. Let him know, however, that if

he returns to class you expect him to

participate in all the classroom

activities and to follow the ground

rules set by the participants at the

beginning of the training.

Note: Trainer can add any responses

that are different from the ones they

gave.

Review the key concepts by asking the

following questions. Write their

responses down on newsprint with the

title:

Key Concepts - Handling Disruptive

Behavior.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 1

6-8

What can the instructor do to prevent

disruptive behavior from occurring?

Responses should include: conduct an

icebreaker, conduct an expectation-

sharing exercise, set up an open

classroom environment, involve the

participants in their learning, provide

frequent breaks, don’t embarrass

participants, stay on track.

Why do you need to deal with

disruptive behavior?

Responses should include: To stay on

track, to accomplish the goal of training,

to reach the performance objectives, to

keep the disruptive behavior from

escalating.

How can you deal with disruptive

behavior?

Responses should include: Ignore

(sometimes it will stop), stand close to

the person, ask a question and call on

the person directly, actively involve the

group participants, stick to agency or

departmental policy, call for a break and

talk with the disrupter in private.

Break 10 minutes

Module 6

Dealing with Conflicts in Groups: Part 1

Training Supplements:

• Participant Manual

6-1 Performance Objectives

6-2 Mental Checklist

6-3 Classifications of Options for Dealing with

Disruptive Trainees

6-4 Situations of Disruptive Behavior

• Avoidance

• Acceptance

• Adaptation

• Standing Fast

• Pushing Back

Module 6 OH13

Participant Manual

6-1

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

Module 6 -Dealing with Conflicts in Groups: Part 1

Given the material in this seminar, participants will:

• use a continuum of strategies for dealing with disruptive

participants to respond to case study situations.

Participant Manual

6-2

Mental Checklist

When a participant says something that raises issues, anxiety, conflict in

a training group, ask yourself . . .

Do I understand? Do I need

to understand?

Can I defer this to a specific time in the training or to an individual

conversation? Can I structure time to deal with this issue and the

person?

How might the group react to a response, or to no

response? What

would the impact on their learning be?

How am I feeling about addressing this issue? What impact will that

have on the group’s learning?

Participant Manual

6-4

4 Situations of Disruptive Behavior

Situation 1:

You are leading a group discussion on ways to communicate better in the

work place. As you are speaking you notice that one of your participants is

reading a magazine.

Situation 2:

You are conducting a class on Communicable Disease, a class required of all

employees. At the first break one participant approaches you and tells you

that he needs to leave at 1:45 p.m. to get to a 2:00 p.m. dentist appointment.

He says that he should be able to be back by around 3:00 p.m.

Situation 3:

You are presenting information on an agency policy (dress code, taking

leave, training - these are a few examples). One participant speaks up loudly

and says, “I don’t agree with that policy. Where I used to work we just had

to . . . (something that is different from the policy you are sharing during the

training).

Situation 4:

You are giving the class instructions for a group activity on communication

skills. One of the participants says loudly, “I can’t believe I’m even having

to attend this training. I’ve worked here 20 years and nobody has ever

listened to a thing I’ve had to say.”

5 CLASSIFICATIONS OF OPTIONS FOR DEALING WITH DISRUPTIVE TRAINEES

(based on Energy to Manage the Situation)

# OPTION ADVANTAGES DISADVANTAGES APPROPRIATE TRAINING

SITUATION

1 AVOIDANCE

(ignore behavior -

proceed with class)

1. Low energy needed

2. Takes advantage of peer pressure

3. Low risk to trainer

4. Allows for future options

5. Consistent with Adult Learning Theory

1. May lead to escalation of behavior

2. May encourage others

3. May result in total loss of control

4. May undercut trainers confidence and

self-esteem if behavior persists

1. Strong interest in class by

most trainees

2. When the behavior occurs near

the end of class

3. When the behavior is apathetic

or withdrawal

2 ACCEPTANCE

(find out reason for

disruption & adjust)

1. Low energy needed

2. Low risk to trainer

3. Defuses hostility

4. Increases trainee involvement

1. Can lead to behavior escalation

2. Tacitly encourages disruptive trainee

3. Others may copy disruption

4. May lose important training content

1. High trainee apathy

2. Hostile withdrawal

3. Apathetic/hostile diversion

supported by other trainees

3 ADAPTATION

(divert trainee resistance

to support training)

