Getting It Done

This chapter presented the many variables that must be planned for before a learning event, and managed during the learning event. Exercise 5–1 will support your analysis and preparation for facilitation.

Exercise 5.1: Are you ready to facilitate a learning event?

Use the following worksheet to review course components as you prepare to facilitate.

1. Check each of the learning activities that are built into your course by putting an in the space next to it.

   Content/Knowledge/Comprehension

   _____ Lecture

   _____ Reading: books, handouts

   _____ Videos/DVDs/films, slides, overheads

   _____ Prework

   _____ PowerPoint presentations

   _____ Note taking

   _____ Self-assessments (e.g., quizzes, checklists)

   Structured Exercises

   _____ Solo work

   _____ Guided discussion/question-and-answer session

   _____ Small group discussion

   _____ Group inquiry

   _____ Information search

   _____ Small group assignment/problem solving

   _____ Peer teaching

   _____ Games

   _____ Debrief

2. List each of the skill practice activities in the left column of the following chart. For each skill practice, indicate if it is psychomotor, intellectual, or interpersonal by placing an in the appropriate box. Then, indicate if there is alignment of the type of skill practice learning activity with the type of skill by placing a Y (yes) or N (no) in the corresponding column.

   Skill Practice	Psychomotor Skill	Intellectual Skill	Interpersonal Skill	Y	N

3. Indicate which of the following transfer activities are built into the course by putting an in the space next to it:

   _____ Action performance contracting

   _____ Application discussion

   _____ Barriers and strategies

   _____ Enablers and strategies

   _____ Structured note taking

   _____ Inviting managers to be on a panel that hears participants’ presentations and makes comments on their job relevance

   _____ Case studies

   _____ Team projects

   _____ Letters

4. List the course learning objectives in the left column. List the learning activity(ies) that corresponds with the learning objective in the next column. Indicate if there is alignment between the learning objectives and learning activities by placing a Y (yes) or N (no) in the corresponding column.

   Learning Objective	Learning Activity(ies)	Y	N

5. Are at least two out of the three learning styles preferences (visual, auditory, kinesthetic) accommodated in every activity?

   Yes_____ No_____

Now that you’ve had a chance to explore facilitation of specific learning activities and facilitation strategies that support different types of activities, the next chapter will address universal techniques that can be used to gain engagement and participation.