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1036 TFG Facilitator Guidelines Luxury

This document provides guidance for facilitators on adult learning principles and their role in facilitated sessions. It outlines four key principles of adult learning: that adults need to know why they are learning, learn through doing, are problem-solvers, and learn best when learning is immediately useful. As a facilitator, the role is to assist employees in understanding objectives, encourage participation and discussion, remain neutral, identify challenges, and help measure performance improvement rather than lecture. Facilitated activities use the ORID framework to guide effective discussions by first understanding objectives, reflecting on feelings, interpreting assumptions and insights, and making decisions.

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Andre Candra
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20 views3 pages

1036 TFG Facilitator Guidelines Luxury

This document provides guidance for facilitators on adult learning principles and their role in facilitated sessions. It outlines four key principles of adult learning: that adults need to know why they are learning, learn through doing, are problem-solvers, and learn best when learning is immediately useful. As a facilitator, the role is to assist employees in understanding objectives, encourage participation and discussion, remain neutral, identify challenges, and help measure performance improvement rather than lecture. Facilitated activities use the ORID framework to guide effective discussions by first understanding objectives, reflecting on feelings, interpreting assumptions and insights, and making decisions.

Uploaded by

Andre Candra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Guide for Facilitator

LEARNING THEORY

This short Guide for Facilitators offers some additional reading on how adults learn and what your role as
Facilitator is during the sessions.

In order to host a successful facilitated session, it is important to create a balance between the learning
outcomes of a course, and have an understanding of how adults learn.

Educator Malcolm Shepherd Knowles and colleagues identified four principles of Andragogy (better known as
Adult Learning):

1. Adults need to know why they are learning


2. Adults learn through doing (even if they make mistakes)
3. Adults are problem-solvers
4. Adults learn best when the subject is of immediate use

These four principles should guide you in creating a learning environment that aims to engage all types of
employees. The Facilitator Guides have been structured to incorporate these four principles and guide you in
identifying the current challenges faced by employees.

As a facilitator, your role is NOT to lecture and overwhelm the employees by reading lots of information.

Your role is to:

• Assist a group of employees in understanding the course objectives.

• Help them with a plan to achieve the course objectives.

• Encourage group participation and discussion in the facilitated sessions.

• Be neutral when it comes to content and discussions by not taking sides.

• Identify the challenges and difficulties that the employees are currently facing.

• Offer advice on how the employees can overcome the challenges that they are facing.

• Identify means of measuring the employees’ performance in achieving the objectives.

There are activities that have been created for each lesson. These activities make use of the ORID (i.e.
Objective, Reflective, Interpretive and/or Decisional) Framework, which is a facilitation framework used for
focused group discussions. These activities or discussions follow a leveled approach (with each level building
on the next), so that the employees are aware of the content and their emotions are attached to it, in order to
make better decisions in achieving the objectives.

© Copyright Lobster International S.A. 2022. All rights reserved. 2


Objective Questions
O Can be used for course objectives/activities where the purpose is to determine whether
employees have grasped the facts/purpose of the content.

Reflective Questions
Can be used to determine how they felt after watching certain scenarios play out. This can
R be used for course objectives that you foresee employees having mixed emotions about
(i.e. if the current behavior requires extensive effort to get to the desired behavior).

Interpretive Questions
I Can be used to determine the assumptions, challenges and insights of the employees. These
questions usually promote critical thinking in employees.

Decisional Questions
D Can be used to offer employees the opportunity to create their own goals in order to achieve
the objective. Usually works well at the very end of each session.

In the Facilitator Guides, you ask ORID questions to guide the employees in effective and constructive
discussions. More importantly, the Facilitator Guides will help you evaluate the sessions and give you
indicators of key improvement areas.

Use the Facilitator Guides provided for each course to guide employees through the training.
Each Facilitator Guide contains information on preparation and setup, possible session formats
and general facilitation guidelines.

Good luck!

© Copyright Lobster International S.A. 2022. All rights reserved. 3

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