Factors to Consider Before Delivering a Learning Event
Resources
The best facilitation outcome comes from preparing for the learning event before executing it. In doing so, there are several factors to consider based on resources, learners, and the facilitator. All these factors aim to set a technique that will be effective in positively impacting the learners (Lakey, 2020). First, a preparation of the resources has to be done.
Resources are an external factor in a facilitator’s tools to relay information to the learners. In the current world, there are several resources that a facilitator can take advantage of. For example, the most commonly used resources are case studies, podcasts, demonstration items, conferences, and workshops (Landreman, 2023). However, in prior preparation, the facilitator has to consider what specific resources to use since different resources have different impacts (Lakey, 2020). In other words, one resource might be more effective than another due to various factors.
Factors of Resource Effectiveness
Learning Objectives
There are essentially four main factors that have to be considered. These include learning objectives, accessibility, relevance, and feedback (Gauthier & Waqar, 2021). Digging deeper into these factors, the factor of learning objective means that the resources have to align with the aim of the learning event. The facilitator expects to achieve a specific goal and should prepare resources supporting this goal (Lakey, 2020). For instance, if the facilitator expects learners to master the knowledge and skills in a specific field, such as information technology, the resources should be computers and the Internet.
Accessibility
The second factor, which is accessibility, is based on the budget of the organization and availability. The facilitator has to choose cost-effective resources that can be found without time and distance constraints (CIPD Factsheets, 2021). For example, the facilitator can decide to use soft copy books online or print them out for every learner based on their budget.
Relevance
Thirdly, relevance means how relatable the resource’s content is to the topics and concepts of the knowledge and skills being taught (Abbott & Winterburn, 2022). Also, the resource should cover the issues accurately and bring out the complexity of knowledge that the learners need.
Feedback
The fourth factor is feedback, which is concerned with evaluating the learning outcomes. A facilitator should be able to get feedback to evaluate the effectiveness of the learning event (Gauthier & Waqar, 2021). In essence, facilitators often monitor and measure the progress of learners.
Learning Abilities
When preparing learners, the facilitator has to consider their learning abilities. This is an internal factor based on the cognitive process linked to learning (Cherukunnath & Singh, 2022). With such consideration, the facilitator will know which methods or activities to use in learners depending on learner abilities. It is, therefore, important to first look at the cognitive process in learning.
Numerous neuroscience studies have shown that the nervous system and the brain play a considerable role in informing and developing learning methodologies (Cherukunnath & Singh, 2022). Human beings can acquire knowledge through thoughts, experiences, and senses. However, the brain has different stages of development and functions for other parts of the brain, which change throughout life. The cognitive process determines perception, attention, reasoning, and memory (Cherukunnath & Singh, 2022).
In learning, the facilitator has to prepare the learners by assessing their cognitive abilities. This is done by carrying out cognitive assessment tests where different standardized tools such as the Clock Drawing Test (CDT) and Mini-Mental State Examination (MMSE) are used (Cherukunnath & Singh, 2022). Additionally, the background information of learners can also be helpful to evaluate their cognitive skills. Once the test is done, the facilitator can choose the learning method.
Facilitator
Lastly, the preparation must also consider the facilitator as a professional. The factors considered are internal factors that entirely focus on the facilitator. They include their attitude, facilitation skills, and strengths and weaknesses (Sjølie et al., 2021). The philosophy of a facilitator is essential because it influences how facilitation is executed (Sjølie et al., 2021). For example, being open-minded can enable facilitators to listen to their learners and understand their learning and development needs. The facilitation skills determine the extent of motivation and support the facilitator will offer the learning group. With much experience, the learning event will more likely achieve the facilitator’s objectives (Sjølie et al., 2021).
The strengths and weaknesses of the facilitator are also crucial in preparing for a learning event. First, understanding one’s weaknesses enables a facilitator to work on improving them before they start the event. Second, understanding one’s strengths allows the facilitator to maximize them to increase the chances of an effective learning and development session.
Facilitation and Use of Facilitation Skills to Support Learning
Facilitation Concept
The concept of facilitations plays a significant role in learning processes. This concept is not only used in bringing together ideas but also in bringing together different groups of people (Landreman, 2023). However, the most critical aspect of facilitation is the ease with which ideas and people are brought together. Therefore, facilitation can be defined as the growing of the skills of a group of people with the help of a mediator or an external contributor (Landreman, 2023).
This external contributor is often called the facilitator, who comes in only to make growing skills easier. This means that learning often happens naturally, and the purpose of facilitation is to guide the learning process (Zachary & Fain, 2022). Such guidance indicates that facilitation makes learning easy by equipping learners or employees with learning strategies.
