Training And Leading On Purpose:
The Art Of Intentional Facilitation
Presenter:
Nora Gerber, UC Davis Instructor
Center for Human Services
UC Davis Extension
human@ucde.ucdavis.edu
Training And Leading On Purpose:
The Art Of Intentional Facilitation
This workshop is intended for
AGENCY LEADERS -those who
Lead Learning Sessions
(workshops/ meetings/ public presentations):
Trainers
Managers
Supervisors
Mentors & Coaches
Training And Leading On Purpose:
The Art Of Intentional Facilitation
Have you ever
noticed that we often
tend to “see the light”
and remember things
a bit differently?
Think to yourself for a minute:
In what ways might this reality complicate
your ability to deliver information?
What challenges does it present?
Training And Leading On Purpose:
The Art Of Intentional Facilitation
Have you ever
noticed that we often
tend to “see the light”
and remember things
a bit differently?
What strategies could you use to ensure
that your learners begin to focus their
thinking in your intended direction…
to meet your planned training outcomes?
TARGETING THE
PLANNED OUTCOMES
WORKSHOP PURPOSE STATEMENT
To promote the employment of
processing prompts when training
or leading a meeting,
as a tool for facilitating
comprehension and
transfer of learning.
TARGETING THE
PLANNED OUTCOMES
GLOBAL GOALS OF THE WORKSHOP
• To introduce the strategy of
Intentional Facilitation
• To provide options for promoting
the processing of information
• To suggest sample prompts &
questions based on the intended
outcome focus of the material
TARGETING THE
PLANNED OUTCOMES
OBSERVABLE OBJECTIVES
Learners will
• take targeted and designated notes as
directed while they listen and view
• practice processing information using
4 different options
• document examples of prompts that
would be relevant to their content
presentations
Explain to someone nearby why you need all 4 -what’s the usefulness to you, the trainer, of each?
TARGETING YOUR OUTCOMES
COMPETENCIES
Professional
Standards
to reach
Responding to management request; policy change;
PURPOSE = BIG PICTURE
A Purpose Statement is an answer to the question,
“Why?” “Why am I conducting this training?”
new forms…
General
VS
Global Goals
Observable
Observable Objectives
What you hope to accomplish
Starts with “to”
What they will be doing
Starts with a verb
NOBLE, YET DIFFICULT
TO OBSERVE
BEHAVIORS
OBSERVABLE
BEHAVIORS
Best Practice = design has Purpose, Goals, & Objectives
Deciding how to choose
materials /content
Determines the
reinforcement activities
THE EFFICIENT TRAINER FOCUSES ON HOW
THEY WANT IT ALL TO COME OUT –
THE OUTCOMES
This is where the “Intentional”
part comes in.
You know the change you want to see
as a result of the training/ meeting/
presentation.
Craft your processing prompts to lead the
learner directly and intentionally
toward your planned outcomes.
TODAY: MODELING 4 OPTIONS
AND 4 FOCUS TOPICS
4 OPTIONS-- Mix them up;
Match to your planned Outcomes
Meta-cognition
Table-Team-Talk
Pair Sharing Whole Class Discussion
4 likely FOCUS TOPICS -Selected per your Outcomes
Personalization
Mission/ Values
Business Processes
Problem Solving
IT’S NOT YOUR JOB TO
“COVER THE MATERIAL”
BLAHBLAHBLAH
“Cover The
Material”
PLEASE MAKE A NOTE
IT IS YOUR JOB
TO ENHANCE
WORKPLACE
BEHAVIOR
TO ILLUSTRATE… PRACTICE
Take a moment to talk silently to yourself…
then make a response note on the lines to the right…
What do you tend to do when you are
feeling like you have too much material
to cover and not enough time to cover
it?
Which training/ presentation
methods do you tend to employ
when in this situation?
TO ILLUSTRATE… PRACTICE
Option: Meta-cognition
Take a moment to talk silently to yourself…
then make a response note on the lines to the right…
Focus: Personalization & Problem to Solve
What do you tend to do when you are feeling like
you have too much material to cover and not
enough time to cover it?
Which training/ presentation methods do you
tend to employ when in this situation?
TO ILLUSTRATE… PRACTICE
OPTION: Pair Share
FOCUS: Problem to Solve
TURN TO ONE SMART PERSON SEATED NEAR YOU
Share your notes and thoughts;
you have 2 minutes between you
Share
What happens to you, as a learner, when the
Trainer employs your “too much material…
too little time” method? How effective is it?
