SCREENING OF DEPED N.

SAMAR POOL OF LEARNING

FACILITATORS
FACILITATION SKILLS
IN THE 4As
Felix J. Ladeño
Senior Education Program Specialist
Human Resource Development

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Let us recall…

True or False

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Let us recall…
True or False

Learning occurs when it is

conducted in a pleasurable and
comfortable atmosphere.

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Let us recall…
True or False

During the abstraction stage,

you share your personal
experiences to your participants

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Let us recall…
True or False

Andragogy is the art and

science of helping adults and
people of all ages learn.

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Let us recall…
True or False

An effective delivery of professional

development programs in a formal
face-to-face training uses the
andragogical process of learning.

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Let us recall…
True or False

The four stages of the Adult

Learning Process are activity,
analysis, abstraction, and
adaptation.

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Let us recall…
True or False

The quality of a slide deck

presentation is the basis of an
effective delivery of professional
development program.

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Let us recall…
True or False

The Adult Learning Process is

often referred to as the
Experiential Learning Process.

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Session Objectives

• Discuss the basic concepts,

principles and values of facilitation

• Show readiness in applying KSAs

gained in facilitating training

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Session Objectives
• Gain valuable tips for effective
facilitation

• Commit to apply the facilitating

skills learned in the conduct of
learning and development
activities
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 “
What does Facilitation
mean to you?

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Facilitation is a way of working
with people that enables and
empowers people to carry out a
task or perform an action.

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In a formal training,

Facilitation is a learning method

which encourages trainees or
participants to share ideas,
resources and to think critically in
order to respond to tasks, and
problem-solving activities.
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Facilitator is a person who helps
people to decide what they want
to accomplish, reminds them of
their responsibility in achieving
it, and encourages and helps
them to complete an agreed
task or activity.
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Trainer is a person who guides
or inspires and helps others to
acquire knowledge and develop
the skills or the competence to
do something.

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 “
Which Facilitator’s Skills
Do I Most Likely Possess?

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 I react to ideas not to person
 I clarify and check learner’s
understanding of what was heard
 I respond positively to participants’
insights

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 I note participants’ level of
involvement in the discussion
 I sense the needs of the trainees
that may affect the activity through
verbal and nonverbal cues

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 I formulate follow-up questions to
participants’ responses
appropriately
 I solicit, accept and act on
feedback from the participants
 I process responses with follow-
up questions to elicit the desired
results
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I manage the discussion
throughout the activity
 I acknowledge greetings and
responses of trainees
I direct and redirect the
participants to the learning tasks

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 I highlight important results of the
activity that lead to the attainment
of the objectives of the activity
 I deepen and broaden participants’
outlook on the significance of the
discussion

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 I lead in analyzing ideas resulting
in deeper learning
 I highlight ideas that lead to new
learning and proper attitude
 I encourage divergent thinking for
clearer perspectives

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 “
FACILITATION SKILLS

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1. Listening Skills

Indicate willingness to focus on

what the participants are saying and
ability to pick up non-verbal cues.

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2. Observing Skills

Involve the use of the senses to

view actions and behaviors of
participants in order to
perceive/spot their potentials,
strengths, and needs.
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3. Questioning Skills

Involve asking the right questions

carefully and skillfully.

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4. Attending Skills

Include building rapport with

participants to elicit the needed
information and encourage
interaction.

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5. Integrating Skills

Entail combining experiences and

ideas together.

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6. Processing Skills

Indicate the ability to organize

analysis questions and critical
discussion points to help the
participants understand the
concepts that are being built at
hand.
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7. Communication Skills

Adeptness in presenting ideas,

giving directions, and explaining
procedures.

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8. Skills on the Use of Technology

Competence on the use of

appropriate visual aids and training
materials.

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PRINCIPLES AND VALUES
OF FACILITATION

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Authorities say ...
Listening
Facilitation means listening to what
people are saying and tuning in to
what they are not saying. This
includes being aware of verbal and
non-verbal means of
communication.
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Authorities say ...
Confidentiality
To participate fully, people must be
confident that everything of relevance can
be discussed freely without inappropriate
reporting outside the group. Group
members will normally decide what level of
detail can be reported to those not in the
group.
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Authorities say ...