1. Encourages participation

2. Defuses and vents hostility

3. Maintains trainer control

4. Recognizes the concerns of participants

and still covers the material by integrating

them both into presentation

1. High expenditure of energy

2. Requires considerable trainer skill

3. Is manipulative and may be seen as

such by trainees

4. Slightly more risky in that it can

degenerate into an argument

1. High level of trainee knowledge

2. Strong support of disruptive

trainees by others in class

3. Hostile behavior or apathetic

behavior is focus of disruption

4. Trainer has wide base of

knowledge and conceptual

understanding of topic

4 STANDING FAST

(continue with the planned

program despite trainee

discontent and unrest)

1. Maintains trainer control

2. Maintains program and content integrity

3. Simple to do

1. Requires high amount of energy

2. Highly abusive to trainee

3. Could lose total control

4. Could lose class respect for trainer

1. High need for program integrity

2. Trainee support for staying with

course material is generally high

3. Hostile diversion is the primary

style of the disruptive behavior

5 PUSHING BACK

(directly confronting and

addressing disruptive

behavior)

1. Option of last resort

2. Established trainer authority

3. Maintains trainer respect

1. May create martyrs among the

trainees and solidify their opposition

to trainer

2. May reduce respect for trainer

3. Creates conflict

4. Forces trainees to choose sides

5. No win situation (possibly)

1. Intimidation of class by trainee

2. High need for trainer respect

3. Disruptions on increase and

other options have not helped

Time Required:

Summary and Rationale:

Performance Objectives:

Equipment:

Module 7

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Module: DEALING WITH CONFLICTS IN GROUPS: Part 2 & 3

1 Hour 15 Minutes (including preparation for Day 2 practice and

Day 1 closure)

The purpose of this module is to practice facilitation of planned or unplanned conflict in

training groups.

Participants will:

1. using the Stages of Group Development, identify reasons conflict may naturally

occur in a group.

2. identify reasons to create conflict in a learning group and strategies for helping

groups work through conflict. (OPTIONAL)

• Overhead projector

• Easel stand with flip chart pad

Materials:

Handouts:

Overheads:

Participant Manual:

• Participant Manual

4 sets of Assignments 1-6

OH #14, Stages of Group Development

OH #15, Jigsaw

7-1 Performance Objectives

7-2 Stages of Group Development and Range of the Facilitator Behavior

7-3 Utilizing Facilitation Strategies: Reflection Guide

7-4 Day 1 Review/Feedback Form

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 2 & 3

7-1

ANTICIPATORY SET

Approx. 15 Minutes

7. Dealing With Conflicts in Groups:

Part 2 & 3

CONTENT REFERENCE

Lets take a closer look at

another kind of conflict.

Up and Off the Ground

activity: Take the group to an open

space where everyone can stand in a

large circle. Place mats/or 15" x

15"pieces of cardboard on the floor (one

for every two people in the group).

Scatter them around the center area.

15" X 15" mats or pieces of cardboard

You work in an organization where

there are limited resources. You and

the mats represent the only

resources you can rely on to do the

job. Everyone must be up and off the

ground for a count of three. Standing

on a mat is being up and off the

ground. The group must solve the

problem together. If anyone has done

this activity before please participate

as a follower.

After the first round, congratulate them

and then tell them that the governor just

called and there are cutbacks. (Trainer

pick up three mats.) You have the same

amount of people to get up and off the

ground. (Repeat the instructions if

needed)

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 2 & 3

7-2

INPUT

Approx. 20 Minutes

After the second round, repeat the

above and remove four more mats. Give

them the same instructions. Allow the

group to solve the problem (everyone

can simply jump up in the air at the

count of three).

Bring the group back to the training

room and process.

Ask them: What happened? What

behaviors helped, what behaviors got

in the way? How did people

communicate? In what ways were

individuals included or excluded in

the decision-making? How are you

feeling about the experience? What

contributed to solving (or not)

solving the problem.

What kinds of conflict might you see

if you conducted this activity with a

work team that was experiencing

difficulty? What kinds of group

issues might arise? Why might you

choose to conduct such an activity

with a work team?

DEALING WITH CONFLICTS IN GROUPS: PART 2

In the last module, we looked at

problem behaviors of individuals.