However, many researchers have taken it upon themselves to give a deeper meaning of facilitation over the years so that it can be used better. They have mainly done this by looking at the history of facilitation and different approaches to it. Historically, the word facilitate comes from the Latin word ‘facilis,’ which means to make something easier (Doyle, 2023). As such, facilitation in learning and development means to make the process easier. Hence, facilitation is described as offering guidance to help a community acquire knowledge and skills more quickly.
Facilitation Approaches
As mentioned earlier, a deeper meaning of facilitation can be derived from different approaches. As relayed by the facilitation theory, one significant approach is the humanistic approach. The humanistic approach of the facilitation theory was mainly founded by Carlos Rodger (Harrison, 2020). It is called the humanistic approach because it looks at how a facilitator humanly relates with the learner.
In addition, the facilitation theory emphasizes feedback as a humanistic way of correcting or evaluating individuals (Harrison, 2020). It is human nature to want to track progress when pursuing something. While the learner uses feedback to correct mistakes, the facilitator uses it to evaluate the learner (Doyle, 2023). This way, the learning experience is made more accessible. From the analysis of the humanistic approach of the facilitation theory, it is seen that facilitation brings out the human side of the learning process, where the facilitator positively influences learners to achieve their learning goals.
Facilitation Techniques
Various facilitation techniques can be utilized to support learning. However, three fundamental techniques offer the best outcomes: active listening, brainstorming, and six thinking hats (Kornbluh, 2022). The first technique, active listening, is where a facilitator pays attention to individuals. The learners talk about a given topic individually, and the facilitator does the work of listening. (Martin et al., 2019). The facilitator takes in essential points and understands what is happening through listening to learners.
Secondly, brainstorming involves the facilitator dividing the learners into groups and allowing them to discuss the topic themselves (Kornbluh, 2022). Everyone in the groups generates different ideas, and the facilitator reviews these ideas later.
Thirdly, the six-thinking hats technique involves hats of different colors (Kornbluh, 2022). To illustrate, the facilitator puts on a blue hat to signify control, while the learners can put on other colors when called upon to. The white hat is for providing facts, the red hat is for expressing emotions, the black hat is for providing constructive criticism, the yellow hat is for offering solutions, and the green hat is for offering original ideas (Kornbluh, 2022). All in all, facilitation techniques help learners to use, acquire, and retain knowledge and skills.
Ethical Factors in Facilitation of Learning
A facilitator has to apply ethical factors in the facilitation of learning. This is because a facilitator faces many aspects, including group dynamics, conflicts, different personalities, power dynamics, and follow-up problems (Hmelo-Silver, 2023). As such, certain ethical factors are set aside based on the code of ethics to facilitate learning. These include integrity, honesty, fairness, respect, and accountability (de Wijse-van Heeswijk, 2021).
Integrity
Integrity shows that a facilitator has solid moral principles while executing their work. It creates an environment where everyone feels safe to speak their views. When a facilitator acts ethically in a problematic situation, for instance, it sends a strong message to the rest of the group.
Honesty
There is also honesty, which enables the facilitator to relate with learners openly without hiding any information, especially during follow-ups. It encourages open communication and helps students feel like they belong in the classroom.
Fairness
Another ethical factor in facilitation learning is fairness, enabling a facilitator to treat all learners equally without discrimination. Regardless of their prior knowledge or skill level, every learner deserves a fair chance to participate in and benefit from the learning experience. For instance, offering additional time for a student with a learning handicap during assessments displays the facilitator’s commitment to fairness in the learning process.
Respect
There is also respect, which allows a facilitator to regard the learners’ every feeling, idea, quality, and ability (de Wijse-van Heeswijk, 2021). An atmosphere suitable for learning, discovery, and development may be established when all participants are treated respectfully. For example, recognizing several viewpoints in a debate may increase engagement and improve everyone’s understanding of the topic.
Accountability
The final one is accountability, which makes the facilitator responsible for the growth of the learners. Therefore, the facilitator will strive to ensure the learners benefit from the facilitation during a learning event. Following these ethical factors ensures that a facilitator is credible and trustworthy.
Transfer of Learning and its Significance in Workplace Learning
The concept of transfer of learning is mainly characterized by applying the knowledge and skills learned. It is defined as using previously acquired knowledge and skills in actual situations, such as problem-solving (Hajian, 2019). In other words, transfer of learning is a real-life situation rather than a learning process. For example, a student may learn to operate a gadget in a book and then practice using an actual gadget.