Respect
A facilitator must acknowledge and
respect each individual and prevent
other group members from
undermining the basic respect that
should be accorded to each
individual in the group.
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Authorities say ...

Equality
Each person is regarded as having
an equal right to contribute, to
influence, to determine the direction
of the group as another. Equality
also relates to respect, valuing of
personal experience and
participation. 39
Authorities say ...

The value of personal experience

Each member’s contribution to a

discussion/skill sharing activity is
equally valid and valuable.

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Authorities say ...

Agreed goals

Members must share an agreed goal

if they are to develop a belief in and
sense of ownership of the group.

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Authorities say ...

Group process

Facilitation requires giving attention

to how the group operates. This
includes attempting to resolve
conflict or any other difficulty that
might arise in the group.

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Authorities say ...

Trust and safety

To ensure maximum participation,

the facilitator must encourage the
development of trust and safety.

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Authorities say ...

Inclusion and encouragement

Everyone in the group must be

included and encouraged to
participate, to share ideas,
suggestions, solutions and take
initiative.
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Authorities say ...
The importance of a positive/beneficial
experience

Facilitators must recognize that everyone

is entitled to positive experience in the
group. This means the facilitator is
meeting realistic individual needs and/or
being aware of and challenging unrealistic
expectations of the group.
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Authorities say ...
Participation

Facilitation succeeds when there is a

genuine belief in the value of responding
to stated needs in relation to the work of
the group. Consultation with group
members on direction, pace, content and
method with an openness to change is
vital.
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 Tips for
TRAINERS/FACILITATORS

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T Tell people things only if they cannot do so
themselves or do not know it
R Repetition and practice makes permanent and
perfect
A Attitudes are not taught, they are caught
I Involve participants to get maximum results
N Needs analysis is the starting point of training
E Evaluate results for constant improvement
R Reading materials are to complement and
reinforce learning

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A trainer/facilitator is NOT…

The person in-charge

The whole group is responsible for

learning. The role of the trainer is to
facilitate the learning to happen.

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A trainer/facilitator is NOT…

A lecturer

The trainer is a co-learner with the

other participants; s/he is exploring
the subject as an equal partner and
contributing his/her own
experiences.
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A trainer/facilitator is NOT…

Necessarily an expert

Although the trainer will have

prepared the sessions, s/he may not
know as much about some parts of
the course as some of the other
members of the group.
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A trainer/facilitator is NOT…

The center of attention

A good trainer generally speaks less

than the participants. Instead s/he
draws the participants into the
discussion or activity.

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A trainer/facilitator is NOT…

A judge

In collaborative learning, no one

determines that some opinions are
correct or more valid than others,
although factual inaccuracies may
need to be clarified.
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A trainer/facilitator is NOT…
The maid

While the trainer takes the leadership

in coordinating the sessions, s/he
should not be the only person to take
responsibility for the tasks
associated with the training course.
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DOs and DON'Ts in
Facilitating Trainings

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DOs

Set up the materials and

equipment that you will need in
your session before the session
starts.

Use visuals and position them so

that everyone can see. 56
DOs
 Provide clear policies and instructions
to guide the participants. If you need to
write, do it clearly and boldly.

Speak in a loud and clear voice while

maintaining a good eye contact with the
participants.

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DOs
 Encourage active participation by
eliciting questions from
participants.

Keep the group focused on the

task by avoiding distracting
mannerisms and distractions in the
room. 58
DOs
Evaluate and give feedback.

Ask questions that will test the

participants’ understanding.

Summarize and recap at the end

of the session.
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DOs
Be friendly with the participants
and be patient to their queries.

Keep everything simple and

straightforward.

Manage your time so that the next

session will be held on schedule. 60
DON’Ts

Don’t try to know everything and

don’t ignore the participants’
comments and feedback

Don’t interrupt a person when s/he

is talking.

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DON’Ts

Don’t humiliate anyone by making

judgment about his/her response.

Don’t read from your material as it

will diminish your credibility.