What might be more effective for you,
as a learner?
THE CYCLE OF LEARNING
WHAT?
NOW
WHAT?
How /When/ Where
will I apply this?
What’s my
Action Plan?
Content/ Activity
Data/ Material
SO
WHAT?
What’s In It For Me?
How does it impact
me/ my life/ my job/
my work with
families?
“Covering The Material”
Usually = the “WHAT” only
Covering the material is
yada-yada-data-dump-dumpdump
EFFECTIVE TRAINING ALSO ADDRESSES
THE “SO WHAT?”
Cognitive/ Head
Psychomotor/ Hands
NOW
WHAT?
How /When/ Where
will I apply this?
What’s my
Action Plan?
WHAT?
Content/ Activity
Data/ Material
Affective/ Heart
SO
WHAT?
What’s In It For Me?
How does it impact
me/ my life/ my job/
my work with
families?
TRAINING TRUISM:
“You
can change people’s
minds with new information;
but they will only remember
the information and / or
change their behavior when
they feel the need to
remember and / or change.”
Tap the affective domain
MAKE A NOTE –
FILLING IN THE KEY WORDS
Training is an organized, structured activity,
designed to produce specific learning for improving
performance.
Training:
A visible process;
an event
Learning: An inferred process,
recognized by
changes in behavior
TRAINING CAN INDUCE LEARNING
IN THE BEST
DESIGNED
AND DELIVERED
WORLD,
“TRAINING”
INDUCES
“LEARNING”!
INTENTIONAL FACILITATION
TOL PROMPT:
Turn to ONE smart person near you
and put this Learning Point into your
own words, so you own it and grow
dendrites to store it where you can
retrieve it when needed.
Go back as far as “Cover The
“It’s not your job…” Material”
FYI: This is Option: Pair Share/ Focus: Personalization
More to come on these soon
LEFT
RIGHT
Content in Context
TO MOVE THE LEARNER FROM “AWARENESS OF…”
TO “ABLE TO…,” GIVE THEM A JOB TO DO WHICH ENCOURAGES THE
LEARNER TO BUILD A BRIDGE
BETWEEN
LEFT
RIGHT
BRAIN HEMISPHERE FUNCTIONS
Logical
Sequential
Verbal
Linear
Analytical
Content
Rational
Explicit Any lecture/
handout/ text
Data
Facts manual/ screen
shot/ information
Rules
Regulations
Non-Verbal
Visual
Spacial
Context
Creative
Example/ story/
anecdote/ case Holistic
Intuitive
study / picture
experience/
Humorous
exercise
BIG Picture
processing prompt
WHOLE BRAIN -FRIENDLY
TRAINING
VERBAL INFORMATION
is generally processed analytically
= LEFT BRAIN
VISUAL INFORMATION
is generally processed in holistically
= RIGHT BRAIN
Content: words (printed and spoken) with
Context: graphics or stories or examples or
real-job challenges
or processing prompts promotes
whole brain learning
RETENTION RATES
AFTER 60 DAYS
70
60
50
40
30
20
10
0
TELL
Primarily
LEFT
Brain
Input
TELL +
SHOW
TELL+
SHOW+
DO
Involves more
LEFT + RIGHT/ WHOLE BRAIN
Input/ processing
PROCESSING PRACTICE
OPPORTUNITY
REGARDING WHOLE-BRAIN-BRIDGING DELIVERY…
OPTION #1 = Metacognition -thinking about what I am thinking…
THINK silently and independently for a minute.
If asked to explain this concept to someone
(presume they are fairly bright), how
would you phrase this important training
concept in your own words?
PROCESSING PRACTICE
OPPORTUNITY
REGARDING WHOLE-BRAIN-BRIDGING DELIVER…
OPTION # 2) Pair Share -- processing my thinking
out loud, clarifying, adding value to my understanding…
Share with ONE other person for a minute.
Explain this concept to someone
(presume they are fairly bright).
How would you phrase this
important training concept in your
own words?
PROCESSING PRACTICE
OPPORTUNITY
REGARDING WHOLE-BRAIN-BRIDGING DELIVER…
OPTION # 3) Table Talk / 4 on the Floor -creaming for our best shot/
adding value to our mutual understanding
Form small groups of 4 and no more.
Whoever thinks they’ve got it, start talking; others
chime in and add value.
