Tip #159: Designing Facilitator Guides #3

Last week, we indicated that we have a number of choices to answer the seventh question: 7. What format will be most useful for the facilitator? There are three different formats I have typically used: an annotated table of contents (which we described in Tip #158), an annotated lesson plan, and a scripted facilitator guide.

An annotated lesson plan provides more information and guidance to a facilitator than is possible on an annotated table of contents. While the annotated table of contents provides a snapshot of activities and timeframes, the annotated lesson plan provides more of a narrative of the activities, their purpose, and what is required (in terms of materials and directions) to facilitate the activities.

The key information that the facilitator will need is:

• the over all focus of the session

• the learning objectives

• the key content points (in many cases, these are the section titles or agenda items)

• the duration of the focus on this key content

• the type of learning activities

• when they occur

• how long they should last

• specific materials for the activity

• the goal of the activity

• how to introduce, facilitate and debrief the activities

• specific notes regarding how to facilitate the activity

• the specific handout pages and/or PowerPoint slides to which the activities relate

• break times and durations

There are two different lesson plan formats that I have annotated. The first is in general outline format. The following example is the morning of the first day of a two- day orientation program. You will note that there is more than one facilitator, as well as guest speakers.

• Making the Intermodal Connections

• Outline of FSAT Qualified Specialist Training Program

Tip #158: Designing Facilitator Guides #2

Once we have determined what information the facilitator will need in the facilitator guide, we can answer the seventh question:

7. What format will be most useful for the facilitator?

We have a number of choices regarding the format for the facilitator guide. We will consider three different formats: an annotated table of contents, an annotated lesson plan, and a scripted facilitator guide.

One of the simplest facilitator "guides"is an Annotated Table of Contents

If the facilitator is well versed in the content and has been actively involved in the design of the training, the format can be quite simple. The facilitator just needs something easy to scan that will help with pacing and planning.

The key information that the facilitator will need is:

• the key content points (in many cases, these are the section titles or agenda items)

• the duration of the focus on this key content

• the type of learning activities

• when they occur

• how long they should last

• how to introduce, facilitate and debrief the activities

• the specific handout pages and/or PowerPoint slides to which the activities relate

• when to introduce necessary job aids

• break times and durations

I have found that it actually works to annotate the Table of Contents for the program, adding in all of this information.

Please note that in the following example of an annotated Table of Contents, the documents in bold print indicate the section titles or agenda items and the documents in italicized print indicate participant activities. Also, for purposes of pacing and planning ahead, the total number of PowerPoint slides used in each section is also identified. In order to assist the facilitator with pacing, a PowerPoint slide of the section title is used at the beginning of each section. Click here to view and/or download an example of an annotated Table of Contents.

Tip #157: Designing Facilitator Guides #1

After 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 the training is being designed for technical experts to facilitate, very frequently they are more familiar with traditional lecture techniques. If that is the case, and the newly designed training is participant-centered, the facilitator guide will need to include a section of helpful tips and techniques for group facilitation. These might include how to:

   • Create a Sense of Community

   • Maintain a Smooth Flow

   • Assign an Exercise

   • Model the Assignment

   • Check for Comprehension

   • Debrief Exercises

   • 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, and if so, will there also be an emcee to essentially direct traffic?

   In the event that more than one facilitator will be co-teaching, the facilitator guide should probably 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, background reference material may also need to be included in the facilitator guide.

6. Are there audiovisual aids for the program that need to be made available for the facilitator? These audiovisual aids need to be listed and their location identified, 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:

7. What format will be most useful for the facilitator?

8. What additional quick reference guide might be helpful?

Tip #156: Designing Training with SME's #3

We have identified the training methods, time frames, reference documents and audiovisuals for each learning objective, to complete the lesson plan design phase.

The next step in working with SMEs is the actual creation of the training materials.

We walk through the lesson plan, discussing the training materials that need to be created. This includes interactive exercises as well as reference materials.

For each module, we identify:

1. What information is necessary to create the relevant interactive exercises. For example, we discuss the key points that should be covered in questions for a questionnaire, or what the focus of a case study should be, etc.

2. What reference materials are needed and whether they currently exist or will have to be written.

   • If they currently exist, we identify where to find them, who authored them, and, if necessary, who will obtain permission to use them.

   • If they need to be created, we identify what the scope and complexity should be and who will draft them.

