The Facilitative Trainer and the Mutual Learning Model

Many trainers often find themselves in the role of facilitator whether they know it or not. You could be simply opening a session with introductions to speakers or working the tables during workshops; your job as a trainer turns to facilitator quickly and likely remains that way until you send everyone back to their hotel to get ready for that great steak dinner. The learnings of being a great facilitator are something I share with others that are considering a job in the training department. It’s a transferrable skill, that when honed, will be very useful in all future roles. Whether you desire to be a DM or a Marketer, the ability to move dynamic groups along a process is a huge, and sometimes overlooked, skill set. When in role, the focus on the learner, and the approach to facilitation, makes all the difference.

Here we’ll take a look at an abbreviated academic overview of various facilitator roles and follow this up with some practical tips for the trainer as facilitator. The following definitions, tips, and considerations are an adaptation of The Skilled Facilitator Fieldbook. Tips, Tools, and Tested Methods for Consultants, Facilitators, Managers, Trainers, and Coaches., Chapter Three, “Using Facilitative Skills in Different Roles.” 

Facilitative Roles

·     Facilitator – increases group effectiveness by diagnosing and intervening on group process and structure

·     Facilitative Consultant – helps make informed decisions by bringing content expertise to the situation

·     Facilitative Coach – helps individuals achieve their goals by learning to reflect on behavior and thinking

·     Facilitative Trainer – develops knowledge and skills for application to problems or opportunities 

·     Facilitative Leader – helps groups of which they are the formal leader by diagnosing and intervening on group process or structure while contributing their content expertise

Becoming a Facilitative Trainer

Three Things to Consider:

1)   Involve participants in the design of the training.

2)   Be transparent about your teaching and learning strategies. Discuss execution and see if it is in line with participant expectations.

3)   Clarify expectations of your role as a facilitative trainer (vs other facilitative roles). Especially when they are your colleagues. 

Five “On the Ground” Tips:

1)   Agendas – share the agenda asking if there is anything they’d like to add or remove.

2)   Breaks – stop going into the hallway and saying, “it’s time to come back in now.” Start class at the time you asked everyone to be back.

3)   Moving to another topic - Do it together. Don’t just tell everyone “we’re moving on to the next section.”

4)   Explore concerns – if participants are challenging the material view this as an opportunity for you to learn. Do not take offense.

5)   Ask questions differently – don’t steer the conversation with questions. Instead, design questions so participants feel they are in a safe place to ask their own. This is all part of the mutual learning model.

Mutual Learning is all about how you engage your audience to help them develop the knowledge and skills they are there to develop. Often times trainers find themselves using a unilateral approach meaning they assume that they are the teachers and the students are the learners. This approach, while having been effective at times, poses unintended consequences on the class and can reduce learning. Many times, the interest of the learners is checked at the door. The Facilitative Trainer focuses on a mutual learning model and has a mind-set of teaching and learning simultaneously allowing the trainer and class to flex to what’s important to the learner. This is something we should all aspire to as (facilitative) trainers; focus on the audience and allow the (mutual) learning to naturally unfold.