Practical & Motiv Facilitation

Practical & Motivating Practical & Motivating FacilitationFacilitation

Karen Carleton, M.Ed., M.S.Facilitator

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Frame: CDP Standards and Frame: CDP Standards and GuidelinesGuidelines

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Knowledge

AttitudesSkills

Code of Ethics

¥ Assessment¥ Facilitated individual and group facilitation¥ Career counselling¥ Information and resource management¥ Work development¥ Community capacity building

Figure 1. Competency Model for Career Development Standards and Guidelines

¥ Professional behaviour¥ Interpersonal competence¥ Career development knowledge¥ Needs assessment and referral

Core Competencies

Areas of Specialization

Practical & Motivating Facilitation, BTT (2009), Karen Carleton

Intended Learning Intended Learning OutcomesOutcomes

1. To learn tools for planning motivating sessions

2. To learn tips for effective group facilitation

3. To support quality career development services

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Client-Centered


Session ObjectivesSession ObjectivesTo discuss &

apply◦Adult Learning

realities◦Nine Events of

Instruction◦ARCS Motivation◦Facilitation Tips

To hear a Case Study

To share ideas (brainstorming, discussion)

To practice workshop planning (group scenarios)

5Practical & Motivating Facilitation, BTT (2009), Karen Carleton

1. A need to learn – purposeful & relevant

2. Self-directed – no instructor needed

3. Prior experience – incorporate & build on

4. Readiness – timely & desired

5. Problem-solving - critical & creative thinking

6. Intrinsic Motivation - desire to learn or achieve a goal

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Adult Learning PrinciplesAdult Learning Principles

1 example for each

“Androgogy” = helping adults learn


ALWAYS TRUE ?

Adult Learning RealitiesAdult Learning Realities1. Adults are time-pressed

2. Seek relevant & immediately applicable learning (not theory) needed; solves problems

3. Need for social interaction

4. Have prior experience to build on

5. People learn differently – auditory, visual, hands-on, reflective

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How do these realities affect facilitation?Practical & Motivating Facilitation, BTT (2009), Karen Carleton

Learning ResearchLearning Research

Meaningful Learning◦ Tie new

knowledge/skills to what learner already knows

Information Processing◦ Mind like a computer

(organized memory)

Learning progression◦ Concrete to

abstract - hands-on, pictures, and language

Socio-cultural aspect of learning:◦ Context is personal,

and social

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Nine Events of InstructionNine Events of InstructionResearch on

effective learning and instruction

Order of teaching/learning events

Importance of feedback

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Lesson PlanIntroductionObjectivePre-assessment Motivational hookPresentationPracticePost-assessmentSummary & ConclusionNAIT:

http://www.nait.ca/docs/LessonPlanChecklist.p

df


Nine Events of InstructionNine Events of Instruction

1. Gain learners’ attention

2. Inform learners of objective

3. Stimulate learners’ recall of prior knowledge

4. Present new content

5. Provide learning guidance

6. Elicit performance (practice skill, apply knowledge)

7. Provide feedback (guide practice)

8. Assess learners’ performance

9. Enhance retention & transfer of learning

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2 Ideas for facilitating each EventPractical & Motivating Facilitation, BTT (2009), Karen Carleton

Workshop Planning Workshop Planning PracticePractice

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Groups: Draft a CD Workshop Plan Scenario cardWorksheet1-2 sentences for

an activity for each Element

Roles (recorder, presenter, facilitator/timer)

25 minutes, then debrief

Nine Events:1. Gain attention -2. Inform of objective -3. Stimulate prior

learning -4. Present content -5. Provide guidance -6. Elicit performance -7. Provide feedback -8. Assess performance -9. Enhance retention &

transfer of learning -Practical & Motivating Facilitation, BTT (2009), Karen Carleton

Learning & MotivationLearning & Motivation

Motivation strongly influences learning & achievement

Old view: “Carrots-and-sticks” (*extrinsic)

New view: Considers learners’ thoughts, perceptions, prior experience (*internal) and learning context (incentives & environment)◦Meaningful = better learning


Learner MotivationLearner Motivation“Locus of Control”Internal vs.