The second type of conflict is related

to the nature of the training topic or

the dynamics in an organization. We

have addressed techniques in our

previous section on predicting and

accommodating learner behaviors. In

addition we know that group conflict

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 2 & 3

7-3

can be related to stages of group

development and we have provided

you with information on the role of

the facilitator as it corresponds with

the each stage of group

development. There may be times

when you will decide to adjust or

change your design in response to

group feedback or needs. When

might you do this?

Reminder about trainer “contract” to

keep to time.

Display overhead transparency #14,

Stages of Group Development.

Refer them to Stages of Group

Development & Range of the

Facilitator Behavior (Manual page 7-

2).

Participant manual p. 7-2

The third type of conflict you will

need to address is the conflict that

arises from experiences you create

for learning. What kinds of

experiences might a trainer

Responses may include

: activities that

invite group conflict in problem-solving,

activities that put controversial topics on

the floor for debate)

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 2 & 3

7-4

introduce/utilize that would lead to

conflict used for learning?

Why use experiences that create

conflict in the classroom setting?

Responses may include: to develop self

awareness for individuals about how

they deal with pressure, differences,

conflict and to learn about how groups

deal with conflict).

How have you used (or can you use)

conflict to facilitate learning?

Note: Put these responses on

newsprint.

What do you need to consider when

choosing this strategy?

Responses may include: Group

readiness, connection to learning

objectives, amount of time to process

as well as amount of time to build the

group back up, how removed or “close

to home” the simulated situation should

be, the element of surprise - how much

information do you give the group about

the activity and its meaning before

conducting it or giving away the

punchline of a joke.

There are also times when

unplanned conflict arises and can be

used for learning. What kinds? Why

use it? How can you use it?

How does the trainer’s comfort with

conflict impact using these

strategies?

Responses may include: trainer won’t

process the experience in a way that

surfaces conflict, trainer may give the

group hints for problem solving to avoid

conflict.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 2 & 3

7-5

CLOSURE

Approx. 10 Minutes

ASSIGNMENTS FOR DAY TWO

Approx. 15 minutes

How does this impact learning?

How can the trainer become more

adept at dealing with conflict?

Responses may include: Knowing what

to expect from an activity, learning how

to use process questions for self

awareness, setting clear boundaries for

taking responsibility for other people’s

reactions and feelings, maintaining a

safe environment for learning.

Therefore, conflict can be viewed as

more than a disruption or an

occurrence to be prevented it can be

used to facilitate learning about

participants, other individuals,

groups and organizations.

Have them take notes on the Utilizing

Facilitation Strategies (general and

conflict-related): Reflection Guide.

Participant Manual p. 7-3

Display overhead transparency #15,

Jigsaw.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 2 & 3

7-6

They need to develop questions to take

their group through the processing

steps.

Write goals on small group charts

You have received an outline of the

activity you will be conducting with

your team of three. We will provide

you with all of the materials required

for your activity. You have 30

minutes to prepare with your trio

tomorrow morning. You will be given

30 minutes to conduct your activity

and process the activity with the

whole group. We expect that you

divide that time in half, or that the

activity take less than 15 minutes

and the process longer. This is your

opportunity to practice facilitation

skills. We will take 15 minutes to

provide feedback after each

presentation. The trainers will also

be giving you written feedback using

the assessment format at the end of

the day.

Hand out Assignments 1-6

Note: Post schedule on newsprint

At the conclusion of your preparation

we will begin the presentations as

outlined in your agenda - three

presentations in the morning and three

in the afternoon.

Note: Post names by group and space

for personal goals.

Allow time for questions.

Note: (Assemble in Day Two groups).

Have participants fill in their goal

behaviors on newsprint chart so

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Dealing with Conflicts in Groups: Part 2 & 3

7-7

EVALUATION & REPORT OUT

Approx. 15 Minutes

facilitators can observe for and give

feedback on those behaviors.

Have participants fill out Day One

Review.

Participant Manual p. 7-4

Have table groups discuss and

representatives meet with trainers.

