FOREWORD

TRAINING TECHNIQUES

Table of Contents

Session plan ................................................................................................................... 2

What is learning? ........................................................................................................... 3
How do people learn? ................................................................................................ 3
Why do people learn? ................................................................................................ 5
Types of learner .......................................................................................................... 7
How to handle different student types ..................................................................... 9
Presenting information .............................................................................................. 9
Session plan checklist ............................................................................................. 10
Training equipment & aids ...................................................................................... 12
Instruction vs facilitation............................................................................................. 16
Facilitation techniques ............................................................................................ 17
Characteristics of a facilitator ................................................................................. 17
Situations requiring facilitator intervention............................................................ 18
Staying on time......................................................................................................... 18
Never-ending discussion ......................................................................................... 19
Conflict & personal attacks ..................................................................................... 19
Questioning............................................................................................................... 19
Summary ...................................................................................................................... 22

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FOREWORD
TRAINING TECHNIQUES

Foreword

Training Techniques

Session plan

Module no Foreword

Module title Training Techniques

Duration N/A

Optimal class size N/A

Learning To act as a reference for trainers, to refresh techniques and to ensure best practice
objectives

Delivery method N/A

Trainer N/A
qualifications

Student None
prerequisites

Trainer materials N/A

Participant N/A
materials

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TRAINING TECHNIQUES

Training Techniques

This section is for trainer reference only and does not form part of the main training
syllabus.

What is learning?
If we are to be an effective trainer it is important to know how people learn and what
motivates people to learn. Learning can be said to have taken place when people show
they are capable of a behaviour that they were not capable of before learning began. Such
behaviour could be proving they retain knowledge they did not have before or showing they
now have a particular skill which they did not have previously, or they are able to do a task
which they could not do before.
When first learning a complex task, the trainee requires a great deal of conscious mental
and physical effort. Initially detailed instruction and explanation is needed until gradually
the trainee becomes more competent and their actions semi-automatic, which leaves time
for other tasks. The newly adopted behaviour could then be classed under three headings.
▪ Skill based:
Where use is made of automatic reaction to repetitive events already
learnt and practiced.
▪ Rule based:
These are actions based on pre-determined rules and procedures such
as SOPs, manuals, checklists and drills.
▪ Knowledge based:
Where we use both our memory and understanding in order to make a
decision.

How do people learn?

A group of people may study together but they learn as individuals. It is generally agreed
that the more people are actively involved in their own learning, the more effective that
learning will be. Practice and delivery of learning material in small digestible chunks,
maximises learning.
Involving learners in discussion is a useful tool in re-enforcing important information. By
revisiting key items the information will be more readily transferred into long term memory.
Discussion also provides new ideas and insights through sharing ideas or experiences.
Discussion combines several functions, it helps to:
▪ Test knowledge and understanding.
▪ Bring out new ideas and insights.
Students need to be able to relate their learning to their work and appreciate how it
relates to what they already know. People are more motivated to learn if they can see why
they need to learn.

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Eight features of adult learning

An understanding of some of the ways in which adults learn will help you to prepare more
effective training sessions for groups.
The following points summarise some of the findings of education research into adult
learning.
1) Adults must want to learn
Adults can resist learning merely because someone says they should.
They learn effectively when they have a strong inner motivation to
develop a new skill or to acquire a particular type of knowledge.
2) Adults resent being treated like a child
They want to be self-responsible, self-respecting, self-directing
individuals. They want to help determine their own learning needs, and
evaluate the effectiveness of their learning experiences as they see
them.
3) Adults will learn only what they feel they need to learn
Adults have a practical approach, and want to know ‘How is this going
to help me right now?’ They will respond best to training which
recognises concrete and immediate goals. Furthermore, adults
generally expect results very early in the experience; they have little
patience with trainers who insist on giving a lot of preliminary
background, theory, and historical review before getting to their point.
4) Adults are goal-oriented rather than fact-centred
They want to acquire information and ideas that will help them reach
their immediate goals and which can be put to use right away. The
importance of realism cannot be overstressed: adults simply will not
put their minds to work on problems which are clearly contrived. You
can teach adults a general rule or principle, and then show them, by a
series of hypothetical illustrations, how it applies to specific situations.
But studies show that they will learn much faster if you reverse the
process; let them begin with specific problems, drawn from experience,
and work out practical solutions from which principles may be
deducted.
5) Experience affects adults’ learning
An adult has a mental ‘slate’ that is crowded with a lifetime of
knowledge. New learning must therefore be relational; if the new
knowledge doesn’t fit in with what they already know, or think they
know, they are powerfully disposed to reject it. In fact, their past
experience can actually prevent them from perceiving accurately, much
less absorbing the meaning of newly presented data. On the other
hand, because of their extensive background and experience, adults
are themselves a prime teaching resource; they can help each other to
learn, and may find participative techniques most helpful.
6) Adults learn by doing
The importance of active participation in the learning process is
immense for adults. They learn best when they are actively involved
and interact with the trainer, supervisor, co-worker, fellow students and
environment. Post course actions are essential for effectiveness.
Learning is an active process.
7) Adults learn best in informal and pleasant social atmospheres
Good instruction recognises the deterring influences of physical and
mental fatigue of adult learning.

