Tip #265: Helping SMEs Become Comfortable Facilitating Activities

When we began this discussion about encouraging SMEs to use participatory learning activities, we said that we had to meet five challenges: to help them: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activities are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities.

Last week's Tip focused on the fourth challenge: to help SMEs learn how to select appropriate activities.

This week's Tip will address the fifth challenge:

How can we help SMEs become comfortable with facilitating participatory activities?

There are four keys to helping SMEs become comfortable with facilitating participatory activities:

(1) Provide excellent facilitator guides, which will tell them exactly how to facilitate the activities, and
(2) Provide as much direction as possible in the participant materials.
(3) Provide lots of practice, which will give them experience and build their confidence in their own competence.
(4) Provide external supports, such as a clock on the front table.

First, let's discuss the facilitator guide. In essence, the facilitator guide is the recipe or operating instructions for the activity. Some facilitator guides offer step-by-step instructions and scripts, others are more bare bones- it depends upon the need and comfort level of the SME. However, to some extent, each facilitator guide identifies:

(a) what the SME will need for the activity (participant materials, handouts, audiovisual aids, and equipment);
(b) how to set up the activity (room arrangement and participant instructions);
(c) how to facilitate the activity (what to say and do, what participant and/or reference materials to use, and how long each step or sub-activity should take); and
(d) how to debrief the activity (what to ask the participants and what key points to use in summary).

Second, it helps if most of the participant instructions are already in the directions on the page in the participant materials and worksheets. For example, the directions can tell the participants: (a) how to work (whether individually, in pairs, or in table groups); (b) what to do (such as: read, discuss, and answer questions); (c) what materials to use (such as: which page in their manual); and (d) how long to take for the activity.

If these instructions are already on the page, the SME does not have to keep referring back and forth between the facilitator guide and the actual participant materials. The SME can simply notate additional information on the pages of the SME's copy of the participant manual.

Third, the SME needs an opportunity to practice. A pilot session can be very helpful, in which the SME gets to run through all activities with a selected group. Not only does the SME get a sense of how it feels to facilitate the activity, the pilot group can also provide useful feedback about the clarity of instructions (both written and verbal), the pacing and effectiveness of the activity, and suggestions to improve the learning experience.

And finally, there are external supports that can be very helpful. This can range from ensuring that there is a small accurate clock on the front table so that the SME can pace activities, to pre-arranging all needed materials in one envelope or box for easy access, to having an agenda map on the wall that reminds the SME about what activity comes next, to literally standing in the wings to offer support, encouragement, and advice where necessary.

I can assure you that, once the SMEs have had one or two opportunities to facilitate participatory activities and see how engaged the participants are and how much they take away from the workshop, the SMEs will be hooked! I've seen this occur time and again, with technical trainers in state government, in the energy industry, and even with professors in Croatia! So good luck and please tell us about your own experiences as you help SMEs see the value of participatory activities.

This concludes our five-part discussion of how to encourage subject matter experts (SMEs) to incorporate participatory learning activities into their technical curriculum and to become comfortable facilitating this interaction. Next week, we will begin a discussion about how to create a learning community in a workshop.

Tip #264: Helping SMEs Learn How to Select Appropriate Activities

When we began this discussion about encouraging SMEs to use participatory learning activities, we said that we had to meet five challenges: to help them: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activities are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities.

Last week's Tip focused on the third challenge: to help SMEs see that participatory activities are not necessarily difficult to design. This week's Tip will address the fourth challenge:

How can we help SMEs learn how to select appropriate activities?

We need to first explain that the decision regarding which learning activity to use depends upon three key factors, in the following order:

1. the need to select an activity that can effectively achieve the desired learning level;

2. the need to fit the learning into the specific time available, given the fact that different activities require different amounts of time; and

3. the need to use a variety of participatory activities to meet the needs of different learning styles as well as keep the learners engaged.

Factor #1: Select an activity that can effectively achieve the desired learning level.

To assist the SMES with the first factor, we can provide them with some suggestions regarding the range of learning activities that can be effectively used to accomplish specific learning levels.

Activities that can enable learners to achieve or indicate Knowledge include: lecturette, questionnaire, reference material, on-site visit, panel, game, self-assessment, focus question, case study, role play, audiovisual aids such as PowerPoint slides or videos, and e-learning.

Activities that can enable learners to check their Comprehension include: focus question, questionnaire, quiz, case study, group discussion, on-site visit, brainstorming, game, writing assignment, role play, e-learning, and pop ups.

Activities that provide opportunities for learner Application include: hands on exercise, case study, problem solving, on-site visit, role play, writing assignment, simulation, personal action plan, e-learning and games.