Explain this concept
in your own words
PROCESSING PRACTICE
OPPORTUNITY
REGARDING WHOLE-BRAIN-BRIDGING DELIVER…
Option #4) Whole Class Discussion
If your team agrees on an explanation,
promote a spokesperson to enlighten us
all -- the trainer may be adding value to
what is shared
Explain this concept
in your own words
SO WHAT? WHAT DOES THIS MEAN TO ME
WHEN I PLAN AND DELIVER TRAINING?
Think (privately) about the questions above.
Take a hike over the bridge from
from CONTENT (whole-brain-friendly training)
to CONTEXT (your workshops/ meetings)
In what ways do YOU facilitate helping the
learner to bridge what you are training
to their own workplace application?
WHAT, IF ANYTHING
DO YOU INTENTIONALLY DO?
MIX IT UP / MATCH IT UP
It takes time to go through all 4
options, + we came back to
Metacognition again in the end.
Select all 4 when the topic is complex or requires
change/ involves resistance/ has the potential for a big
impact.
Mix it up to keep it interesting.
Match it up to your planned
Outcomes
A TRAINER OR LEADER OR PRESENTER
WHO WANTS TO BE MOST EFFECTIVE…
NOT EVEREVEREVER
DOES
JUST READ THE SLIDES / HANDOUTS/ LECTURE
WORD FOR WORD
• THIS IS DEADLY
• IT IS NOT EFFECTIVE/ EFFICIENT.
• IT’S BORING
• IT’S INSULTING TO MOST ADULT
LEARNERS.
• IT’S A WASTE OF EVERYONE’S TIME.
THE LEARNER’S MIND IS LIKE
A BANK OF FILE CABINETS
All new knowledge is attached to
what we already know.
We have what we know
filed away -using our own filing system
PRINCIPLES OF COGNITION
THAT IMPACT
CURRICULUM DEVELOPMENT
Everything that is ever learned and
remembered is organized into a congruent
system & attached to what we already know.
HUH? Make a note. What is it?
THE LEARNER’S MIND IS LIKE
A BANK OF FILE CABINETS
When introduced
to new information,
the learner searches the file cabinets
and asks,
“What’s that like?
What do I already know about that
and what does this add? Change?
THE LEARNER’S MIND IS LIKE
A BANK OF FILE CABINETS
HELP LEARNERS OPEN
THE
RIGHT FOLDER
BEFORE YOU DUMP DATA
INTO THEIR IN-BASKET
Put the information into a meaninful context by
telling them what they are expected to DO with
the information—BEFORE you deliver it.
The key is to:
Ask the best question
Send them to a relevant file
folder of their mind
Place the material/ problem/
information in the
right context
TRAINING TRUISM:
Trainees are LEARNING
what they are DOING.
“Give them a job to do”
Old Proverb:
Show me and I see;
Tell me and I hear;
Involve me and I learn.
This Is A Powerful Transfer Of Learning
Training Technique
Frame questions and
processing prompts designed
to promote critical thinking,
phrased to guide the
participants toward achieving
the intended workshop or
meeting outcomes… then
give them a minute to think…
ACTIVITIES VS.
PROCESSING PROMPTS
ACTIVITIES =
• generally result in a product/
response
• take 30 +/1 minutes
• involve some props and pieces
ACTIVITIES VS.
PROCESSING PROMPTS
PROCESSING PROMPTS
• require only words + brains + a little time
• engage all learners’ minds on the topic
• guide them to remember/ “own” the material
• allow the learner to reflect upon the
importance / relevance of the material so
they decide they DO want to remember/
apply it on the job
• make retrieval more likely in the workplace
USE INTENTIONAL FACILITATION:
PROCESSING PROMPTS…
WHEN TRAINING MATERIAL
THEY NEED TO REMEMBER
WITHOUT READING “AT” THEM
LINE FOR LINE
& SLIDE FOR SLIDE
4 OPTIONS FOR PROCESSING
THE INFORMATION
Metacognition
Thinking about what I am thinking
• Always begin here
• Engaging all brains
• Searching my data banks for what I
already know about this information
4 OPTIONS FOR PROCESSING
THE INFORMATION
MIX IT UP / MATCH IT UP
Pair Share/ Co-Worker
Confirmation
Turn to ONE partner/ peer/ neighbor
• Share and compare
• Clarify their thinking by processing
out loud
• Receive feedback and value added
from a peer
4 OPTIONS FOR PROCESSING
THE INFORMATION
Table-Team Talk
• Cluster as a small group (4-6 max)
• Discuss as a small group
• Whoever has something to say starts talking;
others chime in
• They clarify + add value to each
other’s ideas
• They “cream” for the best thinking
Training Truism:
The more the training
matches the way
(we want them to)
do business,
the more likely
the transfer of
learning
ANOTHER PRACTICE
OPPORTUNITY
OPTION:
METACOGNITION THEN TABLE TEAM TALK
Think to yourself for 30 seconds,
then cluster into a team of 4 and discuss:
FOCUS:
BUSINESS PROCESSES
In what ways are the first three options:
1) Metacognition
2) Pair sharing/ Co-worker Confirmation
3) Table-Team Talk
LIKE the way we want them to be
doing business in the workplace?