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8) A variety of methods should be used in teaching adults

Learning progresses most quickly when information reaches the learner
through more than one sensory channel. Visual and/or audio aids can
do much to heighten the impact of a lecture. Be sure the method you
use is adapted to what you are trying to accomplish.

Why do people learn?

Learning is largely a voluntary activity. People generally choose to learn, or not to learn.
That choice can be influenced by the following factors:
▪ To keep their job.
▪ To improve skills, to increase earning potential for financial reward.
▪ To gain promotion.
▪ To gain some sort of reward or to avoid some sort of punishment.
▪ Out of curiosity or interest.
▪ Peer pressure.
▪ To gain status.
▪ For security at work, socially and within the family.
▪ For pleasure.
▪ Self-esteem.
▪ Pride.
▪ Keeping up with peers.

Environmental barriers to learning

As a trainer, we should be aware of possible environmental barriers to learning.
▪ Noise.
▪ Temperature.
▪ Lighting.
▪ Seating discomfort & lack of personal space.
▪ Location.
▪ Group size.
▪ Restricted vision.
▪ Smells.
▪ Thirst, hunger.
▪ Lack of equipment.
▪ Haphazard arrangements.
▪ Interruptions.
▪ Distractions – internal or external.

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Personal barriers to learning

A student may also have personal barriers to learning.
▪ Unclear objectives.
▪ Boredom (too much/too little info).
▪ Lack of interest.
▪ Lack of motivation. Don’t assume that the student, by attending the
course, is well motivated to learn what the course has to offer, for
some the benefits are clear, for others to undergo training has a
threatening aspect. Especially if sent on the course by their employer
who failed to explain the reasons behind sending them, it’s possible for
the student to have concerns regarding what will happen if they don’t
pass, will they be demoted, overlooked for future positions etc. Be
aware of the possibility that these emotions may be present amongst
students on your course.
▪ Lack of confidence/anxiety.
▪ Domestic problems.
▪ Emotional stress.
▪ Health problems/disability.
▪ Personality clash.
▪ Feeling of unfair treatment by company or trainer.
▪ Age / forgetfulness.
▪ Language.
▪ Adaptability.
▪ Laziness.
▪ Fatigue.
▪ Mannerisms.
▪ Bad language, inappropriate verbal or physical behaviour.
▪ Impatience - more haste less speed. Not realising the need for basic
training, wanting to “run before they can walk”. This might be a greater
deterrent to learning than many people think.
▪ Drugs or self-medication.
It is important that the trainer establishes any potential or apparent barriers to learning
and removes them where possible.
The trainer should take note if a student is not making the progress expected and consider
whether there are any barriers present. This may be easier to determine if the trainer
knows the student or if there are past records which show this is uncharacteristic
behaviour.

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Types of learner
Learners have different needs and information processing skills and so are more
responsive to certain types of training delivery. Typically, it is assumed that individuals
have a preference for one learning style and it is argued that effective learning is more
likely to take place where individual preferences match the learning style of the activity.
Thus, while it is impossible to cater consistently for all learning styles in every activity used,
it is advisable to provide a variety of teaching methods within a program in order that all
students have the opportunity to participate in a learning activity that matches their
preferred learning style.
Four types of learning style have been identified: the activist, reflector, theorist and
pragmatic.

