Some basic facilitation skills are: Facilitators do not need formal educational qualifications which could even be a barrier
if participants are alienated by the implied superiority of the trainer. However, the
credibility of facilitators with participants is important. Facilitators need good communication and listening skills, an understanding of group
dynamics and the ablility to encourage mutual respect and understanding amongst the
group. Facilitators need to be creative in their use of learning styles. For example,
an activity that is writing based may need to be adapted to a visual presentation
for a less literate group. The behaviour and language of the facilitator, both in and
out of the training sessions, should always be congruent
with the aims, values and principles of child care,
support and protection. For example, facilitators
should be very careful not to use stigmatising
terms such as ‘AIDS orphans’, discriminate
deliberately or unwittingly against people
with disabilities, illiterate people, or any
other group. Facilitators should assure participants that
everything that takes place during the
training session will remain confidential.During the planning time, co-facilitators should spend time getting to know each other if they have
not worked together before. During workshops, one person should be elected to run the session,
while the other gives support. Facilitators should not interrupt each other during training, but invite
comments at the end. Each should ask the other for support, and be prepared to give it.After the workshop, facilitators should review the session and record what each facilitator felt worked
well and why. They should explore what each found easy, difficult and valuable about working with
their co-facilitator; and what changes they would make if running the workshop again. Facilitators
need to be prepared to listen and learn as well as to lead and teach.Facilitation skills
It is assumed that people using this manual will have some experience
of facilitating groups and/or running training workshops. Part of the
purpose of this section is to provide some of the basic guidelines for
planning and running your training.In Appendix 2 there
are expanded notes on
facilitation skills and
techniques (page XX),
and a Trainer Evaluation
Sheet (page XX)!!
note
(^62) Unit 2, Facilitator’s Guidelines Guide to Mobilising and Strengthening Community-Led Care for Orphans and Vulnerable Children