External◦ Effort & Ability

(internal)◦ “Luck” (external)

What learners attribute their success/failure to (self vs. environment)

Client examples?

Example: “I should have revised my resume, arrived on time for the interview & tailored my cover letter. Next time.” vs. “Just my luck, I didn’t get hired! Stupid

company.” Self-responsibility Belief in the ability to achieve

personal goals

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Learner MotivationLearner MotivationSelf-confidence-

Learning link◦Prior experience◦Designed for

learner success◦Encourage

attributions to self

◦Supports achievable goals

Captures learners’ Interest (motivation-learning tie)

Encourages persistence & positive attitude

Avoids “seductive” (irrelevant) details

Clear, organized materials

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Ideas?

Learner MotivationLearner MotivationExpectations:1.Perception of

ability to succeed at goal (getting a job)

2.Perception of value of achieving goal (getting a job = pride, self-reliance)

Real problem-solving

Boost client self-confidence◦Break goals into

steps◦Promote client

responsibility for results

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How can we help clients reframe their perceptions?

ARCS MotivationARCS MotivationModel developed

late ‘70s, early ‘80s

Appeal of instruction & outcome:

1. Attention2. Relevance3. Confidence4. Satisfaction

1. Attention: gain learners' attention and engage them

2. Relevance: learners see the instruction as valuable

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Now Hirin

g!

Resume Checkli

st


ARCS MotivationARCS Motivation4. Confidence:

learners believe they can succeed in the learning activity

5. Satisfaction: learners find the learning rewarding (process & product)

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A – perception or inquiry arousal; variety (*relevant cartoon, quote, question)

R – goal or motive focused; familiar content (*work or life related)


C – high chance for success, ownership (*gradual skill practice, feedback)

S – reinforce intrinsic locus; external incentives/praise (*feel satisfied, in control, equal)

Regroup (5 mins):

How you would include ARCS elements in the Workshop plan?

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ARCS MotivationARCS Motivation WIIFM


Case StudyCase StudyCareer Preparation

workshops ◦Boise State

University’s Career Centre & International Student Office

Prior experience (miners, business college, ABE & High school students)

Instructional Design project

Learner & Facilitator guides plus materials (*customized)

Two target audiences:◦International

students◦Engineering

students

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Details350 international

students per yearlySeek part-time on-

campus jobs, internships, or post-grad employment

Lack local career knowledge & skills (resumes, interviews)

High motivation (eager to work)

Need info & guided practice

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Case StudyCase Study



Career Preparation WorkshopSeeking part-time work on campus?Want to create a winning resume and

an effective cover letter? Need help with job interview

practice? Looking for an internship or post-

graduate work?21


Career Preparation Workshop AgendaWhen: Saturday, February 9, 2008, 1:00-4:00pm

1:00-1:30pm US Employer Expectations

1:30-2:15pm Resume & Cover Letter writing talk

2:15-2:30pm Break

2:30-3:00 Resumes & Cover Letter practice

3:00-4:00pm Interview Skills Practice

Where: Room 301, Micron Engineering Center

To register email: [email protected]

Cost: FREE Seats: 30

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Topics:US Employer

ExpectationsResume & Cover Letter

writing discussionResumes & Cover

Letter practice (*electronic templates saved to PC desktops)

Interview Skills Practice (*demos & role-plays)

Nine Events:

Gained attention - questions

Explained and wrote objectives (& learners’ own)

Prior experience stories (US & at home)

Discussed content & handouts

Guided practice with feedback

Checklists for transfer of learning

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ARCS◦Attention: high

interest◦Relevance:

wanted or needed work

◦Confidence: gained knowledge & skills

◦Satisfaction: high success rate

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Case StudyCase StudyOld-new

knowledge link – meaningful & memorable learning

Flowchart – from application to hiring

Resume/cover letter writing & interview practice (*feedback - 2 facilitators)