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Type
Activist
Wants to have a go at anything and
are not too concerned about the
consequences that may follow
such as making a mistake. They
may be impatient. They are usually
willing to stand up and speak and
quite comfortable with new ideas.
Trainers need to be aware of the
activist dominating the session,
taking over from the trainer and
focusing too much attention on
them rather than the other
students.
Reflector
Likes to takes things easy, doesn't
like to rush things, likes to think
things through first of all, rather
than just jump in the deep-end.
These people are generally good
listeners who tend to be cautious,
careful and methodical by nature.
They absorb information said by
others and rarely jump to
conclusions. They can analyse their
own perceptions and are willing to
indulge in self-criticism.
Theorist
A disciplined approach to learning,
thinking rationally and logically.
Have the ability to ask effective
questions. They are comfortable
when dealing in concepts and
ideas, and see the practical
application in an abstract way with
a model which interprets their
experiences. They are valuable
contributors to open discussion.
Pragmatist
Down to earth, like to plan, enjoy
trying out new things and making
them work. They need to have
opportunities to experiment in
applying newly acquired skills and
are generally eager to put them
into practice.
© Global Air Training Limited 2017
Learns best from Learns least from
Experience Passive role learning, e.g.
New experiences, problems, experiments. listening to lectures,
reading, explanations.
Activity
Short tasks, games, competitive teamwork. No direct involvement.
Excitement Requirement to assimilate,
Drama, crisis, lively debate. analyse and interpret lots
of data.
Variety
Chopping and changing with a range of Requirement to engage in
diverse activities. solitary work, i.e. reading,
writing, thinking on their
Chance of limelight
own.
Leading discussions, giving presentations.
Repeating the same
People
activity over and over
Group based, bouncing ideas off others,
again.
solving team problems, group reviews.
Chance to analyse Being forced into the
Watch, think, chew over activities. limelight.
Chance to reflect When worried by time
Listen/observe a group. pressures or rushed from
one activity to another.
Chance to deliberate
Reaching decisions in their own time without When pressed into doing
pressure and tight deadlines. something without
warning.
Perfection and rationality Participation in situations
In structured situations with a clear purpose.
that are unstructured,
where ambiguity and
Complexity
uncertainty are high, e.g.
Requirement to understand and participate in
open-ended problems.
complex situations.
When faced with diverse
Theories and coherence
alternative, contradictory
Time to explore the associations and
techniques without
interrelationships between ideas, events and
exploring any in depth.
situations.
When the subject matter is
shallow or gimmicky.
Solutions to problems When the learning is not
When there is an obvious link between the related to an immediate
subject matter and a problem set. need or relevance.
Chance to experiment When there is no practice
Practising techniques with coaching and or clear guidelines on how
feedback. to do it.
Practical applications When they cannot see
When given techniques that are applicable to sufficient reward from the
the real world. learning activity.
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When selecting individuals for group work, try to mix the learning style in each group, don’t
have all the activists in one group and all the theorists in another. As no activity is best
suited to all learning styles, a mixture of learning styles in each group will mean that the
students who are able to relate to the activity can encourage those who are having more
difficulty engaging in the process.

How to handle different student types

Timid Give encouragement, try to develop their confidence.

Anxious / nervous Tactfully find the reason, try to develop their confidence.

Shy Ensure they are included in all conversation and group work, bring
them out by use of questions and praise.

Silent / unreceptive Tactfully find the reason.

Preoccupied Tactfully find the reason.

Forgetful Repetition and reflection.

Active & self-confident Encourage but deter overconfidence.

Aggressive Educate in interpersonal skills and avoiding confrontations.

Persistently answers Ensure you use the 3 x P’s technique, restrain if necessary to allow
all the questions others equal opportunity.

Impatient Don’t accelerate learning at the risk of others being left behind.
Explain that each stage is important and underpins the next stage. If
multiple groups it may be necessary to separate from the slow
learner.

The joker Fun person who can lighten the atmosphere but ensure they don’t
use their humour inappropriately and take the impact away from the
lesson.

Presenting information
One of the main aspects of a trainer’s work is presenting information to their participants.
To help the participants get the most from any training session, the trainer must present it
in a structured way and ensure that it is interesting and easily assimilated. This is best
achieved by following a specific session plan.
A session plan should be part of every training course. If you follow the session plan in
your written training manual and make the training notes comprehensive, then any other
trainer should be able to come along, pick up your manual and use it to deliver the same
information and so achieve the same results. A session plan with detailed notes is
necessary even if you are familiar with the subject to be taught. A comprehensive session
plan will make it easier for someone else to step in and take the course for you should the
need arise.

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Session plan checklist

Good planning involves having a session plan, which should consist of:

1. A title
For example: Training techniques course.

2. An introduction
Students need to be put in the right frame of mind for learning, it is important that the
style of the day is set out at the very beginning to ensure people feel relaxed and able to
contribute. The introduction to the training session can do this.
When meeting the students for the first time, make an effort to establish a rapport and put
them at ease. Welcome everyone individually on arrival or when they enter the training
room, use the names of the people you know and introduce yourself to the people you
have not met before. Maintain a welcoming and relaxed body language, smile, use eye
contact and an open demeanour.
Remember some people might be sceptical and possibly apprehensive about the session
before they come in. It is possible they will make up their minds about the day (and about
you) in the first 30 seconds – so it is very important to make a good first impression.
Inform the students about the purpose of the session and why they need to spend time on
the topic. This will help to motivate the students to participate in the learning process.
Sometimes it may be appropriate to give the students more detailed information about
how the session will run and what will be covered in the session e.g. the syllabus. If a
session follows on from a previous session, it is useful to explain this in the introduction
and briefly review what was covered in the previous session.
Careful consideration should be given to providing a good introduction as this will set the
scene for the session and stimulate interest. The manual suggests you start by firstly
introducing the trainer: name, position, and background then ask the students to
introduce themselves.
Suggest they keep their introductions brief and remember not everyone is comfortable
speaking out in the classroom even when talking about themselves and in the midst of
friends. A quick introduction will be fine and this will serve two purposes, firstly it breaks
the ice and secondly it gives you some useful information about the group including their
background and relevant experience.
General housekeeping and health and safety can be covered in the introduction too.

