Getting It Done


In this first chapter, you learned about the three characteristics that you must have before you can effectively facilitate a learning event. The chapter also discussed how to appraise a learning design and what to do if it falls short. Exercise 1–1 will aid you in assessing your readiness and the readiness of the learning design that you have been given.

Exercise 1.1: Are you ready?

start example

In Section 1, indicate your readiness as a facilitator by checking the “Yes/No” column and adding details in the “Comments” column. For those items that you would like to develop further, jot your plans and ideas in the “Action Items” column. Then, in Section 2, indicate the adequacy of the learning design by checking the “Yes/No” column, adding details in the “Comments” column. Itemize your plans to improve the design (if any) in the “Action Items” column.

Section 1: Facilitator Readiness

Item

Yes

No

Comments

Action Items

I am confident of my basic presentation skills:

• Stance

• Voice

• Gestures

• Eye contact

• Basic media skills

I am confident of my expertise in the subject matter of the course I am to facilitate:

• Knowledge

• Experience

• Examples

• Stories

Section 2: Learning Design Appraisal

Item

Yes

No

Comments

Action Items

Needs assessment information on the learners is available, detailed, and accurate:

• Backgrounds

• Skill levels

• Learning styles

• Comfort with learning activities

• Work environments

• Attitudes toward the learning experience

Learning objectives are appropriate:

• Specific

• Aligned with learning activities and measurements/ assessments

• Stated in observable, measurable terms

Content segmentation and flow are clear and support effective learning:

• Segmented appropriately

• Must-know content is clearly identified

• Variety of types of learning activities

• Varied pace and learning activity sequence

end example

In chapter 2, your focus will be on how facilitators are differentiated from presenters and on the implications for learning facilitation that are inherent in the art and science of how adults learn.




Facilitation Basics
Facilitation Basics (ASTD Training Basics)
ISBN: 1562863614
EAN: 2147483647
Year: 2003
Pages: 82

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