Facilitation Skills

YOUTH FORMATION DIVISION
NTOT for Grade 11 Career

Guidance Modules
____________________, 2017
______________________________________
LET’S UNFREEZE!
CIRCLE
OF
FRIENDS
relate to a
range of
aspects of
an
individual's
life, learning
and work
FACILITATING
SKILLS
OBJECTIVES
Y-OU (Assess one’s strengths

and areas for improvement as
a facilitator)
F-ACILITATOR (Discuss the

facilitating skills needed)
DEPARTMENT OF EDUCATION
OBJECTIVES
D-O (Demonstrate one’s

facilitating skills especially
in challenging situations)
• Why am I here?
FACILITATE
FACILITATE
FACILITATE
Facilitate (verb fa·cil·i·tate
\fə-ˈsi-lə-ˌtāt\)
: to make (something) easier
: to help cause (something)
: to help (something) run more
smoothly and effectively
From Merriam-Webster Dictionary (http://www.merriam-webster.com/dictionary/facilitate)
BASIC KSAs REQUIRED OF A FACILITATOR
KNOWLEDGE
Subject Matter
Organization
Adult learning
process
Instructional
Methods
TRAINING METHODS
Role Play Case Study
Games Workshop
Cooperative
Simulations Learning Structures
Lecturette
Group
Discussion
SKILLS
Interpersonal
Communication skills
Verbal Skills
- Active listening
- Questioning
- Providing feedback
PHASE 1: ACTIVITY (Concrete Experience)
POSSIBLE TRAINER’S QUESTIONS THAT MAY BE
ACTIVITIES ROLE ASKED
Solving problems in To structure the Do you have any other questions in
the group; Case process relation to the task? Do you need any
studies; Present objectives other information?
Role play; and activities and How is your progress?
Visits in the field; clarify the rules, Did it cross your mind to...?
Practicing skills; procedures and time Can you be more specific?
Games; limit. Can you say more about...?
Group activities. Gather data/ Do you have some other ideas?
information Are you ready to write down your work
Publishing and on the flipchart? How much time more
organizing the data do you need?
Clarify responses
PHASE 2: ANALYSIS (Reflective Observation)
POSSIBLE TRAINER’S ROLE QUESTIONS THAT MAY
ACTIVITIES BE ASKED
Working in small Assist the participant to What happened?
groups; Presentations think (observe) about what What did you feel when...?
done by participants; happened in Phase 1 and to Did anyone feel differently?
Discussions in large see what it means for him What did you notice in relation to…?
groups; or her. How do you feel about the
Small groups reporting. ensure that all important experience...?
aspects of experience are Does anyone in the group feel the same
not ignored. The success- in relation to...?
ful manner to assist the Do you agree / disagree with what the
participant is to ask others said? Why?
questions about what Does anyone want to add something?
happened and how he or What?
she reacted. Phase 2 begins Did that surprise you? Why?
when the participant shares Would you share with us how you
his or her ideas and understood...? Why did not you...?
reactions with others.
PHASE 3: ABSTRACTION (Abstract
Conceptualization)
POSSIBLE TRAINER’S ROLE QUESTIONS THAT MAY BE
ACTIVITIES ASKED
Synthetical Helps participants to focus on the

discussions in a consequences of the experience and What did you learn from this?
large group; thoughts in order for a participant to What does this all represent for
Lectures; confirm that he or she learned you?
Demonstrations; something new. There are two Is there any joint principle?
Reading tasks. approaches: 1) a trainer may secure a How does this all fit in our
summary for participants (for example a discussion?
lecture or a homework that entails Do you have some new views
reading at home) or 2) a trainer may ask of...?
questions which enable the participants What are the most significant
to autonomously reach conclusions (as issues raised here?
in discussion for reaching consensus). Are there any lessons to be
learned from this?
PHASE 4: APPLICATION (Active
Experimentation)
SKILLS
Platform skills
(Body movement,
gesture, eye
contact)
Organization skills
Technology skills
ATTITUDE
Commitment to the
organization
Commitment to
helping others
High level of self-
worth
ROLES OF A FACILITATOR
Initiator Clarifier
ROLES OF A
FACILITATO
R
Summa-
rizer Evaluator
SKILLS OF A FACILITATOR
Observing
Questioning
Listening
Attending
SKILLS OF A FACILITATOR
Integrating
Oral Communication
Technical Skills
QUESTIONING SKILLS
OBSERVING SKILLS