In the workplace, transfer of learning is significant because it plays a significant role in improving performance (Hajian, 2019). This is because what is learned is retained by applying it in real life, which is the workplace. This further improves performance, productivity, and job satisfaction.
Strategies for Supporting Transfer of Learning
The transfer of learning has to be supported and reinforced. In doing so, many strategies can be used by a facilitator. Two of those strategies include providing practice opportunities and designing a coaching program (Stefaniak, 2020).
Practice Opportunities
Providing practice opportunities at the workplace gives employees the chance to apply their previously acquired knowledge and skills (Michael, 2022). This means that employees can experiment with their new skills and improve their levels of mastery. They can also ask questions with the aim of understanding better. This will help them gain confidence in working (CIPD Podcasts, 2021). Also, the facilitator can use such opportunities to gauge where employees have difficulty and correct them where necessary (Stefaniak, 2020).
Coaching Program
The second strategy, designing a coaching program, helps support learning transfer by coaching employees on how to apply new knowledge and skills. The facilitator can divide employees into groups and instruct them to coach each other using an articulate structured sequence. This sequence entails observing, collecting data, giving feedback, and receiving feedback from each other (Stefaniak, 2020). Once the process is completed, employees can transfer learning using the sequences and behaviors acquired in the coaching program.
Role of Line Managers in Supporting Transfer of Learning and L&D Function
Line managers are often trained to incorporate their team members’ thoughts and ideas in improving organizations. This means that managers have a significant influence on the work environment. Thus, managers must be involved in supporting the transfer of learning. Managers’ role in supporting the transfer of learning is mainly motivation and engagement (Bruce et al., 2019).
Line managers encourage employees to participate in learning and development programs (CIPD Podcasts, 2021). They can do this by relaying positive messages and simply applauding team members for their dedication. Essentially, the manager helps employees feel valued, which motivates them (Wu et al., 2020). Line managers increase employee engagement levels in the transfer of learning (Wu et al., 2020). This is achievable by allowing employees to participate in the learning transfer programs for an efficient period.
As such, the L&D function can be supported by offering the critical tools and resources required to apply acquired skills. This extends to providing proper communication channels, follow-up sessions, and reinforced training for continuous learning (Kraiger & Ford, 2021). Moreover, it can create a collaborative front with the line managers, allowing for easier and more efficient achievement of the targeted business goals (Kraiger & Ford, 2021). Through this, the L&D function directly meets the needs of the line managers and ensures that any organizational strategies are supported.
Appropriateness and Adoption of Prepared
Survey
Two crucial resources were used to facilitate a group learning activity. The first resource was a survey, which was appropriate in enabling the group to identify and solve problems (Leslie, 2021). To illustrate further, the group members were prompted to compare their beliefs to those of others (Thomas & Thorpe, 2019).
The topic for the survey was customer satisfaction. Members were required to rate customer satisfaction on a scale of 1 to 3, where 1 represents poor, 2 represents satisfactory, and 3 represents excellent. The total ratings were determined from these individual ratings once the first part of the survey was completed. It was found that most participants rated customer satisfaction to be low.
The second part of the survey involved a group discussion where members sought to find out the causes of the low ratings perceived by most members. The learners found the survey valuable in determining what was not going well in the organization. Consequently, the group needed to develop an action plan since they felt committed to improving customer satisfaction.
Quiz
The second resource used was a quiz. The quiz was also entirely appropriate because it was interactive and fun. More importantly, as a facilitator, it became easier to assess the group members’ knowledge, ideas, and preferences (Leslie, 2021). The quiz involved five open-ended questions that were centered on the topic of customer satisfaction. For example, the question ‘What facts do you know about customer satisfaction in the company?’ was included. These questions are appropriate in helping learners expand their thinking and assess their understanding of the topic.
The Use of Survey and Quiz Resources
The two resources used can be adapted to different individual needs and requirements. Every individual has different cognitive abilities. This means that how one person thinks and solves problems may not be the same way another person does (Lee, 2019). As such, different people have different needs and requirements for learning. The survey and quiz resources cover every need and requirement of each individual because they both involve individual views (Lee, 2019). For instance, the survey requires individuals to rate customer satisfaction based on their perception, while the quiz requires answers from individuals’ knowledge. This shows that each member can use cognitive skills in the learning activity.
Also, the group discussion aspect in the second part of the survey can be adapted to the individual need to express emotions or feelings (Lee, 2019). Different people express themselves differently, and the group discussions allow them to do so. For instance, one person expressed how they felt terrible about customer satisfaction being rated low. Hence, the resources were successfully adapted to individuals’ needs and requirements.
