1

Topic
The role of the trainer is to be a facilitator of learning rather than a teacher of skills. Discuss.

Student’s Name
Tze Yuk Ming
Student’s No
20044191
Date
22 Dec 2021
 2

Trainers' success is judged by the ability of their pupils to put their newfound information

into action after they have received it. Furthermore, while evaluating educational effectiveness,

the primary focus is on the educational goals and the results that result from the educational

goals. The effectiveness of a program is measured in terms of student success rather than the

amount of knowledge that is imparted to the pupils. When it comes to the education system,

teachers may be compared to trainers who are entrusted with developing well-rounded

individuals who possess core intellectual and social abilities. Furthermore, a trainer is a person

who has an influence on education at any level of the community. Fitness trainers, for example,

are responsible with enhancing the overall well-being and lifestyle of their customers and

athletes. Instead of acting as skill teachers, trainers are expected to act as learning facilitators,

assisting students in achieving the required educational outcomes.

Trainers are expected to act as facilitators, according to the guidelines. Explore

Perspectives (2021) describes a facilitator as someone who assists participants in collaborating

when they are actively studying a problem or topic. One of the major goals is to assist

participants to express themselves clearly and constructively while discussing important concepts

and proposing answers to educational difficulties. According to the state-approved trainer

standards in Washington, the major role of trainers is facilitation, which is in accordance with

national standards for the profession of training. (Washington State Department, 2021). Because

of this, trainers are expected to assist groups of individuals through learning objectives and

material, according to the guideline. Trainers are expected to build up a number of tough

teaching situations in order for the program to be successful. Rather than imparting skills, the

experiences serve to enhance learning. Furthermore, in order to put theory into practice, first-
 3

hand experience is required. As a result, each trainer is required to possess fundamental

facilitation abilities.

Any type of training or education is supposed to help students achieve specified goals.

According to the United Nations Children's Fund (UNICEF), the major purpose of training is to

impart transferrable skills to participants. Furthermore, by being inclusive and equitable,

participants are given the opportunity to learn transferrable skills. Furthermore, proper material,

regular assessment, and evaluation are required for both learning and teaching (Ko et al., 2016).

Each phase is required for the facilitation process to be successful. The distinct teaching phases

are required to be used by a trainer since they are important for the development of transferrable

skills among the students or participants. As an example, in a rock-climbing session, the

instructor can go through the fundamentals of the sport before allowing the participants the

opportunity to take part in an obstacle course. A simple explanation of the theoretical perspective

is insufficient for the development of transferable abilities. As a result, providing the participants

with the opportunity to gain firsthand rock climbing experience assures that they will be able to

pass on their knowledge to others in the future.

Facilitation is critical in the development of creativity and fundamental problem-solving

abilities. During facilitations, teachers or trainers deliver theoretical material and essential

instructions to students before presenting them with an educational task. In order to determine

whether or not the participants have the capacity to apply theoretical material to real-world

situations, the challenge has several objectives. However, throughout the evaluation process, the

instructor is supposed to provide instructional advice to assist the participants throughout the

challenge process (Gasperoni, 2019). By allowing for third-eye observation, we may increase

equity while also ensuring that each student applies key critical thinking abilities. Purnama
 4

(2018) agrees that adopting the facilitator technique to teach students has enhanced their ability

to be creative and self-sufficient in their learning. The provision of instructional guidance fosters

a pleasant environment in which students are encouraged to cooperate with others and

communicate ideas with one another. In the long term, the learner will be able to apply the same

information without the need to seek clarification from others. As a result, the trainees do far

better than the teacher.

Skills in the classroom are no longer effective in the contemporary digital system.

Participants are encouraged to imitate the abilities they learned in class in practice, according to

conventional teaching methods. However, due to current technological developments, it may be

difficult for students to communicate face-to-face with their instructors in some situations. By

increasing online learning, facilitation is able to overcome the issue of distance (Martin et al.,

2020). With assisted learning, online courses are arranged in such a way that they promote

effective participation, connectivity, and presence of the teacher. FAO (2021) confirms that

education through mediation is reliable for virtual classrooms since it permits trainers to

customize each teachable moment for a specific set of students. This example illustrates how

several platforms may be used to teach essential skills while simultaneously increasing learners'

abilities through continuous performance evaluation. The information works in conjunction with

face-to-face social contacts, which are required for the purpose of delivering educational

guidelines. Because of this, facilitation teaching is required in the contemporary digital

educational methodologies.

In general, trainers are intended to serve as learning facilitators rather than teachers of

skills to ensure that students get favorable educational results. It is a necessity in the standard

educational framework that trainers serve as facilitators as well as instructors. Furthermore, there
 5

are several advantages to pupils who gain from facilitation. First and foremost, the student

improved his or her problem-solving abilities, inventiveness, and independence. The educational

instructions and assistance provided to learners instill a great deal of confidence in them.

Participants will be able to use the abilities they have learned in real-life circumstances or in

future career systems with relative ease. Facilitation, on the other hand, is appropriate in the

modern digital age. The COVID-19 epidemic exacerbated the demand for online education in the

classroom, which was already necessary. Online social engagement is made possible by systems

such as Google Zoom Calls, which make it easier to connect with others online. In addition, a

trainer provides instructional presence, engagement, and connections, all of which are critical in

boosting learning and retention. As a result, trainers are required to place a greater emphasis on

facilitation rather than academic teaching.

References

Explore Perspective (2021). Facilitator role. Retrieved from Facilitators Role | SSWM - Find

tools for sustainable sanitation and water management!

FAO (2021). E-learning methodologies and good practices. Second Edition. Retrieved from E-

learning methodologies and good practices (fao.org)

Gasperoni, G. (2009). Oecd (Organization for Economic Cooperation and Development),

Creating Effective Teaching and Learning Environments: First Results from

Talis. Polis, 23(3), 524-526.
 6

Ko, J., Sammons, P., & Bakkum, L. (2016). Effective teaching. Oxford: Education Development

Trust.

Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation Matters: Instructor Perception of

Helpfulness of Facilitation Strategies in Online Courses. Online Learning, 24(1), 28-49.

Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation Matters: Instructor Perception of

Helpfulness of Facilitation Strategies in Online Courses. Online Learning, 24(1), 28-49.

Purnama, N. D. (2018). An Investigation of Teachers’ s Role as Facilitators in Teaching

Writing in the classroom. Academic Journal Perspective: Education, Language, and

Literature, 3(2), 361-370.

UNICEF (2019). Global Framework on Transferable Skills. Retrieved from Global-framework-

on-transferable-skills-2019.pdf (unicef.org)