Facilitating Training

[Hildegard Lobach]

TheNCDA Facilitating Career Development (FCD) Training is a 120-hour instructional program designed for individuals who assist others with career development. The training has value for both front-line personnel and program administrators in various settings who provide career development services. Course content includes in-depth coverage of the following topics:

This monograph provides a comprehensive resource on Group Career Counseling (GCC). It is appropriate for use by counselors, career professionals and facilitators, and in some cases para-professionals. This second edition provides a fuller review of the literature and of the relationship of GCC to counseling and career development theories. Read more.

Presentation skills are different again. Presentation is an activity in which someone shows, describes, or explains something to a group of people. By its nature, presentations are mono-directional. The presenter stands and presents information to the audience or learners. Interaction is generally limited to questions and answers at the end of the presentation.

Technical Trainers often have more knowledge than the learner, have a pre-prepared agenda, use exercises to enable the learners to connect with the content and grow their knowledge. For accredited training, assessments will be conducted to check understanding and competency.

A facilitator is generally, not a content or knowledge expert, and they hold the space for the group to evolve and grow through a topic or question they are examining. A facilitator will know how to move a group through the decision-making processes, will enable problem-solving and intervene when appropriate.

The essential first difference between the two fields is first and foremost that training is about passing on learning and content. The training provides theory, information and activities to share and help retain the information.

The second big difference is that the trainer has to offer quite a bit of content in large or small blocks. So, the emphasis is on a hierarchical model where the trainer is the teacher and the learner is the student.

The facilitator model is based on collaboration. It is a group of peers who have come together whom themselves have the content. They need a structure to think through the information they have in a way that will result in something new and different. The facilitator provides the tools, fabric, flow, calm, presence and energy to guide the group.

The third is that the trainer is helping the group to apply the content he or she has given them. So the training would ideally contain a lot of demonstrating, practising, and reinforcing of the concepts that have been shared.

In the facilitator model, the emphasis is more on communicating. It is about helping team members share their data points, experiences, understand one another, build the cohesiveness of ideas and find ways to solve problems, including the introduction of new models and concepts.

The final difference between the trainer and the facilitator is that the trainer is focused on achieving a longer-term outcome. They know that one day or two days or even five days of training is not going to have an immediate impact necessarily. The concepts must be continually reinforced, practised, refined for each situation. If this is done well, in the long term, you will see some change.

Soft skills training is generally conducted via both training and facilitation skills. The soft skills trainer is usually an expert in this field and adapts to the needs of the audience. Facilitation skills are used to engage learners via storytelling and sharing of personal experiences. The facilitator /trainer leads the learners to meet the learning outcomes via application of multiple learning modalities.

Colleen has honed her skills over the last 20 years across multiple industries and locations. Her previous role saw her overseeing the training and development needs of over 60, 000 employees across 13 countries in the APAC region. This enabled honing skills that celebrated diversity and understanding human commonality through learning, and that in the absence of a common language, flip charts and coloured markers can overcome most challenging situations.

Facilitated Training has the solution that you need. Customisable training materials that can be used again and again. Insert your company logo, add in case studies or examples from your workplace, or train using the quality training materials, as is.

Facilitated Training is your one-stop-shop for world-class, customisable training and professional development resources. Facilitated Training offers training and organisational development resources to facilitators, trainers, coaches, HR managers and individuals.

Specialising in customizable leadership and management skills, Facilitated Training features a wide variety of products, including Training resources, Professional development courses, assessments, ebooks, videos and more.

All three of these delivery methods require pre-work. Training is best when a needs analysis is completed. Facilitation requires gathering information about the situation or issue to be discussed. And presentations are researched. While it is possible to combine some of these methods, there are limitations. For example, when working on a presentation, it might be tempting to include some training type activities. But in many presentations, the speaker does not have access to an audience analysis, a key piece of information in the training analysis.

As we continue to tell employees they need to own their career development, employees are going to place emphasis on the methods that information is being shared. Because they have a goal to gain valued information. And the company is holding them accountable for getting that information. So, speakers need to be cognizant that training is truly interactive, facilitation is objective, and presentations accomplish certain goals.

Hi! I'm Sharlyn Lauby, an HR pro turned consultant. I created HR Bartender so people would have a friendly place to discuss workplace issues. And since, over the years, I've developed an appreciation for the culinary arts (translation: I'm a foodie) you'll see some of that here, too. So pull up a stool and order your favorite drink... the bar is always open.

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Entering Mentoring is an evidence-based, interactive mentor training curricula that engages mentors in collective problem solving and connects them with resources to optimize their mentoring practices. Mentors engage in learning communities through activities, assignments, case studies, and facilitated discussions to solve mentoring dilemmas and share successful mentorship strategies.

Facilitating mentor training is not the same as teaching it. The role of a facilitator for our process-based Entering Mentoring curricula is to enable participants to take ownership of their own learning by helping them engage in self-reflection and shared discovery and learning.

Entering Mentoring is available for faculty, staff, or administrators who are committed to implementing research mentor training at their institution or organization for the mentors of undergraduate and graduate students, postdoctoral fellows, and junior faculty.

We encourage those interested in becoming a Trained Facilitator to attend the two-day Facilitator workshop: Learn to implement mentor training offered at colleges and universities, research institutes, and governmental organizations.

During this workshop, participants become familiar with the Entering Mentoring curricula, practice facilitating training components, and develop a plan for implementing the training at their institution or organization.

Some people choose to forgo formal facilitator training and instead download our free Entering Mentoring curricula. Our complete curricula include detailed facilitator instructions for leading activities and discussions as well as participant materials.

Facilitators may choose to evaluate mentor training that is based on curricula in the Entering Mentoring series. To support facilitators in evaluating their mentor training implementations, CIMER has developed a standardized evaluation survey that collects information on mentoring background, training satisfaction, changes in behavior, and mentoring skill gains and is designed to be administered post training. The evaluation survey may be downloaded as a PDF or Qualtrics QSF file.

Facilitation skills are the abilities you need in order to master working with a group. In essence, facilitation is about being aware of what happens when people get together to achieve a common goal, and directing their focus and attention in ways that serve the group itself.

When we work together at our best, we can achieve a lot more than anything we might attempt alone. Working with others is not always easy: teamwork is fraught with risks and pitfalls, but skilled facilitation can help navigate them with confidence. Facilitation can be a workplace superpower.

Chairing a committee, getting the neighbors together to clean a park, playing music with your friends, organizing a wedding celebration, observing a group of kids play and suggesting something they might want to do next: there are many unexpected corners where you might be already practicing facilitation skills.

In this article, we will look at what facilitation skills are, including practical abilities (such as timekeeping during meetings), life competencies (such as communication skills), and components of the facilitation mindset (such as trust, and neutrality). Read on to explore what facilitation skills are, how they could be useful in your life and work, and ideas on how to practice them further.

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