Assessment 11–4

Facilitator Competencies

This assessment instrument will help you manage your own professional development and
increase the effectiveness of your time management training sessions. Training facilitators
can use this instrument in the following ways:

 Self-assessment. Use the assessment to rate yourself on the five-point scale, which will
generate an overall profile and help determine the competency areas that are in the
greatest need of improvement.

 End-of-course feedback. Honest feedback from the training participants can lessen the
possibility that facilitators deceive themselves about the 12 competencies. Trainees
may not be able to rate the facilitator on all 12, so it may be necessary to ask the
participants to rate only those they consider themselves qualified to address.

 Observer feedback. Facilitators may observe each other’s training sessions and provide
highly useful information on the 12 competencies that are crucial to be effective in
conducting time management training.

 Repeat ratings. This assessment can be the basis of tracking professional growth on
the competencies needed to be an effective facilitator. The repeat measure may be
obtained as often as needed to gauge progress on action plans for improvement.

The Competencies

Facilitators are faced with many challenges anytime they lead a training session. Many skills
are necessary to help participants meet their learning needs and to ensure that the
organization achieves its desired results for the training. This assessment contains a set of
12 important competencies that effective time management training requires. Not all
seasoned facilitators have expertise in all of these competencies, but they may represent
learning and growth areas for almost any facilitator.

Here is a detailed explanation of the importance of each of the dozen crucial elements of
facilitator competence:

 Understanding adult learners: Uses knowledge of the principles of adult learning in

both designing and delivering training.

Effective facilitators are able to draw on the experiences of the learners in a training
session, and then give them the applicable content and tools to engage them fully and
help them see the value of the learning. It is also important to address the participants’
various learning styles and provide them with opportunities to solve problems and
think critically so they can work through real business issues and develop additional
skills.
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Facilitator Competencies

 Presentation skills: Presents content clearly to achieve the desired outcomes of the
training. Encourages learners to generate their own answers through effectively
leading group discussions.

Of all the competencies a facilitator uses during a training session, none may be more
obvious than the need to have exceptional presentation skills. The facilitator’s ability to
present content effectively and in an entertaining way is one of the first things learners
notice and is a large part of a successful workshop. The nature of adult learning makes
it equally important that the facilitator is not just a talking head, but is also adept at
initiating, drawing out, guiding, and summarizing information gleaned from large-
group discussions during a training session. The facilitator’s role is not to feed answers
to learners as if they are empty vessels waiting to be filled. Rather, it is the facilitator’s
primary task to generate learning on the part of the participants through their own
process of discovery.

 Communication skills: Expresses self well, both verbally and in writing. Understands
nonverbal communication and listens effectively.

Beyond presenting information and leading discussions, it is vital for a facilitator to be

highly skilled in all aspects of communication. He or she should use language that
learners can understand; give clear directions for activities; involve trainees through
appropriate humor, anecdotes, and examples; and build on the ideas of others. This
will lead to training sessions that are engaging and highly valuable for the participants.
Facilitators must also be able to listen well and attend to learners’ nonverbal
communication to create common meaning and mutual understanding.

 Emotional intelligence: Respects learners’ viewpoints, knowledge, and experience.

Recognizes and responds appropriately to others’ feelings, attitudes, and
concerns.

Because learners may have many different backgrounds, experience levels, and
opinions in the same training sessions, facilitators must be able to handle a variety of
situations and conversations well, and be sensitive to others’ emotions. They must pay
close attention to the dynamics in the room, be flexible enough to make immediate
changes to activities during training to meet the needs of learners, and create an open
and trusting learning environment. Attendees should feel comfortable expressing their
opinions, asking questions, and participating in activities without fear of repercussion
or disapproval. Monitoring learners’ emotions during a training session also helps the
facilitator gauge when it may be time to change gears if conflict arises, if discussion
needs to be refocused on desired outcomes, or if there is a need to delve deeper into a
topic to encourage further learning.

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Facilitator Competencies

 Training methods: Varies instructional approaches to address different learning styles

and hold learners’ interest.

All trainees have preferred learning styles, and one of the keys to effective training
facilitation is to use a variety of methods to address them. Some people are more
visual (“see it”) learners, and others are more auditory (“hear it”) or kinesthetic (“do
it”) learners. An effective facilitator must be familiar with a variety of training methods
to tap into each participant’s style(s) and maintain interest during the training session.
These methods may include such activities as small-group activities, individual
exercises, case studies, role plays, simulations, and games.

 Subject matter expertise: Possesses deep knowledge of training content and

applicable experience to draw upon.

Facilitators must have solid background knowledge of the training topic at hand and be
able to share related experience to help learners connect theory to real-world
scenarios. Anecdotes and other examples to illustrate how the training content relates
to participants’ circumstances and work can enhance the learning experience and
encourage learners to apply the information and also to use the tools they have been
given. It is also crucial that facilitators know their topics inside and out, so they can
answer the trainees’ questions and guide them toward problem-solving and skill
development.

 Questioning skills: Asks questions in a way that stimulates learners’ understanding and
curiosity. Encourages critical thinking.

An effective questioning technique works well to assess learners’ understanding of

training content. It also provides opportunities for them to analyze information and
think critically. When learners ask questions, the facilitator is able to see where there
may be confusion or a need to review concepts for better understanding. Similarly,
when a facilitator asks thought-provoking questions in a way that invites participation,
learners can brainstorm solutions to problems or think about situations to help them
apply the training content to the issues they deal with on a regular basis.