3. An objective
A training objective is a statement of what the students will be able to do at the end of a
period of training. It gives the students something to refer to during the session of where
to focus their efforts. It is motivating to be informed of what you will be able to do when the
training is over.
If we are not clear about what the students will be able to do at the end of our training
sessions, then we’ll have trouble deciding what to include in the program. We will also
have trouble finding out what our students have learned. In other words, if you don’t know
where you are going, how will you know how to get there and how will you know when you
have arrived?

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A training objective needs to be clearly stated so that the trainer and the student
understand the same purpose. It will be difficult to accomplish an objective if the students
are wishing to learn one thing while the trainer is trying to teach them another.
The word ‘know’ is an imprecise term, which can lead to confusion in some statements. So
rather than say ‘at the end of the week you are going to know about training’, make sure
your objective is more specific. To help with this, you may include the following 3 elements;
timing, performance and standard. ‘By the end of this session (timing) you will gain
training skills (performance) which can be used to improve your classroom delivery
(standard).’

4. A method of checking the prior knowledge of the students

Students find it tedious and demotivating to be trained in areas in which they are already
experienced. Trainers need to check out their student’s level of experience in relation to
the session objective. You could utilise the student’s introduction to tell you whether they
have any prior experience or knowledge of the training subject.
If you find that a person is highly qualified and perhaps has attended many courses before
or even taught the subject in the past, don’t become intimidated by it, but rather suggest
to that person, that they might be willing to assist during the course with valuable input
from their years of experience. It is essential to treat your students as individuals not as a
group of people who are all exactly the same in terms of knowledge and experience.

5. A list of the main points of the subject matter

Use your syllabus in point form or as subject headings. Information is more easily
assimilated if it is delivered in small digestible chunks and in a logical sequence. Decide in
what order you will arrange your main points and the essential information which the
students must have. Stick to that order, hoping about from one to another may cause
confusion.
Within the subject headings, you should incorporate a detailed account which defines the
subject matter of the sessions. To assist you with your timing, you can break the subject
matter down into 3 areas of coverage:
Must Cover - Should Cover - Could Cover
Ensure you include all the ‘Must Covers’, then move onto the ‘Should Covers’ and if you
still have time remaining add some ‘Could Covers’ as a fill-in.

6. Details of what training techniques you will use to develop the main points
In your training notes highlight how you will get your point across. For example you may
have a note which tells you to “write the following points on the flip chart” or to “show slide
number 2”.
Make it interesting. People learn through the use of their senses, where all senses are
present, the sense of sight is predominant. When you are considering how to put
information across, consider how visual aids can help you to do this.
Many topics can be more clearly communicated through one or two pictures or diagrams
than through a thousand words. Good quality learning aids which are relevant to the
course will add extra interest and variety to a well-constructed training session.

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7. A method of checking whether the students have achieved the objective

At the start of the session you informed the students of what they would be able to do at
the end of the session. You need to assess the students in some way; this can be done as
you move through the course rather than just at the end. To ensure that learning takes
place it is essential that the students participate in the training sessions. Participation can
be achieved in many ways and to differing degrees.
Students can be given exercises to do, asked questions, set problems to solve – practical
or theoretical, involved in discussions or in group and individual projects.
While the students are involved, the trainer can be assessing their command of the
session topic and their progress towards the achievement of the session objective. When
weaknesses are observed, encouragement and more coaching can be provided. When
strengths are observed, praise can be given.

8. A summary containing the main points

In the summary, re-state the main points of subject matter you have covered during the
session. The summary gives you a final chance to put into your students’ heads the
information you want them to have. It also gives a positive and professional end to the
session which might otherwise trail off in a vague manner.

9. Details of resources to be used

List the aids, equipment and materials to be used for example: data projector, screen,
PowerPoint presentation, handouts required. If for some reason anyone else has to take
over your course, they can use the list and know exactly what equipment will be needed.
Make a note to check that all the equipment is in good working condition.

10. Layout of training room.

Make sure the room is set out in a way that encourages participation and interaction. If
someone is setting up the classroom on your behalf, pre-arrange how you would like the
layout and where the presentation equipment will go, remember to ensure power sockets
are within reach.