Activities that provide for learner Analysis, Evaluation, and Creation include increasingly more complex versions of the learning activities already identified for Application.

Factor #2: Fit the learning into the specific time available.

To assist the SMEs with the second factor, we need to discuss the amount of time that needs to be allocated to different types of activities.

We can begin by explaining that there are at least four stages to a facilitated participatory learning activity: (1) explain and set up the activity; (2) provide an opportunity for the participants to engage in the activity; (3) debrief the activity; and (4) relate the results of the activity to principles, concepts or techniques that underlie the content of the learning program. Each stage involves a varying amount of time.

As a first example, let's make the following assumptions: (1) a simple focus question will be useful to check for the learners' current knowledge about the topic and (b) there are 25 participants. Based on this situation, it is highly likely that all four stages will take approximately 30-45 minutes:

In the first stage, the facilitator will need to:

(1) identify the focus question (on a PowerPoint slide as well as in the participant manual);

(2) 'set up the activity by:

writing a title that relates to the question at the top of two flip charts;

explaining that the participants will be brainstorming their answers to the question;

modeling the brainstorming activity by asking for one possible answer to the question and writing large to post it on the flip chart;

dividing the participants into two smaller groups;

assigning each group to a flip chart;

asking for a volunteer from each smaller group to write the group's responses on their flip chart;

explaining the rules of brainstorming: that there is no power of the pen, so the scribe should write whatever the group participants say; the scribe should write big, so it can be easily seen; and spelling does not count;

having the small groups gather around their flip charts; and

telling the participants how much time they will have (we'll say 10 minutes).

Although there are a lot of sub-steps to this first stage, it will probably take only 5-10 minutes to set it up entirely.

During the second stage, the small groups brainstorm and their scribes post their answers on the flip charts.

This second stage will probably take 8-12 minutes, less time if the groups appear to run out of ideas and maybe a little more time if the groups appear to be on a roll, coming up with lots of ideas.

In the third stage, the facilitator will ask the scribes to report out. Depending upon the length of the lists, the facilitator might ask one scribe to report out entirely or report just a portion of the list, and then ask the other scribe to do the same.

This third stage could take approximately 10 minutes, and more if some of the list items require explanation or discussion.

In the fourth stage, the facilitator will refer the participants to reference materials in their participant manual and discuss the principles, concepts or techniques found on those pages. This fourth stage could take approximately 10-15 minutes.

As a second example, let's make the following assumptions: (a) a case study will be useful to check for comprehension; (b) there are 25 participants; and (c) the content is sufficiently complex to warrant three different case study scenarios. Based on this situation, it is highly likely that all four stages will require 40-60 minutes:

In the first stage, the facilitator will need to:

(1) explain that there are three case studies and describe their focus;

(2) set up the activity by either:

assigning a case study to each table group;

allowing each table group to select a case study; and

having the participants select a case study of interest and join with others who have a similar interest; and

(3) identify the case study review process, including the questions to be answered, the amount of time for table group discussion, and whether or not the entire table group should reach unanimous agreement or just be prepared to explain the rationale behind opposing answers.

This first stage could take 5-10 minutes.

In the second stage, the participants will read their assigned or selected case study and discuss answers to the questions (let's say there are four questions). This second stage will probably take approximately 10 -15 minutes, depending upon the complexity of the cases.

In the third stage, the small groups will need to report out their answers to the case study questions. If there are five table groups (with five participants each), that will mean that at least two table groups will have reviewed the same case study. To give each table an opportunity to debrief, the facilitator might begin with the first case study, ask which table groups discussed it, and then alternate drawing the answers to the questions from each table- checking to see if the other table had a similar or different answer and then letting the other table explain their answer.

The facilitator should plan that the debriefing of each case study will take 5-8 minutes. So, with three case studies to debrief, this third stage could take 15-24 minutes.

In the fourth stage, the facilitator would refer the participants to reference materials in their participant manual and discuss the principles, concepts or techniques found on those pages. This fourth stage could take approximately 10-15 minutes.

Factor #3: Use a variety of participatory learning activities to meet the needs of different learning styles.

To assist SMEs with the third factor, we need to introduce the idea of different learning styles.

We might do this by asking the SMEs how they prefer to learn.

Very often, SMEs will say hands on exercises, demonstrations, or reading. A few might say lecture. If we are working with several SMEs, it will become apparent that they have different preferences. We can build on this by explaining that individuals do have different learning styles. To keep the discussion as simple as possible, we can use the basic model of Auditory, Visual and Kinesthetic learning styles. We can then relate the SMEs' preferences to specific learning styles.

If we are working with one SME alone, we can also identify our own personal learning preferences to the list. This will still provide an adequate indication that different learners have different learning preferences.

