This Tip discusses the process for designing a facilitator guide, which includes a set of questions to tailor the guide to the trainer.
Designing a Facilitator Guide
We have created our lesson plan and designed the training materials and audiovisual aids with the help of SMEs. The next step is to prepare materials that will enable the facilitator or trainer to successfully facilitate the training.
We approach this design process by asking another set of questions:
1.What does the facilitator need to know about the training program?
At the very least, the facilitator guide should include explanations of the:
-
- Workshop Description
- Training Goals
- Training Philosophy
- Timing Requirements
- Participant Materials
- Trainer Materials
- Room Set Up Needs
- Audiovisual Equipment Needs
- How to Organize Participant and/or Trainer Materials
2.Are there any key points or concepts that need to be emphasized during the training?
If so, also include:
-
- Key Messages
- Points Worth Repeating
3.What type of training experience or expertise does the facilitator have?
If we are designing for technical experts to facilitate, they are frequently more familiar with traditional lecture techniques. When the newly designed training is participant-centered, the facilitator guide will need to provide specific information. As a result, the guide should include a section of helpful tips and techniques for group facilitation. These might be how to:
Create a Sense of Community
- Create a Sense of Community
- Maintain a Smooth Flow
Assign and Debrief Exercises
- Assign an Exercise
- Model the Assignment
- Check for Comprehension
- Debrief Exercises
Handle Participant Questions and Answers
- Respond to Participant Questions
- Wait for Participant Responses
- Dignify Incorrect Answers
- Refocus a Discussion Monopolizer
Note: We will provide samples of these Group Facilitation Techniques in later Tips.
4.How many facilitators will be involved in presenting the training?
Will there be just one facilitator? Will there be several facilitators? If so, will there also be an emcee to essentially direct traffic?
If facilitators will be co-teaching, the facilitator guide should include the following recommendations:
- anticipate what it will feel like to co-present;
- identify possible areas of friction in terms of:
- philosophy,
- background,
- personality, or
- teaching style); and
- agree to specific ground rules to minimize anticipated friction.
Please see previous Laurel Learning Tips #34-38 for Co-Training Guidelines.
There are different ways that co-facilitators can work together, such as:
- alternating sections,
- co-presenting sections, or
- setting up a point/counterpoint relationship.
The co-facilitation approach needs to be pre-arranged.
If there will be an emcee, that individual’s specific responsibilities need to be clearly listed.
5.What answer keys or additional references will the facilitator need?
If there are questionnaires, quizzes, case studies, or any other learning activities, the facilitator will need answer keys. If some of the content is new to the facilitator, include background reference material in the facilitator guide.
6.Are there audiovisual aids for the program that need to be made available for the facilitator?
List the audiovisual aids and identify their location if there aren’t sufficient copies for each facilitator.
There are two additional questions, the answers to which we will address in our next Tips on Designing Facilitator Guides:
