Facilitation Skills & e-Governance

1. Facilitation Skills & e-Governance

2. Presentation Skills Top Ten Fears Managing Fears Story Telling Key Components of Facilitation Adult Learning Role of a Facilitator Understanding different Learning Styles 3 Stage of Learning 5 C Adult Learning Models Group discussion Techniques Agenda

3. Section 1: Presentation Skills • In this section, the participants will be able • Understand the reasons for fear of speaking and methods for overcoming the same. • Recognize the components of presentation skills • Learn to apply the components • Understand the power of story telling • Learn to Improvise

4. Top ten fears * 10. Dogs 09. Loneliness 08. Flying 07. Death 06. Sickness 05. Deep water 04.Financial problems 03. Insects and bugs 02. Heights 01. Speaking before a group * The Book of Lists - By David Wallenchinsky

5. Managing fears • Use the power of self-talk • Take three deep breaths • Drink a glass of water • Practice ,Practice ,Practice • Make the “Worst” and “Best” might happen list • Build bond with the participants

6. Activity 1 “ This is my space.”

7. Key Components • Plant • Move • Eye contact • Scan • Gesture • Pause and Hold • Loud • Soft • Modulation • What questions do you have?

8. Story Telling • Think of a personal story • Have a teachable message • Use emotions, dreams, realm of reality

9. Crafting your story • Set the scenario • Describe characters • Begin the story • Explain the difficulty encountered • Narrate the obstacle was handled • Connect the other dots in the story • Highlight clear teachable moment • Ask audience to make your point their point • Repeat the teachable moment using the same language

10. Section 2: Adult Learning • In this section, participants will be able to • Discover ways to make the environment safe • Understand the role of a Facilitator • Identify different learning style(s) • Learn different modes of Adult Learning • Implement dependency modes to determine ,,,,facilitation style and approach

11. Learning Experiences – Making Environment Safe • Reflect the Learning experience at high school / college • Reflect the Learning experience in a professional training ,,,,seminar / workshop • Examine the differences

12. Holistic Learning environment • Make the session highly interactive, inclusive and authentic • Focus on pedagogy that is knowledge construction rather ,,,than knowledge reproduction • Encourage people to share experiences • Enrich the learning process

13. Role of a Facilitator • Respect participants as equal • Acknowledge the diversity and experience of the group and ,,therefore adopt differential learning • Understand the difference between the role of a trainer and ,,that of a facilitator • Share the content, application and guides learners to ,,, ,,, ,,,question. • Encourage dialog • Role models professionals behavior • Manages time wisely

14. The Perfect Facilitator • Knows how to share experience without drifting from the ,,,main content • Engages the participants through multiple pedagogies • Dramatically reduces need to take notes • Asks insightful questions • Smiles and demonstrates passion • Available during breaks for contact and questions • Is continuously learning

15. Understanding different Learning styles

16. Adult Learning 1/2 • Conscious-Competent • Unconscious-Competent • Unconscious-Incompetent • Conscious-Incompetent

17. Adult Learning 2/2 • Come with experience and expect new information and their ,,application • Shy to participate • Require acknowledgement • Activities should be conducted to bring success • Prefer practical over theory • Respond more favorably to a colleague • Have their own opinions

18. Three stages of Learning

19. Dependent • Structure • Direction • Encouragement • Solid conceptual foundation • Structured practice activities • Constant reinforcement

20. Collaborative • Interaction • Practice • Experimentation

21. Independent • Time to practice • Time to experiment • Written materials to support, rather than instruct

22. Section 3: Aspects of Facilitation • In this section, participants will be able to: • Create a positive climate for learning • Enhance ability to read a group • Be aware of the Adult Learning Model • Learn various tools to engage the audience • Ability to spot and handle different participants • Gain knowledge to solicit participation • Cultivate effective method to conduct the question and, answer session

23. Establish a Positive Climate for Learning • Create a positive learning experience • Introduce the objective of the topic and link to ,government • Generate enthusiasm to know participants through, icebreaker • Produce supportive learning through creating a ,,safe environment • Set ground rules • Ask to share their expectations

24. First interactions are critical • Arrive before time • Be familiar with the Venue • Uphold ground rules • Greet participants as they arrive • Show enthusiasm • Listen for content and feelings • Look for nonverbal cues • Use humor as appropriate • Control distracters • Maintain eye contact

25. Stay on time • Begin and end on time • Ask for a volunteer time keeper and rotate the responsibility • Handle digressions quickly but diplomatically • Set tight time limits for activities and breaks • Announce how much time is left on activities • Have optional activities available • Offer to arrive early or stay late • If behind in the schedule, seek permission for extra time