• Notes participants’ level of
involvement in all activities
• Monitors the energy level of the
participants during sessions
• Senses the needs of the
participants that may affect the
learning process
QUESTIONING SKILLS
QUESTIONING SKILLS
• Formulates questions in a simple

manner

• Asks questions that are clear and
focused

• Formulates follow-up questions to
participants’ responses appropriately

QUESTIONING SKILLS
• Asks questions that involve

Higher Order Thinking Skills
(HOTS)
• Acknowledges participants’
responses
QUESTIONING SKILLS
• Solicits, accepts and acts

on feedback from
participants
• Processes responses with
probing questions to elicit
the desired outcome
LISTENING SKILLS
• Listens and understands

the meaning of what had
been said
• Responds positively to
participants’ insights
ATTENDING SKILLS
• Clarifies and checks

understanding of what was
heard
• Reacts to ideas not to the

person
ATTENDING SKILLS
• Creates the proper environment

based on adult learning
principles
• Directs and redirects the

participants to the learning tasks
ATTENDING SKILLS
• Manages the learning

atmosphere throughout the
sessions
• Acknowledges greetings and

responses of the participants
INTEGRATING SKILLS
• Highlights important results of the

activity that lead to the attainment of
the objectives of the session
• Deepens and broadens participants’

outlook on the significance of the
outputs

ORAL COMMUNICATION SKILLS

• Expresses ideas with clarity, logic and
in grammatically correct sentences
• Speaks with a well-modulated voice
• Delivers ideas with confidence and

sincerity
SKILLS IN USING TRAINING AIDS
• Employs appropriate and

updated aids
• Makes training aids that are

simple and clear
SKILLS IN USING TRAINING AIDS
• Uses training aids that are

attractive and interesting
• Utilizes training aids that are

socially, culturally, and gender-fair
VALUABLE TIPS
• Become aware of distracting mannerisms.
• Use a podium or a pointer appropriately.
• Be willing to change your approach or
material to meet the needs of
participants.
• Affirm participants’ responses.
• Plan introductions of other presenters.
• Don’t make excuses.
VALUABLE TIPS
• Check the room and materials ahead
of time.
•Start promptly.
• Remember the first 5 minutes set the
tone.
• Greet people as they enter.
• Speak confidently and with respect.
• Look for a friendly face.
• Make sure that your appearance is
appropriate (dress code).
Facilitators’ Dress Code
VALUABLE TIPS
• Establish & maintain rapport with

participants
• Create a non-threatening atmosphere
(i.e. make participants feel at ease)
• Open and close the session with impact
• Establish consistency/congruency
between content and feeling
• Express self in a persuasive manner
POWERPT. PRES. REMINDERS
• Present one idea or concept.

• Print in large letters.
• Limit to six or seven lines
with six to eight words per line.
• Use color for effect.
POWERPT. PRES. REMINDERS
• Face the trainees, not the screen,

when speaking. If necessary, turn
to the visual aid to identify a
point, and then turn back to the
trainees to speak.
KARIRIN ANG PAG-FACILITATE!
PARTICIPANTS
1. Teacher trainers
2. Career guidance counselors
3. Career advocates
FYD NTOT FOR CAREER ADVOCATES
Objectives: Develop Grade 11

Modules that will:
1. Focus on competencies that will
help learners apply decision-
making skills to career planning,
course selection and career
transitions
KARIRIN ANG PAG-FACILITATE!
1.There are silent participants; non-

participative with the discussion
and activities
2. Some participants have higher

positions than you and
monopolizing the discussion
3. The participants are having
disagreements
4. There are participants who are

always asking questions which are
not covered in the discussion
7. Your co-facilitator has an
emergency and can’t come to
your training
8. The materials that you

need are not printed on time
9. You had an LQ the night before
and you have to deliver a talk the
morning after
10. The participants were
complaining that food is always
served late; the room is not well-
ventilated and the comfort rooms
are always dirty
11. You don’t know the
answer to a participant’s
question
Sol’s Mantra for Facilitators
•P - ray
•P – repare,prepare
and prepare
P – arty

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YOUTH FORMATION DIVISION

NTOT for Grade 11 Career

Y-OU (Assess one’s strengths

F-ACILITATOR (Discuss the

D-O (Demonstrate one’s

Role Play Case Study

Synthetical Helps participants to focus on the

• Formulates questions in a simple

• Asks questions that involve

• Solicits, accepts and acts

• Listens and understands

• Clarifies and checks

• Reacts to ideas not to the

• Creates the proper environment

• Directs and redirects the

• Manages the learning

• Acknowledges greetings and

• Highlights important results of the

• Deepens and broadens participants’

• Speaks with a well-modulated voice

• Delivers ideas with confidence and

• Employs appropriate and

• Makes training aids that are

• Uses training aids that are

• Utilizes training aids that are

• Establish & maintain rapport with

• Present one idea or concept.

• Face the trainees, not the screen,

Objectives: Develop Grade 11

1.There are silent participants; non-

2. Some participants have higher

4. There are participants who are

8. The materials that you

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