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DON’Ts

Don’t block the visual aids or they will

render themselves useless.

Don’t stand in one spot—move around

the room.

 When running the session, don’t turn

your back to the audience in case you
will lose them. 63
Core Skills of a Trainer/Facilitator

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Commit and deliver
Have a positive attitude
Practice makes perfect
Have positive self-awareness
Live for the day
Master your emotions
Laugh at the world and learn
Be pro–active
Seek guidance

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As a Trainer/Facilitator, you must…

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 Stay relaxed and calm

 Be open and honest

 Use humor if natural for you, and smile

 Be a good listener; observe and record

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 Use body language to help overcome
language barriers.

 Wait patiently when the audience is

quiet; give time for them to think
about what they want to say.

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 Be aware of language barriers let
people talk in the language they are
most comfortable in (and ask someone
else to translate if necessary).
 Make it as interactive as possible -
engage participants and invite them to
tell their stories.

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 Choose words, stories, numbers, and
cases that capture interest.

 Address concerns, questions, issues as

raised by participants, while sticking
to the main message you want to get
across.

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Make a self affirmation on the quality of
Facilitation you will practice.
 
I AM A FACILITATOR ...

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 “I am a facilitator.
Why?
I want to have a positive impact on
organizations and people
who work within them.
Why?
I want people to have the opportunity to use
their human talents in their work
and their lives.
Why?
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Because life is short and work is a
significant part of life
and it is a potentially rich place for
human expression.

Why?

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 I believe that we are all here to give
expression to our potential,
to grow into our fuller selves.
Why?
I have no more reasons; I just believe.”

Bellman, Geoffery, The Consultant’s Calling.

Jossey-Bass Publishing, San Francisco, 1990, p. 104

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Bring it on
Facilitators!
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 “
What’s Next?

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Submission of Phases II and III

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 Phase II Session Guide
Writing

 Phase III Facilitation Skills

Demonstration

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Phase II Session Guide Writing
and Slide Deck Designing

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 Consider the subject you’re teaching
 In the conduct of SLAC, you are to facilitate
one MELC that will be shared with your
colleagues
 From such standpoint, write a Session
Guide following the template/standards set
 Design Slide Decks that complement the
Session Guide following the standards in
Slide Deck Preparation

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Phase III Facilitation Skills
Demonstration

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 Shoot a video of your facilitation
(walkthrough) for 5-10 minutes taken from
your submitted Session Guide
 Use appropriate Slide Decks and other
materials
 Impliedly highlight the 4As in your
walkthrough facilitation
 Be presentable
 Follow the standards in videography
 Observe ethics in facilitation
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SESSION GUIDE WRITING AND SLIDE DECK
PREPARATION (50%)
Criteria 8 6 4 2
Statement of All objectives are Most of the At least one of None of the
Objectives stated in objectives are the objectives is objectives are
behavioral terms stated in the stated in stated in
and are aligned behavioral terms behavioral behavioral terms
to the and are aligned terms and
performance to performance aligned to the
objectives of the objectives of the performance
training training objectives of
the training
Content Key contents is Key content Key content is No relevant
comprehensive, covers most of inadequate for content
accurate and the key input the objectives
clearly stated and required by the
substantially objectives
covers the
objective/s of the
session 83
 Criteria 8 6 4 2
Design/ Design/ Design Design not No attempt
Methodologies Employs adult employees adult consistent with
learning learning adult learning
principles and principles most principles some
methodologies of the methods methods are not
as well a are aligned to the aligned to
variety of objectives Most objectives
method. of the
Some
Instructions are Instructions are
instructions are
clea. clear
confusing
Methodologies
are aligned to
objectives

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SESSION DELIVERY (50%)
Criteria 6 (highest) 4 2 1(lowest)

Communication Skills        

Questioning Skills        

Attending Skills        

Use of Training Aids        

Confidence and Bearing        

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 “
When is the submission of
Phases II and III?

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Submit your outputs (SG, Slide Decks, and
Facilitation Video) to
hrd.northernsamar@deped.gov.ph on or
before December 2, 2020

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