We now need to ensure that this third factor does not lead the SMEs to believe that they will have to design three different learning activities for each content item. We can do this by showing them that most learning activities can easily be arranged or enhanced to meet the needs of all three learning styles at the same time.

As long as the learners get an opportunity to talk- and therefore listen when others talk, the Auditory learners will be satisfied. If the learners stand up to gather around a flip chart while a scribe writes on it, both the Visual and the Kinesthetic learners will be satisfied.

After we have satisfactorily explained the three factors involved in selecting a participatory learning activity, we will need to give the SMEs an opportunity to identify and discuss possible learning activities that they can use. This is the point where we can emphasize the importance of selecting a variety of activities to keep all participants engaged.

Next week, we will discuss how to meet the fifth and last challenge: helping SMEs become comfortable with facilitating participatory activities.

This week, we complete our discussion regarding how to teach subject matter experts (SMEs) to incorporate participatory learning activities into their technical curriculum and to become comfortable facilitating this interaction.

Tip #263: Helping SMEs See That Participatory Activities Are Easy to Design

When we began this discussion about encouraging SMEs to use participatory learning activities, we said that we had to meet five challenges: to help them: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activities are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities.

Last week's Tip focused on the second challenge: to help SMEs become open to the idea of actually using participatory activities. This week's Tip will address the third challenge.How can we help SMEs to see that participatory activities are not necessarily difficult to design? Let's say that we have met the second challenge and our SMEs are now open to the idea of actually using participatory activities themselves. Remember that we have defined participatory learning activities as simply opportunities for participants to say or do something with what they have learned during the class.

There are a number of participatory activities that are simple to design.

First, a questionnaire. All the SME has to do is identify the key points in the lecture and convert them into questions that can be answered with either agree or disagree. If participants can already answer some of the questions correctly, this will help the SME avoid teaching what the learners already know- and provide additional time to focus in on the content that they do not know.

The questionnaire can be handled as a small group activity, where the group participants discuss the answers and identify the ones they think are best. All of the participants do not have to all agree with the chosen answer, they just have to be able to explain the rationale for their choices.
The SME can facilitate a discussion of the answers, drawing from volunteers from the different tables.

If there is a difference of opinion regarding the correct answer, the SME can provide the answer then. Otherwise, the participants take the lead in answering the questions and explaining their rationale. If they are correct, all the SME has to do is agree with their answers.

If there isn't enough time for small groups to discuss the questions, the SME can ask each question and have the participants indicate whether they agree or disagree by putting their thumbs up or down. If the participants disagree on the answer, the SME can facilitate a discussion by drawing on someone to explain why they voted agree and someone else to explain why they voted disagree. The SME can then validate the correct answer. And if no one has the correct answer, the SME can provide it.

Second, a focus question. In order to focus the participants on a key concept, the SME can pose a question: What are the characteristics of a good computer software design? for a computer design class, or "How do customers like to be treated?" in a customer service class. Both questions presume that the participants already have answers to the question, based on their personal experience either working with computer software or giving or receiving customer service.

This is a good opening activity to get participants involved. The SME can split the group into two, write the same question on the top of two different flipcharts, ask for volunteers to write down their group's responses, and have the two groups stand next to their respective flip charts and brainstorm their answers. The SME should give the groups a specific period of time to complete the activity; possibly 8 minutes- although the SME may find that they need more or less minutes, depending on the speed in which they come up with answers.

When the brainstorming activity is done, the SME can ask the writers to report out their respective group's ideas.

Third, a case study. If the focus of the class is on developing specific skills to apply in job situations, a case study is an ideal activity to check the participant's learning. Case studies are not difficult to write. All the SME has to do is think of either typical job situations where the skills would apply- or problem situations that could have been resolved better if the skills had been applied. A good case study identifies who, what, when, and where. It is followed by specific questions that require the participants to use the skills they have learned.

For example, if the class is about employee benefits, the cases can involve different employee scenarios where the participants will have to decide which benefits would be appropriate for the employee- and explain their rationale. If the class is about troubleshooting a maintenance issue, the cases can involve different situations where the participants need to decide what type of maintenance would be appropriate- and explain their rationale.

Fourth, a directed large group discussion. A good way to get participants involved is to ask them a question. For example, in a refresher class that involves participants who have had a similar class often in the past, the SME can pose the question: What problems have you experienced in the field?" or "What effective strategies have you found to implement this policy?" The SME can then either write down their responses on the flip chart or have a participant volunteer write them down as the participants respond.

This information can then be a starting point for a directed group discussion- meaning that the SME acts as a facilitator to lead a large group discussion of possible remedies to the problems that were identified in the first example or possibly the pros and cons of the implementation strategies identified in the second example.

