Getting It Done

In this chapter, you learned a great deal about what it takes to be a facilitator. Exercise 3–1 will support your growth and development by allowing you to assess yourself in relation to facilitator roles.

Exercise 3.1: Self-assessment role inventory.

This self-assessment is intended to help you reflect on your effectiveness regarding the various roles of a facilitator. Below are statements regarding the facilitator’s roles. Using the scale provided, indicate the extent to which you fulfill that dimension of a particular role. For areas rated 2 or below, identify specific actions you will take to improve yourself in that area.

0=not at all

1=to a very little extent

2=to a little or some extent

3=to a great extent

4=to a very great extent

Role	Rating					Actions
Leader of the Group
Creates and sustains an environment conducive for learning	0	1	2	3	4
Helps learners apply the content to their jobs	0	1	2	3	4
Provides complete feedback during facilitative discussions	0	1	2	3	4
Provides complete feedback following learning and practice activities	0	1	2	3	4
Develops group cohesiveness	0	1	2	3	4
Manages group involvement processes	0	1	2	3	4
Promotes the development of action and follow-up plans	0	1	2	3	4
Manager of the Agenda
Establishes timing as a ground rule	0	1	2	3	4
Starts sessions on time	0	1	2	3	4
Manages the time to ensure content is covered	0	1	2	3	4
Manages the time to ensure learning strategies are included	0	1	2	3	4
Stops on time	0	1	2	3	4
Content Expert
Asks in-depth questions	0	1	2	3	4
Answers questions in depth and detail	0	1	2	3	4
Shares experiences that enhance credibility	0	1	2	3	4
Uses appropriate jargon for the topic and audience	0	1	2	3	4
Role Model
Maintains positive, professional demeanor	0	1	2	3	4
Models behaviors being taught	0	1	2	3	4
Consultant
Helps participants understand the concepts	0	1	2	3	4
Helps participants apply the concepts to their jobs	0	1	2	3	4
Meets one-on-one with participants during the program	0	1	2	3	4
Follows up with participants after the program to see if KSAs are being used on the job	0	1	2	3	4
Identifies environmental factors that support the transfer of KSAs to the job	0	1	2	3	4
Identifies environmental factors that hinder the transfer of KSAs to the job	0	1	2	3	4
Addresses identified environmental factors that may support or inhibit job application	0	1	2	3	4
Reprinted with permission from Performance Advantage Group, 2003.

Exercise 3–2 is a facilitation/presentation assessment tool that can be given to an observer who can augment your judgment about your competencies. To use the facilitation/presentation assessment tool, you are to:

1. Assign a weight to each behavior, totaling 100 points. Weights should reflect how each set of behaviors is valued by your organization.

2. Select a skilled facilitator and have that person assess your skills, using the assessment tool.

3. Use this feedback to develop areas rated 2 or below.

Exercise 3.2: Facilitation/presentation assessment.

Below is a list of behaviors describing the demonstration of facilitation/presentation skills. As an assessor, assign a weight to each behavior, with the total being 100. Weights should reflect how each behavior is valued by your organization.

Then use the following scale to indicate the extent to which the individual demonstrates the listed behaviors.

0=not at all

1=to very little extent

2=to a moderate extent

3=to a great extent

4=to a very great extent

Behavior	Weight	Rating
Credibility
1. Demonstrates appropriate personal and professional behavior		0	1	2	3	4
2. Demonstrates content knowledge (depth and breadth)		0	1	2	3	4
3. Makes linkages to organizational realities		0	1	2	3	4
Learning Environment
4. Involves participants in establishing and maintaining the learning environment		0	1	2	3	4
5. Uses opening (warm-up) activities to gain participant involvement		0	1	2	3	4
6. Manages group interaction, draws in quiet participants, and manages participants who try to monopolize the interaction		0	1	2	3	4
7. Integrates adult learning principles into the course delivery		0	1	2	3	4
Communication Skills
8. Uses appropriate verbal and nonverbal communication techniques		0	1	2	3	4
9. Uses examples that are familiar to the participants		0	1	2	3	4
10. Provides complete and timely feedback to participants		0	1	2	3	4
11. Provides time for participants to structure or frame questions, ask questions, and voice concerns and issues		0	1	2	3	4
Presentation/Facilitation Skills
12. Effectively uses voice (tone, projection, inflection), gestures, and eye contact		0	1	2	3	4
13. Effectively uses examples, personal experiences, stories, and humor		0	1	2	3	4
14. Effectively uses various questioning techniques		0	1	2	3	4
15. Effectively paraphrases/restates participants’ questions, comments, and observations		0	1	2	3	4
16. Promotes participant discussion and involvement		0	1	2	3	4
17. Keeps discussion on topic and activities focused on outcomes		0	1	2	3	4
Instructional/Learning Strategies
18. Implements a variety of instructional/learning strategies (such as guided discussions, case studies, role plays, small group work with feedback, assessments)		0	1	2	3	4
19. Plans and facilitates debriefing sessions so all learning is processed		0	1	2	3	4
20. Adjusts activities, time, pace, content, and sequencing to accommodate specific learner needs		0	1	2	3	4
Media
21. Uses media (video, overheads, computer projection, wallboards, props, flipcharts) effectively		0	1	2	3	4
22. Demonstrates ability to substitute, change, or add media as needed		0	1	2	3	4
	100
Upon completion, multiply the weight of each behavior by the rating and add up the total column. The total will be between 0 and 400. This is the participant’s assessment score. The score for passing (determined by the individual’s organization) is ______. Develop actions to improve areas rated 2 or below. Reprinted with permission from Performance Advantage Group, 2003.

Compare these results with the results of your self-assessment. After you and the observer have completed the assessments, you’ll have a roadmap for your development.

This chapter introduced you to the multiple roles and expectations of a facilitator, and discussed the implications of learner preferences and styles for those roles. In the next chapter, you will focus on the elements that come together to ensure the best start for a learning event.