Module 7

Dealing with Conflict in Groups: Part 2 & 3

Training Supplements:

• Overhead Transparencies

OH#14 Stages of Group Development

OH#15 Jigsaw

• Participant Manual

7-1 Performance Objectives

7-2 Stages of Group Development and Range of the

Facilitator Behavior

7-3 Utilizing Facilitation Strategies: Reflection

Guide

7-4 Day 1 Review/Feedback Form

Performing

Forming

Norming Storming

Module 7 OH14

Step 1: STUDY Groups

_______________ Minutes

Module 7 OH15

Step 1: LEARNING

Participant Manual 7-1

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

Module 7 -Dealing with Conflicts in Groups: Part 2 & 3

Given the material in this seminar, participants will:

• using the Stages of Group Development, identify reasons

conflict may naturally occur in a group.

• identify reasons to create conflict in a learning group and

strategies for helping groups work through conflict.

(OPTIONAL)

Stages of Group Development & Range of the Facilitator

Behavior

STAGES OF GROUP ROLE OF FACILITATOR

DEVELOPMENT

Developing a

positive working

environment

Dealing with issues

of power & control

Managing conflict

establishing ground

rules

Functioning as an

effective group

Terminating the

group’s work

INCLUSION / FORMING

• becoming oriented

• developing commitment

• needing direction

• wanting to be accepted

STORMING

• consolidating influence

• confronting dependency on the

leader

• conflict among group members

• low level of work

NORMING

• resolving control concerns

• establishing group agreement

AFFECTION / PERFORMING

• working productively towards

shared goals

• problem-solving & decision making

• open communication, trust

• dealing with conflict

ADJOURNING

• creates apprehension

• regression in maturity level

• need help to say “good-bye”

DIRECTING

• climate setting

• clarifying roles, expectations

• defining goals & providing

structure

• group-building

COACHING

• surfacing issues, legitimizing

concerns

• facilitating communication

• managing conflict

• inviting input and feedback

• expecting and accepting

tension

SUPPORTING

• offering own ideas, resources

• sharing the leadership role

• being available for

consultation

• smoothing the boundary

between the group and the

organization

DELEGATING

• supporting, letting go

• helping group deal with

termination

Participant Manual 7-3

Utilizing Facilitation Strategies

(general and conflict-related)

Reflection Guide

What understanding did you come to relative to yourself or facilitation skills for

trainers?

What implications does this have for your facilitation practices?

How will you use these strategies?

Other comments.

Participant Manual 7-4

Day One Review

What helped facilitate your learning?

What would you change or add to enhance your learning?

Time Required:

Summary and Rationale:

Performance Objectives:

Equipment:

Module 8

Series: GROUP FACILITATION SKILLS

Curriculum: FACILITATION SKILLS FOR TRAINERS

Module: PRESENTATIONS

8 Hours (4 hour a.m. session and 4 hour p.m. session)

The purpose of this module is to have participants practice facilitation participatory

activities using skills covered on Day 1.

Participants will:

1. practice facilitation skills by presenting brief learning activities.

• Easel Stand with Flip Chart Pad

• VCR and Monitor

Materials:

Handouts:

Participant Manual:

• Participant Manual

• Mr. Hollands’ Opus

•Markers

• Masking Tape

• Course Completion Certificates

24 sets of Assignment 1-6

8-1 Performance Objectives

8-2 Communication Skills - A.M. Presentations

8-3 Group Process - P.M. Presentations

8-4 Practice and Personal Development Plan

8-5 Transfer of Learning

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Presentations

8-1

PREVIEW

Approx. 10 Minutes

ANTICIPATORY SET

Approx. 10 Minutes

INPUT

Approx. 10 Minutes

GUIDED PRACTICE

Approx. 30 Minutes

8. Presentations

CONTENT REFERENCE

Yesterday’s feedback, etc.

Warm-up

Lead the group through a series of

stretches - arms-reaching up, reaching

forward, reaching back; waist- side to

side, bending gently forward and

backward, rolling neck from side to

forward and then to other side (not back).

Explain the importance of physical

relaxation and mental relaxation to being

completely present as a trainer. The

greater your balance and clarity, the more

you can be attentive to your group and

your goals.

Review instructions for presentations.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Presentations

8-2

INDEPENDENT PRACTICE

Approx. 30 Minutes

Preparation time: have participants work

in Study Groups to develop presentations.

Presentations: Trio 1, 2, 3

150 minutes

9 am to 11 am

Divide into groups of 6 (or 7) with one

facilitator per group. Review posted

individual goals for clarity.