Fifth, one participatory way to identify what participants either already know or have learned in the class is to use a pop up activity. The SME asks a question: What are six situations where this policy would apply?" "or "What are eight key concepts to remember about this topic?" Participants who have a response "pop up" to stand up next to their chair. When the SME calls on them, the participants each provide one situation or one key concept.

These are just five different ways to incorporate participatory activities that are very simple to design. All the SMEs really have to do is think about what they can have the participants do, either individually, in pairs, in small groups, or in a large group, to say or do something with what they have learned in the class.

Next week, we will discuss how to meet the fourth challenge: helping SMEs learn how to select appropriate activities.

Tip #262: Helping SMEs Become Open to Using Participatory Activities

ways to check for comprehension that are participant-directed and provide great value. The instructor doesn't have to do a thing but set up the activity.

I'm referring to Grab the Koosh, where participants each write down two different content-related questions on two different index cards. They write the answer to the question on the back of the card. Then they assign a point value of 1 (easy) to 10 (very difficult) to each question. The participants at each table take turns reading their questions. Whoever at the table can grab the Koosh (or the pen or anything centrally located on the table) first gets to answer the question. If the answer is correct, the person gets the points. At the end of the activity, the participant with the greatest number of points wins and can be rewarded with a prize or a privilege.

Regarding the last issue of facilitation, we can discuss how we plan to give them an opportunity to learn how to facilitate the activities and to practice their facilitation. Depending on the time and situation, this might be a one-one-one coaching or a "half day workshop with a pilot session run through later.

If we lay the groundwork correctly and adequately address their concerns, they should be open to actually using participatory activities in their own programs.

Next week, we will discuss how to meet the third challenge: helping SMEs see that participatory activities are not necessarily difficult to design.

This week, we continue a discussion regarding how to teach subject matter experts (SMEs) to incorporate participatory learning activities into their technical curriculum and to become comfortable facilitating this interaction.

Tip #261: Helping SMEs Value Participatory Activities

Why do SMEs immediately latch on to lecture as their instructional method of choice? Well, first of all, lecture is still the predominant method in most higher educational settings. (Of course, we know that many if not most professors are in front of the class because of their research and publishing, not because of their teaching skills.)

Second, since the SMEs are the recognized experts, they believe that it is their job to present information to the learners.

Third, they are afraid to lose control of the class. If you lecture, you control both the content and the pace of the instruction.

There are other reasons, of course, but we'll work with these for now.

Our challenge is to help SMEs: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activities are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities.

Today's Tip will focus on the first challenge, and subsequent Tips will address each challenge in turn.

How do we help SMEs recognize the value of participatory learning activities? Based on my real world experience with this challenge, I propose the following action steps:

1. Ask them if they are satisfied at the end of their lectures. If the SMEs talk about being frustrated because they can't tell if the audience learned anything, we can suggest some interactive ways to check the learners' comprehension.

2. Review participant evaluations to see if there are any comments about the lack of interaction. This is a tricky one, because in my experience, participants often admire the SMEs and so give them positive ratings. Keep in mind that the participants are also used to lecture and are probably not aware of adult learning principles or different learning styles.

Even if steps 1 and 2 do not elicit information we can use to press our case in favor of greater participation, don't lose heart. These last three steps typically do the trick!

3. Show them the building blocks of learning (Bloom's Taxonomy of Educational Objectives). Start by asking them if they want their participants to know something, but not understand it. They will probably say that isn't sufficient. Then ask if that means they want them to know it and understand it. They will probably agree. Finally ask if they are teaching skills that they want the participants to use when they leave the classroom. If they say "yes," then indicate their desired learning level is application.

4. Explain that the desired level of learning drives the decision regarding the learning activity. Lecture is only appropriate for achieving knowledge. If they are aiming for comprehension, application, or higher, then they need to use participant-centered learning activities.

5. Ask them if they want the participants to retain what they learned. I would be very surprised if they said "no!" Show them Edgar Dale's Cone of Experience and Learning to reinforce the impact of active learner engagement on retention. (By the way, although questions have been raised about Edgar Dale's authorship and the percentages assigned to the Cone, I still see it as a very effective graphic in just-in-time learning sessions such as the one we're discussing.)

These steps will typically bring SMEs to a (perhaps grudging) recognition that participatory learning activities might be of value to them and to their participants.

Next week, we will discuss how to meet the second challenge: helping SMEs become open to the idea of actually using participatory activities.

This week, we continue a discussion regarding how to teach subject matter experts (SMEs) to incorporate participatory learning activities into their technical curriculum and to become comfortable facilitating this interaction.