Designing and Facilitating Adult Learning

Wednesday - Friday
9:00 am - 5:00 pm

A well designed training program consists of the formulation of terminal objective based on the results of the training need analysis. As well as, identification of the most effective training methodologies and audio-visuals, proper scheduling of activities, and other factors critical to the success of the workshop.

In this program, the function of the facilitator in ensuring the learning becomes meaningful and easier for both the learner and mentor. The speaker who transforms into a facilitator engages in the stimulation of individual and group participation through the appropriate learning methodologies, maintaining attention with effective audio visuals, enrichment of learning by asking and responding to questions, and processing of learning and application through the structured learning experiences.

Empowered Trainer's Development Program Series:

• Evaluating Returns on Training Investment
  April 12 - 13
• Training the Trainers
  April 25 - 27
• Training and Organizational Needs Analysis
  June 5 - 6
  
  

After the course, you will:
    1.    Design an actual training program based on the prescribed
           guidelines;              
    2.    Evaluate and select most appropriate training methodology
           suited to the design, schedule, and/or level of participants;
    3.    Identify the four roles of a facilitator together with its
           behavioral applications; and
    4.    Facilitate actual structured learning experience through the
           application of experience-sharing, processing, generalizing
           and applying guidelines.

The program is designed for training and organizational development specialists, entry level training officers, managers and supervisors who are directly involved in  staff and/or unit development, and to non-HR persons who need to learn and understand training functions and processes.

I.    Introduction and rationale
        A. Review of training cycle (D. Kirkpatrick)
        B. Framework for linking TNA to desired results

II.   Considerations for designing the program
        A. Principles of a good design
        B. Steps in designing a program

III.  Formulating behavioral objectives
        A. Kinds of objectives
        B. Requirements for terminal objectives
        C. Practicum: Writing terminal objectives

IV.   Writing the lesson plan
        A. Rationale/kinds of plans
        B. Elements of a lesson plan
        C. Samples of lesson plans

V.     Utilizing effective audio visuals

VI.   Selecting most appropriate training methodology
        and approach
        A. Kinds of methodologies
        B. Advantages/limitations of each methodology

VII. Adult learners and the structured learning experience (SLE)
       facilitator    
        A. Managing learners in SLE’s
        B. Functions of the SLE facilitator
            (Assessing application of functions – self-evaluation questionnaire)

VIII. Guidelines in Facilitating SLE’s
        A. Grouping
        B. Choosing group leaders
        C. Assigning tasks/roles
            1. Giving assignments
            2. Having the spokesperson and recorder
            3. Choosing the observer
        D. Monitoring of discussions
        E. Questioning
        F. Co-facilitating
            1. Advantages and disadvantages
            2. Dangers to avoid
            3. Co-facilitator’s inventory
        G. 5 C’s for facilitation
        H. Handling problem participants

IX.   Experiencing the SLE: Do you follow instructions?

X.    Practicum: Facilitating a structured learning experience

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