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
techniques for handling problem behaviours
- creating an environment conducive to learning
- creating an accepting and safe atmosphere
- arranging physical learning environment
various aspects of integrated learning
Learner-centric.
- Learning experiences must provide personalised (individualised) ‘justin-time’, ‘just-for-me’ options and opportunities to gain new skills or take on new challenges. Learners want to be able to not only know where to find information, but also be able to choose what, how and when they want to learn. Learners also like flexibility in learning and prefer to follow their favoured learning path.
On-demand, micro-sized and modular.
- Due to limited uninterrupted time, learners want short bursts of information that can stand alone or combine into broader programmes. The attention span of modern learners is generally short, so they appreciate on-demand training that is short and to the point. They prefer microlearning, that is, learning that is delivered in small chunks. Modern-day learners also tend to be more impatient because
of the easy access to information afforded by digital technology
Incorporate varied treatments and formats.
- Combining varied interactive multimedia formats increases engagement and more effective learning
Drive retention.
- Learning must offer opportunities for continuous application of formal and informal learning by reading, watching, experiencing and interacting. Ongoing practise and application help learners recall new knowledge and use that knowledge to change how they work.
Embedded in and connected to learner’s work.
Advancements in digital technologies help connect learners to content that is just right for them. Data about the learner should be leveraged to push and recommend the right resources at the right time. The content of resources should be relevant to the learner’s work (professional job role), personal and social lives so as to be regarded as personally meaningful enough for them to engage in the learning and transfer the knowledge to the environmental context.
Learning must be built for mobile access.
Learning must evolve with technology and learners’ increasing access to smartphones, and provide the most appropriate mode for
access on the go
On-demand mentoring, microfeedback and peer-to-peer learning:
- Mentoring and feedback remains important to provide information on the progress and impact of learning. Learning through mentoring and feedback should be continuous and enable learners to chart their progress easily
aspects of integrated learning