Techniques Used During Facilitation for Learning Effectiveness Checking
Group Dynamics Monitoring
It is often essential to know the effectiveness of facilitation. Hence, four different techniques were utilized to ensure the learning activity was effective for all learners. The first technique was to monitor group dynamics (Fenwick & Tennant, 2020). During the facilitation, maximum attention was paid to the group members discussing the second part of the survey. As they engaged and interacted with each other, I checked whether all the learners were productive, distracted, bored, or conflicted (Fenwick & Tennant, 2020). The learning activity was effective if they were productive and conflicted. If they were bored or distracted, the learning activity was ineffective. However, the learners were interactive and productive in this case. This shows that the learning activity was effective.
Feedback Collection
The following technique was feedback collection (Muir et al., 2020). The learners were asked to rate the facilitation and reflect on themselves. Most students rated the facilitation as 4 out of 5, while some rated it as 5 out of 5. This shows that the facilitation was effective. Feedback helps assess the level of satisfaction the learners have reached (Kollmann et al., 2023). For self-reflection, learners were required to compare their mindsets before and during the facilitation. Those whose mindsets had changed positively towards facilitation and improving on the topic proved that the facilitation worked on them. 70% of the learners reflected positive mindsets acquired during the facilitation.
Checking In
The third technique that was used was the check-in technique. This is where the facilitator checks in on every learner during the facilitation process (Kollmann et al., 2023). The check-in technique aims to know the effectiveness of the facilitation by literally going from one learner to another to check whether they are doing good or bad. For instance, in this case, I asked the members to raise their hands if they did not comprehend the quiz questions or needed further explanations.
This technique is also helpful in understanding the energy levels of each learner. (Burgess et al., 2020). Most learners were enthusiastic about answering the quiz questions. This shows that the facilitation was effective because the questions catered to their needs and requirements. They were allowed to answer the questions openly and as freely as possible.
Observation
The fourth technique utilized is the observation technique. The learners’ difficulties and struggles can be observed by considering their body language. For instance, if learners struggle to answer a quiz, their body language will be fidgety. This will mean that the facilitation is not entirely effective. This was not the case for the learning activity I carried out. Also, the facilitator has to observe the learning styles of individual learners during the learning activity. Most learners were able to apply their learning styles in the activity based on the answers they gave.
Adjustments Made During Facilitation to Meet Different Needs
As established earlier, different individuals have different needs. These needs are based on their cognitive abilities, which further translate to learning styles. There were four observable learning styles among the learners. These include visual, auditory, read or write, and kinesthetic. (El-Sabagh, 2021). However, the two resources used did not fully cater to all four learning styles. For example, the survey and quiz resources did not attend to visual and kinesthetic learners. Therefore, some adjustments had to be made during facilitation.
Multimedia
The first adjustment was to include diagrams and videos in the quiz and survey. This was done to help visual learners comprehend and engage better (El-Sabagh, 2021). The diagram included in the survey was used to visualize the customer satisfaction score. The diagram was a simple chart, and visual learners enormously appreciated this.
Practical Session for Kinesthetic Learners
The second adjustment was introducing a practical session for kinesthetic learners since they learn best using their physical body parts. They process information by moving around and executing trial-and-error methods (El-Sabagh, 2021). Therefore, the practical session included acting a drama regarding the skills used in engaging a customer. Two people were told to act, one as a customer and the other as an employee. This was during the second part of the survey, where the learners with kinesthetic style could remember and master the customer relation skills suggested by other group members.
Setting Expectations
Furthermore, adjustments were made by setting expectations. This fulfills the different needs of individuals to have desired outcomes and to feel heard and understood (Lee, 2019). As a facilitator, I briefly called upon the group members to participate in setting expectations. In as much as this happened in the middle of the learning activity, learners were still able to come up with their expectations. Each individual was given a chance to formulate their expectation, which was included in the general expectations. Thus, all the learners could feel heard and understood and fulfill their needs.
Music
Another adjustment was adding quiet and slow music in the background during the quiz. This music was meant to help learners who were fidgety and seemed tired. Music is often considered an enhancer of focus during learning activities (Zambrano et al., 2019). This is because several studies have shown that many people struggle to focus in a quiet environment (Zambrano et al., 2019). Music may also improve a learner’s memory as it is a brain stimulator. Since the survey and the quiz took place on the same day, most learners were likely to feel tired and bored. Therefore, the music was a motivation factor that improved the learners’ mood and enabled them to enjoy the quiz.