Training equipment & aids

Having many resources available for training is advantageous because it:
▪ Helps us to get our message across by use of high-lighted points,
drawings, pictures and video footage.
▪ Reduces the monotony of having one person stand and talk without
variation.
However, the equipment can work against you if are unprepared. For example,
▪ You write on the whiteboard and find that the pen doesn’t work.
▪ You attempt to show a multimedia file but find that the file type is not
compatible with your software.
What should have been an asset to your presentation has failed leaving you looking
unprofessional and you are now tense because your presentation depended on the use of
the visual aids. Be prepared and make sure that visual aids work for you.

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Whiteboard
▪ Start off with the surface clean.
▪ Have a number of dry-marker pens available in different colours;
ensure they are dry-markers suitable for use on a whiteboard and
check all of the pens work.
▪ Have a board wiper or cloth available.
▪ Write carefully and neatly. Keep the letters fairly large and easily visible
from all parts of the training room.
▪ Use different colours to emphasise your points or to differentiate
between two categories of items on the whiteboard.
▪ Do not talk to the board. As you turn round to write, stop talking and
resume when you have finished writing and are facing the students.

Flipchart
▪ Have enough paper for your needs.
▪ You can use dry-markers or permanent markers on the flip chart.
Permanent markers tend to work better without drying out however
beware of inadvertently using permanent on the whiteboard. Check all
of your marker pens work.
▪ Once again use colours to make your points stand out, keep the letters
large enough for everyone to easily see.
▪ Don’t talk to the flipchart. As you turn round to write, stop talking and
resume when you finish writing and turn back to the students.
▪ If you think you will need assistance remembering some of the points
that you may be writing down you can prepare in advance; write your
points at the bottom of the piece of flip chart paper in pencil and just
big enough for you to see but not visible to the students.

Computer presentation (e.g. PowerPoint)

▪ Set up the computer or laptop first and run the presentation to test.
▪ Ensure volume set if appropriate.
▪ Be aware that using different software versions can alter your
presentation (fonts, spacing etc.) and may not be compatible from one
PC to the next.

Handouts
▪ Make sure there are enough handouts for all students and a copy for
the trainer’s reference.
▪ Ensure the content is clear and easy to read.
▪ When possible use quality first generation prints not photocopies.

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General
Make sure everyone can see all of the visual aids. It may be necessary to ask people to
move so they are able to see the screen, whiteboard or other piece of equipment.
Ensure that those who can’t see properly are in a position to move when you come to
utilise that piece of equipment.
Check you are audible to everyone in the room. To add interest vary your pace, pitch and
tone of voice. Let them know from your enthusiastic and positive delivery that you enjoy
your subject as this will motivate others to learn.

Self-presentation
‘Self-presentation’ is another important aspect in achieving a professional appearance
and delivery style.
Some trainers appear hesitant and unsure that their subject matter is of interest to their
students. Be aware that behaviour could be contagious – if you doubt the interest of your
subject, the students may doubt it too. Adopt a positive approach. You have not been in
your work for so long that it bores you; you have not decided to train others because it is of
no value to anyone. Your occupation is interesting and worthwhile and you should
communicate this to your students through your enthusiasm. If you appear excited and
enthusiastic about the subject, the students will be stimulated to explore it with you.
Speak with authority and confidence.
Maintain eye contact with the group. Do you like to be with people who will not look at
you? What impression will you have of a trainer who prefers to look at the floor or ceiling or
out of the window rather than look at you?
People like to feel recognised as individuals and so need to have eye contact with you. Try
to think about how they are feeling rather than how you are feeling. Smile and use humour
where appropriate. A long face depresses, whereas a bright face, a smile and a pleasant
greeting set the tone for an enjoyable session.
Mannerisms such as rattling coins in the pocket and constantly pacing from one side of
the room to the other like a caged lion are annoying and should be avoided. Do not
however feel you should be rooted to the spot, natural movement can be used to maintain
interest.
Keep your speech purposeful and try to avoid “um..”, “er..” and “you know what I mean..”.
Any silences always seem longer to the trainer than to the students whose brains are
working to absorb information. They are usually grateful for time to digest what you are
saying. Use a voice volume and rate of speech that will be easily comprehended by the
students.
Never apologise for your subject or imply that something is very difficult, very easy or very
boring. If you feel that you have to apologise for teaching something, ask yourself if you
really need to include it. If you do need to include it then you do not need to apologise for
it. If you hint that something will be boring, the students are predisposed to be bored.
Remember that although it may be boring to you who are familiar with it, the topic may be
new to the students and your presentation should keep it interesting for them.
Finally, always maintain a high degree of professionalism both verbally and with your
appearance and dress.

