Facilitator preparation for sessions

Contents

1. Introduction
2. How to use the session guides
3. The message of the program
4. Key training points
5. Planning considerations
6. Training leader's checklist
7. Instructional design template
8. Icon library
9. Collaborative vs. cooperative instructional strategies
10. Collaborative instructional strategies

 Introduction

This program asserts that our managers are able to construct individual and group meaning around the topics posed. The program structure is designed to create a learning environment that is learner centered and honors the knowledge, skills, and attributes that each manager brings into the process. The purpose of the program is to develop professional managers for (Sample Company) who exhibit the outcomes defined for the program.

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How to use the session guides

The training guides provide a roadmap for trainers interested in facilitating a collaborative learner centered session. I have built in specific collaborative strategies that I enjoy using, however there are a variety of collaborative strategies that the facilitator may select. The sessions are designed as 4 hour sessions. There is flexibility in the length of the sessions depending on the time available and the strategies selected. 

Each guide will recommend specific areas of focus for the facilitator. It is suggested that the facilitator read the materials first and draw upon her/his own knowledge and experience to create conversation starters and questions to prompt conversation. Substitute readings if you find other materials that you would like to use.

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The message of the program

Creating learning conversations is the key to coaching and developing high performance coaching is the intent of this program. Coaching is based on a managers ability to create trust and rapport and treat team members with courtesy and respect. 

A high performance manager must also be able to lead with vision and make well leveraged decisions that solve critical problems. All of this must be done with sensitivity to the policies and procedures of the organization. This is a complex and significant job and deserves well trained managers who critically think and are able to synthesize diverse inputs into effective decisions.

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Key training points

• Trust and rapport are built through conversations.
• Conversations are necessary to understand people and build relationships.
• Barriers to understanding are eliminated when people understand basic principles of relationships.
• Managers must build conversations that honor and reflect the vision, values, and stories of the organization and (sample company) community.
• Managers must be able to understand the organization as a living system and the value the organization delivers.
• Managers need to use effective tools to solve problems, make decisions, and assign work.
• Managers must be able to set and manage to clear standards and expectations.
• Managers must manage to the policies and procedures of the organization. 
• We need high performance coaches dedicated to the development and nurturing of our front line team. 
• Managers are accountable for the delivery of service. The only way to achieve this is through the creation of highly motivated, well trained, and fulfilled front line team members. Bossing is not an option!

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Planning considerations

1. Know your audience
   • Understand the training needs of your audience and target your conversations accordingly.
2. Determine objectives
   • Set the objectives for each session based on the outcomes you want to achieve. 
3. Select your collaborative strategies
   • Mix and match your strategies based on the outcomes you have defined.
4. Prepare environment
   • This is a collaborative process. A room with a conference table will not work. Make sure you have room for small group exercises and break outs. Tables must be able to be moved and rearranged as needed. Start with a horseshoe arrangement.
5. Prepare materials
   • The individual training guides will recommend the materials needed. Generally, you will need flip charts, markers, and specific materials for experiential exercises.
6. Check all presentation equipment
   • If you are using presentation equipment of any type, insure that you check it out with the presentation/media. This includes projectors, DVD's, screens, flip charts, and computers.
7. Send reminders to participants
   • This is a self directed program, however, you can not over remind people of assignments, expectations, and schedule. You might consider a formal welcome letter.

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Training leader's checklist

1. Reserve an appropriate location with...

c Plenty of room and movable tables

c Wall space for posting flip chart pages

c Good lighting

c White boards 

c Minimal outside distractions

c Accessible to all possible participants 

2. Make sure all equipment is working by...

c Checking the VCR, monitor, and sound

c Checking overhead projector and other equipment 

c Checking media if used before presenting

3. Review and customize lesson plan by...

c Selecting the collaborative strategies to be used

c Developing objectives for the session

c Reviewing all reading materials

c Developing questions to pose in session

4. Organize and prepare all materials, including...

c Lesson plan (blank facilitator guide .doc format)

c Overheads and/or flip charts

c Paper, pencils, markers, masking tape

c Handouts copied if applicable

c Any additional materials

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Instructional design template

If you would like to design your own curriculum, the easy to use word document template may be helpful. 

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Icon design library

This library of icons can be used on handouts, PowerPoint's, curriculum guides, or other materials in which you may want to use visual prompts. These icons were procured at www.iconolog.net. You can right click with your mouse on any icon and copy and then past into your document.

Audio clip (if I ever add them)

Break or meal

Calendar

Celebration or recognition

Checklist

Collaboration/learning in a group setting

E-mail communication

Flipchart or whiteboard

Help

How to instructions

Idea or brainstorming

Introduction

Key points of any type

Learning journey

Letter, invitation, or other written communication

Map

Markers

Materials

Message

Paper

Pens/Pencils

Phone communication

Post-its

PowerPoint presentation

Process

Quotation

Reading assignment

Reflection

Resources

Scheduled event or planning considerations

Self-study/self-directed learning

Tape

Time

Web search or resource

Writing assignment

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Collaborative vs. cooperative instructional strategies

Collaborative learning is the umbrella term encompassing many forms of collaborative learning from small group projects to the more specific form of group work called cooperative learning. Collaborative learning can provide students with the opportunity to think for themselves, compare their thinking with others, conduct small research projects, investigate subject matter with fellow students, and to practice using higher level cognitive thinking skills. It can provide activities that encourage students to confront the logic of their own thinking, their own beliefs, and the accuracy of their understanding about of previous learning. Attributes of a collaborative learning environment include:

	membership is typically heterogeneous
	all members share responsibility for performing leadership actions
	responsibility for learning is shared with group members expected to provide help and encouragement to each other
	good working relationships are maintained
	interpersonal skills necessary to work together are directly taught/modeled
	the teacher observes and analyzes not only how well the students are learning but how well the groups are working together

Cooperative learning is a type of collaborative learning developed by Johnson and Johnson is the 1960's and is still widely used today. Cooperative learning is a specific type of small group learning which has the following five essential elements:

1. Positive interdependence
2. Face-to-face interaction
3. Individual accountability (Personal responsibility)
4. Structured activity
5. Teamwork skills and group processing

The research paper Collaborative learning enhances critical thinking provides a good introduction to collaborative strategies used in the classroom. Other resources for the facilitator interested in creating a collaborative learner center learning environment include:

• Collaborative learning
• Facilitation web site
• Small group learning page
• Collaborative learning strategies

General questioning strategies

Repeated use of these question structures leads to a noticeable improvement in the higher level thinking abilities of learners.

"What is the main idea of...?"
"What if...?"
"How does...affect...?"
"What is the meaning of...?"
"Why is...important?"
"What is a new example of...?"
"Explain why...."
"Explain how...."
"How does...relate to what I've learned before?"
"What conclusions can I draw about...?
"What is the difference between ... and ...?"
"How are ... and ... similar?"
"How would I use ... to ...?"
"What are the strengths and weaknesses of...?"

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Collaborative instructional strategies

These collaborative strategies were researched and outlined by the Oregon State University '00 Masters of Education Cohort team members during the masters program. If using any of these strategies, please reference your source. Some of these strategies may be useful for this program and others for larger groups.

• Appreciative inquiry
• Blooming questions
• Communities of practice
• Conversation
• Demonstration
• Forum, panel, symposium
• Four corners
• Four corners II
• Future search
• Jigsaw
• Ladder of inference
• Minute papers
• Nominal group technique
• Numbered heads
• Open space
• Participatory lecture
• Role-play
• Simulation
• Socratic method
• Storytelling
• Taba questioning
• Team building/team meeting
• Think-pair-share
• Three Step interview
• Work out