Case StudyCase StudyResultsMost learners got jobs or

internships and reported the workshop helped

BSU still uses the career preparation materials -1) course project example, 2) workshops & 3) online publication


Facilitation BasicsFacilitation BasicsEase participants

towards their goals

Facilitator QualitiesRespectfulFlexibleOrganizedGood-humouredPatient, good listenerCooperativeResponsive

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Facilitation BasicsFacilitation BasicsIntroductions & Expectations

◦Agenda or schedule◦Housekeeping (washrooms, breaks, cell

phones)◦Icebreakers & activities◦Group guidelines (respect, “share the

floor,” participation, cooperation)

Objectives (general & personal)Visual aids, interaction & role-plays

Prepare - handouts, door signs etc27


Additional suggestions?

Activity FacilitationActivity FacilitationExplain directions & check

understandingSuggest group roles

(presenter, facilitator, recorder, timer)

Thank speakers & participantsLead & debrief activitiesInvite questions & commentsBrainstorming - no

evaluation/criticism; use speaker’s own words

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Practical & Motivating Facilitation, BTT (2009), Karen CarletonOthers activity tips?

Facilitation TipsFacilitation Tips

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Engaging - relevant, involvement, variety

Hands-onDiversity - allow

varied perspectives, needs & objectives

Guided practice & Feedback

Address unruly participants ASAP (guidelines, private chat)

Evaluate skills & knowledge learned

Follow-up if possible

Questions?Practical & Motivating Facilitation, BTT (2009), Karen Carleton

Session SummarySession SummaryPlan for learner motivation (adult learning realities, Nine Events, ARCS)

Prepare client-centered sessions◦Customize activities & materials◦Guided practice & give feedback

Borrow tips & ideas, and

Have fun, try new approaches30

Thanks for sharing!

BibliographyBibliographyCarliner, S. (2003). Training design basics. Alexandria, VA:

ASTD.

Driscoll, M. P. (2004). Psychology of learning for instruction (3rd ed.). Boston: Allyn and Bacon.

Gagne, R. M., & Rohwer Jr., W. D. (1969). Instructional psychology. Annual Review of Psychology, 20, 381-418.

Keller, J. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 26(8), 1-7.

NAIT (n.d.). Lesson Plan Checklist. Retrieved May 31, 2009 from, http://www.nait.ca/docs/LessonPlanChecklist.pdf

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Electronic ResourcesElectronic Resources Certificate in Adult &

Continuing Education/CACE (U

of A)

-http://www.extension.ualbert

a.ca/cace/index.aspx

Facilitation resources

-http://chriscorrigan.com/parki

nglot/?page_id=958

http://managementhelp.org/

grp_skll/facltate/facltate.htm

Facilitator Training (online &

in-person)-http://www.leadstra

t.com/

Lesson Plan Checklist -

http://www.nait.ca/docs/Les

sonPlanChecklist.pdf

Karen Carleton’s “DIY “carer

prep materials (Engineering

students) here:

http://coen.boisestate.edu/s

tudents/career_resources.as

p

Instructor Training (BMI

modules at NAIT)

-http://www.nait.ca/39248.h

tm

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Print ResourcesPrint Resources Brookfield, S.D. (1990).

Understanding and facilitating

adult learning. San Fransisco,CA:

Jossey-Bass

Caffarella, R.S. (2002). Planning

program for adult learners: A

practical guide for educators,

trainers and staff developers. 2nd

Edition, San Francisco, CA: Jossey-

Bass.

Johnson, D.W. & Johnson, F. P.

(2003). Joining Together: Group

Theory and Group Skills. Toronto:

Allen and Bacon.

Merriam, S. B. (2001).

Andragogy and self-directed

learning: Pillars of adult

learning theory. New

Directions for Adult &

Continuing Education, 89, 3-

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Simonsen, P. (1997).

Promoting a career

development culture in your

organization: Using career

development as a change

agent. Palo Alto, CA: Davies-

Black. 33


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Practical & Motiv Facilitation