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Effective trainer principles

The fully effective trainer employs the following principles:
▪ Preparation - well prepared for the course, mentally, physically and with
the correct resources and learning environment.
▪ Appropriate methods – chooses appropriate teaching methods and
training aids for the nature of the course and students. Instruction
must be accurate and properly sequenced.
▪ Well-structured training sessions – following the use of an organised
session plan, appropriate timings. Don’t cram the sessions i.e. too
much information into too little time.
▪ Knowledge of subject – a good knowledge of the subject matter,
training manuals, regulatory requirements and available resources.
However if you don’t know the answer to a question, don’t waffle or
confuse them with meaningless words or risk giving them incorrect
information, better to admit you don’t know the answer and say that
you will find out and get back to them later – then make sure that you
do so.
▪ Practice what you preach. Make known your belief in the subject and
be a good role model.
▪ Create the best possible learning atmosphere – positive, interested,
motivated, open and honest with good communication and listening
skills. Have a genuine interest in your students, encourage them to ask
questions at any time while it is clearly in their mind and ensure they
know you are there to help them.
▪ Student interaction – generate learner participation, feedback, re-
enforcement, practice and testing. Don’t talk ‘down to’ your students.
Avoid favouritism.
▪ Awareness of student’s state of mind – is the lesson being received,
are the communication channels open, can they see and hear
everything. Are there any barriers – personal, cultural, language or
environmental. Never be impatient if the student is slow to grasp a
particular point or concept.

Under no circumstances
▪ Use inappropriate language or gestures.
▪ Embarrass or humiliate a student, be disrespectful of a student,
colleague or the company.
▪ Express prejudice (nations/race/faith/culture/gender), all should be
respected in an impartial manner. Avoid causing offence by careless
remarks, innuendo or sarcasm.
▪ Criticise the system or procedures of your organisation.
▪ Lose your temper.
▪ Smoke or eat while you are delivering the session.
▪ Arrive for the session inebriated or smelling of alcohol.

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Instruction vs facilitation
There are two main styles which may be adopted by trainers; instruction and facilitation.
Instruction may be described as primarily the activity of ‘telling’. Knowledge and skills are
imparted to the student by communication and demonstration. Facilitation is a technique
in which the trainees are ‘facilitated’ to discover the knowledge and skills for themselves
in the context of their own experience and circumstances. To facilitate means ‘to make
easy’.
It is widely accepted that the facilitation style is the most successful for delivering human
factor training. This training is very much concerned with attitudes and behaviours, and
most people do not like being instructed in how to behave and what to think. Attitudes and
behaviours are based on a person’s past experiences, values and beliefs, which are
different from every other person.
The learning style needed for facilitative learning is very different to that required in
instructional training. In instructional training situations the learners have clear,
predetermined goals and objectives, deal with well-defined subject areas and rarely
encounter conflict. Instruction provides someone with skills, knowledge and competency
that they did not possess before they undertook the instruction.
In contrast facilitation involves problem-solving groups who determine their own goals and
objectives, define the nature and scope of the subject matter and frequently encounter
conflict which if not handled constructively can lead to failure.
Four basic skills are needed to be an effective facilitator.
1) Ability to anticipate the complete problem solving and decision making
process and so be several steps ahead.
2) Possess strategies to support the group’s social and cognitive
processes.
3) Ability to remain neutral regarding content, issues and values.
4) Respect the group’s need to understand and learn from the problem
solving process.
The role of the facilitator is to assume a position of responsibility that strongly influences
the group and the group process; they should not attempt to apply content expertise.
Inexperienced facilitators may be tempted to offer content knowledge or opinion but this
may undermine their ability to aid the group as a whole.
The methodologies used by facilitators are interactive and participatory. They manipulate
what a group does so as to maximise full participation, minimise individuals dominating or
interrupting the group activity and optimise the group’s performance and satisfaction.
The facilitator should act as a group ‘role model’ and demonstrate professionalism, self-
confidence and authenticity. The development of a professional self-image, self-
confidence as well as an intentional style and appropriate attire are important assets for a
facilitator. Although even more important is a willingness to be a role model and an
authentic example for the group.
The facilitator may choose to be serious, probing the depths of unknown puzzles, or can be
more humorous, setting at ease those reluctant to participate; or distant, causing the
group to reflect on its own insights, or close, sharing learning ways that illuminate the
present situation of participants. A Chinese proverb (attributed to Lao Tzu) reads:

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“Him say of the best leader, when the job is done the people say “we did it
ourselves”.