26. Delivery • Use simple sentences • While conducting activity, case study and group ,discussion give step-by-step instructions • Ensure transitions from slide to the other is ,,, ,,, ,,,smooth • Speak slowly and audibly • Use visual aids effectively • Have open ended questions to stimulate ,,discussions • Ensure no participant is put on a spot • Ask participants to summarize or share their learning at the end of each concept

27. 5 “C” Adult Learning Model

28. Leading a discussion • Guide and support • Ensure discussion is not stuck but moving • Encourage many to participate specially those who ,,have not spoken • Ask participant or group to summarize

29. Group Discussion Techniques • Provoking, open-ended questions • Actively Listen • Polling • Call any participant to discuss by show off hands • Networking • Defer to group • Play the “Devil’s Advocate” • Ensure the air time is less than 40 percent

30. Conducting a Case Study 1/2 • Narrative tales about a problem/challenge requiring a solution • Captures what happened • Brings attention to the challenge/difficulty • Discussions to arrive at solutions • Advantage : Provides detailed information, interesting story, suspense, arriving at learning through solutions. • Disadvantage: Lengthy prone to over generalization

31. Conducting a Case Study 2/2 • Read and internalize • Identify the context and challenge • Reason why the challenge occurred • Who are the main protagonist • Why the challenge is key • Discussions to address the challenge • Challenges for implementing the Solutions • Selecting the effective solution • Results / Outcome • Lessons and takeaway learning

32. Conducting a role play 1/2 • Act out a situation and find solution effectively • Helps in demonstrating the concepts learned • Practice enables participants to observe the consequences of ,,,their actions • Facilitator to ask for volunteers • Provide role clarity and content to the individual role players • Allow 5 to 10 minutes for the participants to internalize their ,,,character • Give instructions to the participants to critically observe the role ,,,play and lay the ground rules

33. Conducting a role play 2/2 • Conduct the role play • Reverse roles and re enact • Acknowledge and praise all role play efforts • If time permits facilitator plays one of the character role • Debrief • Lessons and takeaway learning

34. Learning through a Video • Effective pedagogy for explaining a concept • Energized and engaged participation • The medium is compelling for auditory and visual learners • Creates an sensory experience • Recall value is high • Advantage to start , stop and rewind • Disadvantage – foreign accent , sound system • Specific learning objectives to be determined in advance • Using the right video makes the difference • Test understanding through questions • Debrief is very critical • Lessons and takeaway learning

35. Open endedquestions • Encourage view points • Remind them that no question is bad • Check to see if anyone else is getting ready to ,,,respond • Keep participants actively engaged • Helps facilitators to check participants understanding • Stimulate learning through knowledge construction ,,rather than knowledge reproduction

36. Response to Queries • Acknowledge answers • Correct answers • Redirect the question to experts in the group • Ask for more information • Respond to a partially correct answer • Repeat the response to check for understanding • Ask additional questions

37. If you do not know the answer? • Accept • Redirect to the audience • Indicate if it is outside the scope of the course or module • Park it for discussions towards the end of the program

38. If you have over-participation • Refer to ground rules • Ask close ended questions • Ask for the relevance to the topic • Ask opinions of participants • Summarize and move on

39. The Good Facilitator 1/2 • Behaves professionally • Encourages participation • Remains focused

40. The Good Facilitator 2/2

41. Ego States- Functional (Fluency) model

42. Activity -3 Check your Styles

43. Spotting Difficult Participants • Negative body language • Interrupts facilitator or other participants • Display superiority • Do not engage in discussion or activities • Openly challenge instructor or other participants

44. Handling Difficult Participants • Check body language • Listen • Take a break – has a calming effect on other person • Even if you have perfect response, hold back • Ask yourself what you want to happen • Avoid over-explaining, being condescending, or abusing your power

45. Regain control in difficult situations • Deal with issue or offer to discuss it during a break or after class • Redirect to group • Remind group of ground rules • Use humor as appropriate • Use positive body language

46. Group Dynamics • Groups develop personality and momentum • Energy is contagious • You can drive the energy and be flexible at the same time

47. Section 4: Planning for a Session • In this section, participants will be able to: • Develop structured approach to plan for a session • Use various techniques for Time Management • Understand how to elicit the feedback and take corrective measures

48. Strategy and Structure for Presentation

49. Structuring a Program 1/ 5 • Understand the end objectives to be achieved • Capture the current status • Identify the gap • Gauge the audience understanding • Prepare the learning objectives in terms of their importance and logic • Outline the concepts idea skills to be delivered • Critically examine why the above concepts are important

50. Structuring a Program 2/5 • Plan the specific learning activities and the resources you will use • The detail subject content that you will teach, and the measures you will use to check the participants understanding • The approximate time to explain the concept, to conduct the activity and to check for understanding through questions and invite discussions and finally debrief to bring out the key learning • Visualize each step of the session that you need to say, prepare the points that your audience might find difficult to understand