4 OPTIONS FOR PROCESSING
THE INFORMATION
Whole Class
Discussion
• The floor is open for questions/ comments
• Participants ask questions/ respond to
what has been asked/ said
• The Trainer asks/ responds
• Most of the conversation is
between the Trainer and…
one or all
SELECTING THE FOCUS
OF THE PROMPTS
FOCUS the attention where you want the participants to
FOCUS, based on your planned OUTCOMES.
BE INTENTIONAL ABOUT HOW YOU PHRASE
THE QUESTION/ PROMPT
Decide WHERE do you want them to end up
in their minds about this information?
GUIDE them to go there by
your processing prompt
SELECTING THE FOCUS OF THE PROMPTS
HERE ARE 4 COMMON AREAS OF FOCUS:
• PERSONALIZATION/ BUY IN
• AGENCY VALUES/ MISSION/
COMPASSION FOR CUSTOMERS &
CO-WORKERS
• BUSINESS PROCESSES
• A PROBLEM TO SOLVE
SELECTING THE FOCUS
OF THE PROMPTS
Is your goal to achieve Buy in? Commitment?
Ownership of the information -as if it is THEIR idea?
Employ PERSONALIZATION prompts
Examples:
• In what ways do you believe this is true?
• How might this impact you/ the way you
do business?
• Which parts will be easy for you?
• Which might present a challenge for you?
SELECTING THE FOCUS
OF THE PROMPTS
Is your goal to get them to honor agency Mission
& Values or demonstrate compassion with
customers and co-workers
Employ MISSION/ VALUES prompts
Examples:
• In what ways will this information / behavior benefit
families in the system?
• In what ways does this help us meet our Mission?
• In what ways does this match your personal
values?
In what ways might it be in conflict, if at all?
• In what ways is it the right thing to do?
SELECTING THE FOCUS
OF THE PROMPTS
Is your goal to promote a better way of
doing business?To be in compliance?
Employ BUSINESS PROCESSES
prompts
Examples:
• Which comes first, second, etc.
• Where in the whole picture of our work does this fit?
• How does this relate to the law? To agency policy?
• What support is available to you…?
SELECTING THE FOCUS
OF THE PROMPTS
Is your goal to help the participants figure out
how to solve a particular type of problem?
Employ PROBLEM TO SOLVE
prompts
Examples:
• How would you use this information/ tool/ skill/ idea
to help families?
• How will doing this fix the problem of…?
• What have you done in the past to solve
similar problems?
NAVIGATING THE SYSTEM:
WHERE TO GO
WHEN THEY ACTUALLY
NEED TO KNOW
<<<<<<<
We are living and working in the information age
NAVIGATING THE SYSTEM:
WHERE TO GO WHEN THEY ACTUALLY NEED TO KNOW
Show them how to navigate the system by using…
• post-its/ dividers
• table of contents/ indexes
• search engines/ websites
• executive summaries
• job aids/ desk guides
• templates
• “how to fix it” lists
+ note and share
(shout out) YOUR
Bright Ideas -What DO YOU DO
to help
Participants
navigate…?
We are living and working in the information age
KEY POINT SUMMARY
(CLOSURE STRAGEGY)
I learned…
I feel…
I was surprised…
I’m wondering…
I re-discovered…
I appreciated…
I…
THANK YOU
Center for Human Services
UC Davis Extension
University of California, Davis
1632 Da Vinci Court
Davis, CA 95618
(530) 757-8643 Phone
(530) 754-5104 Fax
www.humanservices.ucdavis.edu
human@ucde.ucdavis.edu