Facilitation techniques
Facilitation is a process where knowledge is acquired by group discussion and guidance; it
is a process of self-discovery based learning and the preferred learning style for human
factors training. To be an effective facilitator, you require skills in phrasing, timing and
questioning to advance a discussion.
Facilitation requires as much input (or more) from the group as from the facilitator. Groups
work best when individuals are made to feel comfortable in expressing their ideas.
Encourage all participants to listen to what others are saying. If a session is splintering into
separate discussion groups, halt them politely and ask them to deal with one discussion
point at a time.
Ensure the quieter group members are brought into the discussion and to engage and
encourage them ask their opinions and comments.
The facilitator should constantly listen and be attentive. Try not to get side-tracked into
long discussions with particular individuals. The facilitator needs to keep the team on
track and may have to intervene periodically to refocus or rebalance the group
interactions.
You can encourage co-operative behaviour by behaving in a way that is at all times honest,
open, respectful and non-partisan. Be impartial, value all input even if you don’t
necessarily agree, thank participants for their point of view and ask what other people
think or if anyone has a differing view point. If a disagreement arises, do not take sides.
Instead, ask the group to resolve the issue, this will create an environment where the
people feel safe to say whatever they feel and you will get the widest range of views.
Value all contributions, encourage everyone to participate and explore alternatives, keep
the energy levels up and deal sensitively with all points raised.
The facilitative approach to training means that you do not necessarily have a script you
must stick to, but rather the learning will come from the debate which uses the combined
knowledge of the participants. Having a facilitative approach will mean that the trainer
may need to be flexible over the session timings so that enough time is given to important
discussions while maintaining an overall time management of the program. It is the
responsibility of the trainer to manage the day ensuring that each session is handled
effectively.

Characteristics of a facilitator
▪ Asking rather than telling.
▪ Paying personal compliments.
▪ Willing to spend time in building relationships rather than always being
task orientated.
▪ Initiating conversation rather than waiting for someone else to.
▪ Asking for other’s opinions rather than always offering their own.
▪ Negotiating rather than dictating decision-making.
▪ Listening without interrupting.

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▪ Empathetic.
▪ Drawing energy from outside themselves rather than from within.
▪ Self-confident.
▪ Persuasive, enthusiastic, outgoing.
▪ Naturally curious about people, things and life in general.
▪ Can keep the ‘big picture’ in mind while working on the nitty-gritty.

Situations requiring facilitator intervention

The following are some examples of common situations which require intervention by the
facilitator to keep the session on track.
A member of the group is having side-bar conversations with other participants while
another is talking.
▪ A friendly reminder:
“Just a reminder, we agreed to one conversation at a time in our
ground rules for today.”
▪ Direct the reminder:
Make eye contact and restate, “One conversation at a time please.”
▪ Make a direct request:
“Susan, please hold your comments until Sam has finished.”
▪ If Susan is the only one interrupting or having side conversations:
Talk to her at break, one-on-one.
▪ If there are many people interrupting or having side conversations:
Put the process on hold and ask the group “Do we need to take a
break?”
Note: If other participants are reacting to the material, suggest “parking the issue” while
completing the current item(s). Address this/these new topics after the speaker or the
agenda topic/discussion ends.

Staying on time
The group has a lot to cover in the agenda, but they veer off into other topics.
▪ Invoke a “keep focused” ground rule:
Suggest the use of a “parking lot” to capture items that need to be
pursued, but are not the focal points for this meeting.
▪ Specifically re-focus on the particular topic/agenda item:
“I’d just like to remind you that we are discussing “xyz”, please hold
discussion on other topics until we get to them.”
The discussion has continued for some time and you are running out of time for the item:
▪ Attempt closure of item: “Team, we have 10 minutes remaining for this
item. We need to re-focus. What do we still need to discuss to conclude
this item?”

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Never-ending discussion
Sometimes a discussion will not come to closure, usually because of information that is
insufficient, inaccurate or unreliable. Sometimes a topic leads to significant emotional
reactions.
▪ Follow the same guidelines under “Staying on time” it may be that
there is insufficient valid information to progress, in which case the
team should park the item for another session.
▪ Personal agenda. Whenever a topic comes up, an individual may begin
to recount the same war stories, etc. You can often tell by reading the
faces of the other participants (look for rolling eyes). The individual,
often oblivious of the reactions of others, settles into the story. Once
you’ve determined that an individual is in a familiar story mode, and
what’s being said does not appear to contribute to the item under
discussion, gently interrupt him to ask, “Bob, excuse my interruption,
but I’m not sure how this fits with our topic.”
▪ Direct the inquiry: Make eye contact with Bob and ask, “This sounds to
me like familiar turf, is this a recurring theme?” Then make eye contact
with the other participants. At this point Bob will usually realise that this
is either a war story that everyone has heard, or a favourite ‘complaint.’
Acknowledge him, ask what key piece of the discussion he would like
captured, and then move on.
In the rare case where the individual cannot let go, talk to him privately at break. Give
feedback (gently) about the effect his behaviour is having on the session. Enlist his help in
moving the session forward.