 Eliciting behavior change: Influences others effectively both individually and within
groups. Gains support and commitment from others to achieve common goals and
desired outcomes.

This competency is important in two ways. First, facilitators must be able to persuade
trainees to consider points of view that will lead to desired changes in behavior. A
facilitator is often called upon to sell an organization’s culture or policies, or to gain
learners’ participation to achieve the desired results of the training. To do this, a
facilitator must be able to show that although he or she respects the trainees’ views,
the trainees must understand and accept the organization’s realities and practices.

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Facilitator Competencies

Second, an effective facilitator must know how to form small groups and work well
with them to influence groups to accomplish tasks, work through problems, and fulfill
the needs of the group members. Drawing out the creative energy of groups through
brainstorming or other activities, as well as helping group members blend their unique
knowledge and skills to achieve a common goal, will lead to greater commitment on
behalf of the learners to improve their behavior and apply the training content.

 Feedback: Gives and receives constructive, specific, and timely feedback, and
communicates observations clearly and accurately.

It is essential for facilitators to provide learners with helpful feedback, whether formally
through an assessment or informally through conversation. Use specific examples to
communicate a learner’s strengths and weaknesses; this will help the trainee
understand the information and may also increase the learner’s self-reflection. It can
also serve as the basis for a coaching relationship for individual training and clarify
what the learner should focus on for his or her growth and development. The facilitator
should also be familiar with a variety of tools to gather feedback from training
participants to improve the learning experience and the facilitator’s own self-reflection
and growth.

 Motivation: Encourages learners to participate and achieve desired results. Generates

enthusiasm and commitment from others.

It is the training facilitator’s responsibility to inspire others to achieve the desired

outcomes of a training session and to focus on their goals. Although it is generally
believed that motivation comes from within, a skilled facilitator can unleash energy
and enthusiasm by creating a vision that inspires the learners. Facilitators can provide
meaningful learning activities and infuse fun into the training experience, and they
must effectively channel trainees’ motivation into a commitment to achieving
results.

 Organizational skills: Works in an orderly and logical way to accomplish tasks. Ensures
that work is correct and complete. Presents ideas logically and sequentially for learners
to understand.

The importance of this competency for facilitators is twofold. First, the facilitator must
have good work habits and pay attention to detail. With any training event, many
factors are necessary to ensure a successful experience. Work must be done
thoroughly and accurately. A well-organized training facilitator typically creates well-
organized, professional training. Second, it is important for facilitators to present ideas
in a logical, sequential order that allows learners to absorb new content easily and also
to be able to retrieve it quickly. This also increases the probability that the learners will
actually use the content. The more organized the facilitator, the better.

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Facilitator Competencies

 Time management: Plans and uses time effectively. Balances important and urgent
tasks and can work on multiple tasks simultaneously.

Facilitators do many things in addition to conducting training sessions. They must also
budget their time effectively to address other priorities in their work: Prepare for the
training, keep accurate records, analyze assessment data, design new content or
activities, and report to the client organization. The most competent facilitators are able
to multitask and keep the goals of the learners and client organization in view as much
as possible. Good time management helps a facilitator keep track of all there is to do
during any given day.

Facilitator Competencies

Instructions: If using this instrument as a self-assessment, place a  in the box to the right
of each of the 12 facilitator competencies that best describes your skill level. If using this
form to provide feedback to a facilitator, place a  in the box that best fits his or her level of
competence in each area.

ADEQUATE EXPERTISE
LITTLE EXPERTISE

SOME EXPERTISE
NO EXPERTISE

EXPERT
COMPETENCY

Understanding adult learners: Uses knowledge of     

the principles of adult learning when both designing and
delivering training.

Presentation skills: Presents content clearly to     

achieve the desired outcomes of the training.
Encourages learners to generate their own answers
through effectively leading group discussions.

Communication skills: Expresses self well,     

verbally and in writing. Understands nonverbal
communication and listens effectively.

Emotional intelligence: Respects learners’     

viewpoints, knowledge, and experience.
Recognizes and responds appropriately to others’
feelings, attitudes, and concerns.
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Facilitator Competencies

ADEQUATE EXPERTISE
LITTLE EXPERTISE

SOME EXPERTISE
NO EXPERTISE

EXPERT
COMPETENCY

Training methods: Varies instructional     

approaches to address different learning styles
and hold learners’ interest.

Subject matter expertise: Possesses deep     

knowledge of training content and applicable
experience to draw upon.

Questioning skills: Asks questions in a way     

that stimulates learners’ understanding and
curiosity. Encourages critical thinking.

Eliciting behavior change: Influences others     

effectively, both individually and within groups.
Gains support and commitment from others to
achieve common goals and desired outcomes.

Feedback: Gives and receives constructive,     

specific, and timely feedback and communicates
observations clearly and accurately.

Motivation: Encourages learners to participate     

and achieve desired results. Generates enthusiasm
and commitment from others.

Organizational skills: Works in an orderly and     

logical way to accomplish tasks. Ensures work is
correct and complete. Presents ideas logically and
sequentially for learners to understand.

Time management: Plans time effectively. Balances     

important and urgent tasks and can work on
multiple tasks simultaneously.