3. Who will be responsible for providing the content for the exercises and the reference materials.

4. Who should be involved in the review of the draft materials.

5. What the design timeline should be.

We identify deadlines for key milestones by working backwards from the scheduled date of the training. Our timetable typically includes product and activity deadlines for both the SMEs and the curriculum designer (CD).

The amount of time allocated for each step in the process will depend upon the complexity of the material, the number of SMEs involved, the extent of the edits anticipated and the number of editors involved, the time it takes to create necessary visuals or obtain permission to use copy written materials, etc.

However, regardless of the length of the actual time line, the mileposts are approximately the same:

• The SMEs submit the necessary content for the interactive exercises and reference materials.

• The CD drafts the exercises, and edits and formats the reference materials.

• The CD and/or SMEs identify and communicate the need for additional content, as appropriate. This includes the answer keys for each activity.

• The CD submits the drafts to the SMEs so that they can review the materials for accuracy in terms of content and language.

• The SMEs return their edits to the CD.

• The CD makes the necessary edits.

• The CD formats the materials into a participant manual format: title page, table of contents, agenda, learning objectives, presenter profiles, individual modules with activities and reference materials, graphics, etc.

• The CD sends the draft of the participant manual to the SMEs for additional edits and revisions.

  The CD makes the final revisions and sends the participant manuals to printing.

• The printed participant manuals are reviewed, collated, organized, and then possibly mailed to the training location.

• The training occurs.

There is a similar process and timeline for the design of accompanying audiovisual materials, which are coordinated with the design of the participant manual.

This process results in the written and audiovisual materials that will enable the participants to learn and to demonstrate their learning.

There is another different but related process to prepare materials that will enable the trainer to successfully facilitate the training.

Tip #155: Designing Training with SME's #2

Once we have established the goals and learning objectives for the training program., the next step is to identify the training methods necessary to accomplish each learning objective.

I accomplish this by asking the SMEs a second series of questions:

Question #1: "Are some of the participants likely to know anything about the content covered in each learning objective?"

Very often, the answer is "Yes,"in which case I explain that using lecture would be inappropriate: to tell participants what they already know is not only a poor use of training time, but is also inherently disrespectful to the participants.

At this point, the SMEs are usually understandably concerned that the participants may not know the content completely or accurately. Not only are many SMEs used to lecture, they are also used to being the expert in the room. They may need some convincing that other methods can ensure complete and accurate learning.

I generally ask them about now how they learn best. Lecture is typically not the training method of choice for most, if not all of the SMEs. This discussion helps them realize that the best way to dignify their learners and set them up for success is to use a variety of methods that can best meet their needs.

This is also a good time to discuss any concerns they have had when they have lectured in the past, such as not knowing if the participants really grasp the concepts because the participants don't interact with them. I reassure them that any other method will enable them to get feedback from the participants. It helps to give them a list of different training methods appropriate for different learning levels, so they have some idea of these options.

I may need to define some of the methods. For example, when working with engineers, a case study may mean a very detailed description of how a real situation was handled. This is different from the case study we design to check for comprehension, providing sufficient information for the participants to answer specific content-related questions. Once this difference is clarified, they have no trouble making the necessary modifications so that their case study becomes an interactive exercise rather than a description.

Now, I can introduce the three key factors to consider in selecting a training method:

1. the desired learning level,
2. the specific time available, and
3. the need for a variety of methods to satisfy different learning styles.

Because they are the subject matter experts with the technical expertise, I then have to ask them, for each learning objective:

Question #2: "What would be the best way for the participants to learn and to demonstrate their learning?"

Once the SMEs have grasped the concept of using a variety of training methods, this part of the design process goes very quickly. We are not actually creating the materials, just identifying what training method to use.

The SMEs also need to answer: Question #3: "How long should [each method] take?"Again, they know best how long it might take to do a hands on activity or a field visit or some other very technical learning activity. With regard to training methods less reliant on technical eccentricities, such as questionnaires or case studies, I can assist them with general rules of thumb for the time it takes small groups to work and then report out their conclusions.

Question #4: "Are there any reference materials or audiovisuals currently available that would be useful to incorporate into the training?""If so, what are they and how would we get access to them?"

We have now identified the training methods, time frames, reference documents and audiovisuals for each learning objective, which completes the lesson plan design phase.