Before the first presentation tell them:

One of the trainers will be giving

you a sign when you have five

minutes left and will stop you

when 30 minutes is up. After your

presentation is complete, we will first

ask the presenters how well they did

and what they would change next time

- focusing on skills they identified for

development. We will then ask the

group to provide feedback and finally

one of the trainers will offer their

feedback.

Note: Each facilitator gets copies of

Observer Assessment for each group

member.

Follow the agenda for Day Two, keeping

time and moving the process forward.

After each presentation give the

presenters a round of applause both

before and after feedback.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Presentations

8-3

CLOSURE

Approx. 30 Minutes

Reflective Writing

30 minutes

Refer participants to Communication

Skills in manual page 8-2.

Participant Manual p. 8-2

LUNCH 60 Minutes

Presentations: Trio 4, 5, 6

150 minutes

1 pm to 3:30 pm

Note: Each facilitator gets copies of

Observer Assessment for each group

member.

Follow the agenda for Day Two, keeping

time and moving the process forward.

After each presentation give the

presenters a round of applause both

before and after feedback.

Reflective Writing

15 minutes

Refer participants to Group Process in

their manuals, page 8-3.

Participant Manual p.8-3

Personal Development Planning

30 minutes

Turn to page 8-4 of your manual titled

Practice and Personal Development

Plan and write about your experience

presenting today (if you came in a

group you can plan in work groups).

Develop a specific plan for using your

learning and insight from your

presentation and the full two days of

Participant Manual p.8-4

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Presentations

8-4

EVALUATION

Approx. 75 Minutes

the workshop. In your plan of action be

sure to include a specific time and

place in which you will follow up. Take

the next 30 minutes to develop your

plan. During this time one of the

trainers will be meeting with you

briefly to discuss your experience and

plan.

Wrap Up 45 minutes

Direct the group to page 8-5 of their

manuals titled Transfer of Learning.

Participant Manual p. 8-5

As a way to both evaluate the training

and facilitate your learning we would

like you to complete the Transfer of

Learning page after your next training

experience. We ask that you mail a

copy of this page to Barbara Collins at

the address posted. Since this is a

pilot for this seminar, the trainers may

be calling you in two to three months

to check on how well this training

contributed to enhancing your

facilitation skills.

Show 3 minutes of the last segment of

the film “Mr. Holland’s Opus”.

VCR and monitor

Mr. Holland’s Opus Video

Conduct a round robin wrap up. Ask the

group to stand in a circle and say two

words that describe how they are feeling.

Thank them for their hard work and risk

taking during the two days.

Have the group take their seats and fill

out the National Institute of Corrections

evaluation forms (back pocket of

binder).

Participant Manual, back pocket of binder.

National Institute of Corrections Facilitation Skills for Trainers

(Rev. 5/99) Presentations

8-5

Hand out certificates. NIC Course Completion Certificates

Module 8

Presentations

Training Supplements:

• Participant Manual

8-1 Performance Objectives

8-2 Communication Skills - A.M. Presentations

8-3 Group Process - P.M. Presentations

8-4 Practice and Personal Development Plan

8-5 Transfer of Learning

Participant Manual

8-1

NATIONAL INSTITUTE OF CORRECTIONS

NATIONAL INSTITUTE OF CORRECTIONS ACADEMY

FACILITATION SKILLS FOR TRAINERS

Module 8 -Presentations

Given the material in this seminar, participants will:

• practice facilitation skills by presenting brief learning

activities.

Participation Manual

8-2

Communication Skills

A.M. Presentations

What insights did you get about your facilitation skills?

What implications does this have for your facilitation practices?

How will you use these concepts and skills?

Other comments.

Participation Manual

8-3

Group Process

P.M. Presentations

What insights did you get about your facilitation skills?

What implications does this have for your facilitation practices?

How will you use these concepts and skills?

Other comments.

Participation Manual

8-4

Practice and Personal Development Plan

Describe your thoughts and feelings as you made your presentation. Note the

specific behaviors you practiced from your goals.

What insights did you get about your facilitation skills? What would you do

again, change or modify?

What implications does this have for your facilitation practices?

How will you use this information in the future? (be specific, make a plan)

Other comments.

Participation Manual

8-5

Transfer of Learning

(to be completed after your next training experience)

How did you follow-up with your personal development plan?

Describe your thoughts and feelings as you presented.

What insights did you get about your facilitation skills?

What are your next steps in building your skills? (be specific, make a plan)

Other comments.