Resources and Activity Learning Objectives
As was previously mentioned, a survey and a quiz were used. To determine whether or not these materials were successful in helping students achieve their goals, it is necessary to analyze the goals themselves (Ma et al., 2020). There were four learning goals stated at the beginning of the learning activity. These goals include assisting students in recognizing issues and developing viable solutions, encouraging participation in the learning activity, stimulating students’ curiosity and interest in the subject matter, and fostering a deeper comprehension of the material covered.
Addressing Issues
The initial goal of assisting students in recognizing and resolving issues was met. This became obvious when students were asked to utilize what they had learned to evaluate and form opinions on customer satisfaction. First, the group identified an issue by assessing the organization’s customer happiness based on each individual’s knowledge and comprehension (Burgess et al., 2020). This is due to the many member complaints about the quality of service they received. Second, the students could address the issues because they were free.
Participation in Learning
The survey resource also accomplished the second purpose. This is seen when all students contribute meaningfully to a group discussion during a learning activity. Everyone had a chance to voice their concerns and provide solutions to serve the customers better. As a consequence, I was able to accomplish my goal as a facilitator and have students actively participate in the learning process.
Stimulating Interest
The quiz material accomplished the third aim. This occurs because quizzes are inherently thought-provoking. Therefore, the quiz stimulated thinking and learning by asking students to reflect on their knowledge and experience. As a result, students had to use their critical thinking skills and knowledge to choose the correct answers on the quiz. As an illustration, a prior assessment query sought students’ knowledge regarding how the organization guarantees customer satisfaction. Students are challenged to use what they have learned and reflect broadly on customer satisfaction through this inquiry.
Fostering Understanding
Additionally, the survey and the quiz also achieved the fourth objective. The second section of the survey demonstrates this since it shows how the students discussed the ratings they had given. The learners got to better comprehend customer satisfaction by comparing their opinions and beliefs to those of others (Ma et al., 2020). That is to say, they gained knowledge from one another. The students demonstrated a more vital understanding of the material on the quiz by applying their knowledge and thinking critically about the questions. Therefore, the instructional materials accomplished all four goals.
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Appendices
Appendix 1: Survey
During the learning activity, one facilitation resource used was a survey. The survey was meant to help the group identify and solve one of the organization’s problems. The group consisted of 15 employees in the customer care department. Hence, the topic of the survey centered on customer satisfaction. Also, the survey consisted of two parts: the first was carried out individually, while the second was carried out as a group.
Rating Customer Satisfaction
In the first part, individuals were required to rate the customer satisfaction aspect of the organization. The rating was done on a scale of 1 to 3, where 1 indicated poor customer satisfaction, 2 indicated satisfactory, and 3 indicated excellent customer satisfaction. Individuals were expected to write their ratings on a given piece of paper. This was done quietly since everyone was required to sit alone at different parts of the classroom and keep a distance from each other.
Notably, the first part of the survey took only 20 minutes since individuals were only required to give their immediate survey feedback without overthinking. After writing down their rates, they handed over their pieces of paper to the facilitator. The facilitator further asked one of the learners to count all the ratings and tally them. Tallying the results aimed at finding a standard answer among the learners. Ultimately, 1 was found to be the most common rating.
Group Discussion
The second part of the survey consisted of a group discussion. On completing the first part, the results were read to the learners, prompting more profound questions. Individuals were then asked to divide themselves into 3 groups of 5 members.
The 3 groups were further instructed to answer 3 questions that emerged from the results of the first part. These 3 questions were as follows: Why did customer satisfaction receive many low ratings? What is not going well? And lastly, what should be done to improve customer satisfaction? Group members were required to discuss for 45 minutes and come up with answers as a group. Therefore, the survey enabled the learners to identify customer satisfaction issues. Additionally, they could compare their knowledge against that of other group members.
Appendix 2: Quiz
The second resource used during facilitation was a quiz. This quiz is called the action plan because its primary purpose was to help members develop an action plan to improve customer satisfaction. However, this quiz was carried out individually. In doing so, 5 questions were handed out to individuals who were expected to answer them silently. The questions were written as follows;
- What facts do you know about customer service in the company?
- Describe your experience on the customer journey on a first-hand level.
- How important is customer feedback, and how often do you act on it?
- What proactive support do you think customers need?
- What is the influence of employees on customer satisfaction?
The members were given 1 hour to complete the quiz. The facilitator did the work of supervising the process and making sure that individuals did not talk to each other during the quiz. They were expected to apply their knowledge, thinking, and ideas when writing the answers. Even so, individuals were only allowed to talk to the facilitator in low tones if they needed to ask something, and music was also added in the background. This made the quiz session interactive and fun. Hence, the quiz resource was quite helpful in enabling the members to come up with an action plan.