Tip #154: Designing Training with SME's

frequently work with subject matter experts to design participant-centered skill-building training programs. When we sit down together, we already know the general subject matter of the training. The SMEs bring their specific technical expertise. My job is to help them focus in on what the learners REALLY need to learn and then collaborate on a training format that will achieve that learning.

I accomplish this by asking the SMEs a series of questions:

Question #1: "Who is our target audience?"

Question #2: "In general terms, what do you want the participants to know or be able to do when they leave the training?"

Based on their response, we craft the first training goal: WHAT the participants will learn.

Question #3: "Why would the target audience want to learn that, from their perspective?"

Based on their response, we craft the second training goal: WHY the participants will want to learn.

Question #4: "What do the participants need to know or be able to do in order to accomplish the first goal?"As they brainstorm, I post their list on a flipchart.

When necessary, I coach them to ensure that they identify everything necessary to complete a basic skill-building task analysis template:

1. What it is [definitions of terminology or standards]

2. Why it is important [benefits of the training from the learners' perspective]

3. What is needed to do it [necessary tools or materials]

4. How to do it [procedure]

5. Do it [application]

We work with their posted list of responses to eliminate the non-essential items and place the remaining essential items in a logical sequence similar to that of the task analysis template above.

Up until this point, my role has been as a facilitator, asking logical questions to help the SMEs focus their technical expertise on the key content. With Question #5, my role changes to a trainer, introducing the concept of learning levels.

Question #5: "What level of learning is necessary for each essential task analysis item ? For example, do you want them to know it, but not understand it? Do you want them to understand it? Do you want them to do something with it?"

In this way, I introduce the building blocks of learning, otherwise known as Bloom's Taxonomy of Behavioral Learning Objectives.

Based on their answers, we identify a learning level-appropriate active verb to plug in at the beginning of each task analysis item. This converts the task analysis into a specific, observable, and measurable learning objective.

We now have the goals and learning objectives for the training program. The next step is to identify the training methods necessary to accomplish each learning objective.

Tip #153: Preparing SME's

Subject matter experts rarely refer to themselves as SMEs and they certainly don't find that role on their job descriptions! We need to approach them in a manner respectful of their other responsibilities and let them know how important their expertise is to the design of effective training.

My dear friend, Julie Almont, who is the Executive Director of Employee Development at Delaware Park, sent this wonderful description of how she prepares her SMES:

"I have embarked on a campaign to take the company's TEAM leaders, who comprise many of our SMEs and peer mentors, and offer them a very simple approach to training tasks. These folks are line-level employees and first-time supervisors. They have never had any kind of 'Train the Trainer' experience. Most of them have been successfully multi-tasking for so long that they have little understanding for the novice and no understanding of the theories of training adults.

My reasoning is that our company moves people on a fast track to management. I'm doing myself a favor by preparing these future managers with the tools and understanding of the demands of properly designing and implementing a training program.

Often times, department heads put line-level champions in the new employee orientation/training process believing that the the assignment is seen as an act of recognition. They believe it to be a gesture of acknowledgment of the employees' years of service and outstanding work.

After interviewing several of our employees who are seen as new employee 'mentors', I found that most see this type of duty as a frightening and troublesome nuisance. Why? Because, no one took the time to train them to train or set expectations.

One of the problems with continuing to use this process is that the workplace champion feels taken for granted and begins showing signs of negative behaviors. Not the right personality to assign to service training of new employees!

So, I created a few modules for our line-level team leaders that help them understand their role in all of this. Informing them that I see them as part of my SME reference group when writing proposals or developing programs, allowed them a sense of team pride and belonging...true recognition! I visit them in their workplace to add a level of comfort and confidence.

I am finding that some of the most important highlights of the training are:

• Getting departmental approval and support

• Defining the role of SME as both a developmental reference and facilitator

• Providing training materials, references, coaching and support

• Simplifying and encouraging the use of task training skills (Explain, Demonstrate, Practice, Test and Repeat)

• Offering reward and recognition

The thing I like most about this program is that it is simple in theory and method. It certainly isn't expensive...I take individuals out for a cup of coffee or lunch when I follow up. They enjoy the recognition. And, I have increased my workplace SME reference group by about 20%! "

Isn't that an inspiring model? Actually, knowing Julie as well as I do, I believe that folks in Delaware Park probably fall all over themselves volunteering to serve as SME's to simply bask in Julie's warm and generous attention!