Conflict & personal attacks

A group member takes “pot shots” at other team members. For example, Bill is taking
‘shots’ at Joe.
▪ Make eye contact with Bill and say, “We welcome all ideas, comments
that build or clarify ideas etc., but not negativity.”
Once again, Bill aims another sarcastic or belittling remark at Joe.
▪ Confront Bill directly: “Bill it seems your remarks are personally
targeted at Joe, please stop.” Then redirect him with “What is the
concern you have with the issue/idea? How would you modify it to
improve it?”
Bill persists with comments aimed at Joe.
▪ Talk to Bill one-on-one at break: “Bill you continue to make critical
comments towards Joe’s ideas. If there is a personal disagreement
between the two of you, it is inappropriate to pursue it here. Can you
participate in this session productively or is there another issue which
needs to be addressed before the team can continue?”

Questioning
Questions used in training are most effective when the trainers are clear about what they
want to achieve and selecting the appropriate type of question.

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Questions can be used by the trainer to:

▪ Check knowledge and understanding.
▪ Develop reasoning skills.
▪ Develop problem solving and decision making skills.
▪ Develop diagnostic skills.
▪ Stimulate interest.
▪ Ensure full learner participation in the session.
▪ Identify training needs.

Questioning techniques
Phrase your question concisely and use plain words. Ask one question at a time. Allow your
learners plenty of time to absorb the question, understand what is required and work out
the answer: this process can take longer than you think.
When working with a group, ask the question of the whole group, give them all time to
think, then nominate the person to answer (Pose, Pause, Pick). If you nominate first, you
may remove the motivation for the rest of the group to try and think of the answer. The 3P
technique for group questioning motivates the entire group and overcomes common
problems with using questions, such as everyone answering at once, no-one answering,
and the same person answering every time.
Giving an incorrect answer provides valuable information to the trainer about where the
student is in relation to what is to be learnt. It is important to investigate and help them
clarify what has been grasped correctly and to overcome any misconceptions.
Balance the advantages and disadvantages to the learner of throwing open the question
to the whole group or staying with the original learner and, through further questions,
finding out where they went astray and putting them right.
Plan to achieve a balance of "feeding" information in response to the learners’ questions,
"demanding" they work towards answering their own questions and so becoming more
self-reliant.

Types of question
It is important to use appropriate questioning techniques for the purpose required. There
are various types of questions that will assist in getting the information in the order it is
needed.
Questioning can help us to take the initiative, keep control, steer the conversation, give
ourselves time to think, enable us to check, verify and summarise and also to close a
conversation. The main types of questions are open, closed, leading, alternative choice,
hypothetical and teaching.

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Open questions
These may be used to develop learning skills such as problem solving, decision making,
discrimination and reasoning - the skills required to develop self-reliance in the learner.
They check the learners' understanding of the subject.
▪ Why has this happened?
▪ What can be done to put it right?
▪ How could this be done better?
Open questions begin with what, why, when, where, who, how, tell me about. They gain
information and feelings and do not assume or influence the answer. They often ask for
opinions and ideas, and replies may be lengthy. The open question is the most commonly
used mode in facilitated training.

Closed questions
These can be used to check whether a learner has possession of knowledge. They ask for
specific information and do not necessarily let you know that the learners understand.
They can begin with, does, do you, can I, is, should I, will you, have you. For example:
▪ Is this extinguisher suitable to put out an electrical fire?
▪ Is this a whiteboard marker?
Usually these questions call for short answers that are either correct or incorrect, often yes
or no answers. They check, gain commitment, summarise, and close conversations.

Leading questions
The answer is in the question and they are useful to help people relax. For example:
▪ We can take a taxi down town tonight, can’t we?

Alternative choice questions

These limit the answer to two options. They can channel the conversation for positive
commitment. For example:
▪ Do you want menu A or menu B?

Hypothetical questions
Can be used to project the person being questioned into a situation and test for possible
reactions. Used in selection, promotion interviews. For example:
▪ If the breaker trips, what systems will fail?

Teaching questions
This type of question gives the learners limited information and asks them to work out
from that information the answer to the question. Usually the learners require little
knowledge of the topic, so such questions are particularly useful to build up confidence
and motivation in the early stages of training. They help to develop the learners' ability to
reason.
▪ Central heating radiators need a vent valve to allow for the removal of
unwanted air from the system. Air is lighter than water, so where on the
radiator should be valve be situated?

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Summary
Facilitation can sometimes feel at odds with trainers who have a lot of prior instructional
experience. Unlike instruction, which is predominantly used to enforce the adoption of a
specific action, when used effectively, facilitation can alter behaviour, attitudes and
values. For any training that promotes people adopting positive attitudes and values, it
makes sense to facilitate these sessions.
Two top tips to remember when facilitating:
▪ If you’re doing all the talking, you’re instructing. Where possible, throw
questions aimed at you back to the audience for their opinions.
▪ If you’re not enjoying it, your audience won’t be either. The enthusiasm
for a session has to come from you. Prior planning, preparation and
good question techniques all make facilitation easier and as such,
make delivering the training more enjoyable.

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