Chapter 6 Flashcards
Purposes of learning facilitation (based on Yelon, 1992)
The purpose of learning facilitation is to:
* Motivate learners to learn and apply the performance in the workplace;
* Help learners to become mentally ready to learn;
* Enable learners to practise;
* Enable learners to improve their performance;
* Help learners to retain learning and transfer what they have learned to the workplace;
* Facilitate the integration of newly acquired skills with existing skills; and
* Certify that learners have accomplished the learning outcomes.
The concept of learning facilitation has several advantages:
- It shifts the focus of training from the trainer to the learners’ needs and skills.
- It uses learners’ knowledge, experience and frame of reference as a valued and critical
input to the learning process. The learners’ knowledge and experience serve as a basis
for further learning experiences. - It allows learners to become active partners with a vested interest in their own learning.
Learning success is shared with other learners and the learning facilitator. - It promotes experiential learning that is relevant, significant and meaningful. Facilitated
learning relates more directly to everyday, real-life situations. - It promotes learning that lasts beyond the immediate training sessions. Learning
facilitation encourages learning that is readily transferable to the workplace.
facilitation skills
- knowledge of and skills in group processes and group dynamics
- listening skills
- questioning skills
- managing feedback
- flexibility
- time management
characteristic of effective learning facilitation session
- learners are active participants in learning experience and knowledge and skills
- effective and credible facilitators inspire learners
- outcomes clearly linked to learners’ work experience
- learners will connect better if the facilitator is authentic
Carl Rogers identifies facilitative learners
- less productive on own beliefs
- able to listen
- able to accept ideas that are different or troublesome
- pay equal attention to relationship and content
- accept both positive and negative feedback
- makes learner active participant and vital component of learning process
- learners take responsibility for their learning
characteristics of effective facilitation
- establish and maintain credibility
- process structured and organised
- conducted in responsive and collaborative manner
- safe and positive environment
- positive feedback
- effective communication and presentation skills
- opportunities for application
delivering learning programme
training delivery is a structured process characterised by an individual acting as a learning facilitator to accelerate abd structure learning through well-designed delivery methods
modern (integrated) approaches to learning and development
recognise learning as an ecosystem that brings formal, informal and social collaboration into a continuous learning environment to help transfer knowledge and learning back in the workplace
group dynamics as part of the facilitation process
the manner in which learners interact with one another, are influenced by the characteristics of the individual learners. In addition, trainers (L&D professionals) will often have to deal with learners from different generations. Different generations have unique
needs and preferences. Learners’ characteristics have a strong impact on how they interact with one another and how they react to the learning process
differences that can exist between learners -influencing group dynamics
- Instrumentality is the degree to which learners are concerned with the immediate applicability of the knowledge and skills being taught.
- Scepticism is the degree to which learners exhibit a questioning attitude that requires logical explanations, evidence and practical examples.
- Resistance to change is the degree to which learners fear the process of moving to
the unknown. - Attention span refers to the length of time that learners are able to pay attention.
- Expectation level is the level (quality) and quantity (content) that learners expect from
the training. - Dominant needs are the internal and external needs that drive learners.
- Absorption level is the pace at which learners can absorb new information.
- Topical interest is the degree to which the learners have a personal or job-relevant interest
in the topic. - Self-confidence refers to the degree to which learners view their abilities positively, and
the accompanying level of feedback, reinforcement and support required.
10.Locus of control is the degree to which learners regard their ability to implement new
learning with or without organisational support.
facilitation process and the experiential learning cycle
based on the principles of the experiential learning cycle, where facilitators must guide learners to move through these stages through facilitation
facilitation process
- asking questions to enhance participation
- understanding and regulating group dynamics (and individual differences)
- giving and receiving feedback and do so with dignity and respect
- reading the body language of learners
- dealing with problem behaviour in the classroom
guidelines for asking questions
purpose of asking questions: increase learner participation
- make meaning clear
- do not simply ask questions to use up time
- ask questions that will result in insight and reflection
giving and receiving feedback
- the way feedback is given will determine learner’s future participation
- feedback can build or obstruct insight and understanding
- dignity and respect
guidelines for giving feedback
- immediately
- not interrupt learner while they are answering a question
- rather than correcting -> probe reasons to understand reasoning
- start with positive remark
- be spesific
- provide reasons for feedback
- address the topic
- be realistic
