FACILITATOR CERTIFICATION PROCESS workshop prep

Transcription

1 workshop prep The sixth-century B.C. Chinese philosopher Lao-tzu observed, A journey of a thousand miles begins with a single step. Fast-forward 2,500 years, and he might have been talking about your journey toward becoming a certified facilitator via DDI s Facilitator Certification Process, a competency-based program. This Workshop Prep marks your first step in that trek. Whether you re new to facilitation or a veteran of training and development, completing the steps in this document will enable you to participate fully in the workshop experience. You ll be ready for everything the session presents. Here s to a great adventure let your journey begin! STEP 1 2 hours Approximate completion time Bring this completed document to class. You will use it during the workshop. Complete the Interaction Essentials SM for Leaders web-based training course. Interaction Essentials SM for Leaders is the foundation for most Interaction Management courses. It introduces the Interaction Essentials SM skills leaders need to communicate effectively, address people s personal and practical needs, and spark action in others. After you become certified, you ll help others to learn these skills; you ll also want to use them consistently as you facilitate. To access this web-based training course, copy the URL below and paste it in your browser. URL: User name: fcp + your address (Example: fcpjanedoe@ddi.com) Password: password Time to complete Approximately 1 hour Minimum score required 70 percent or higher on the Mastery Check questions. File Name: FCP-WorkshopPrep Development Dimensions International, Inc., MMXIV. Revised MMXVII. 1 Permission is granted to photocopy this page for internal use only.

2 STEP 2 Complete the Interaction Skills Experience simulation. This simulation tests your use of the Key Principles during a coaching discussion with a fictional direct report. To access the simulation, copy the URL below and paste it into your browser. On the Interaction Skills Experience page, you may select either the administrative or the industrial simulation. When you ve completed the simulation, you ll receive feedback on your use of the Key Principles. Print your feedback page and bring it to the workshop. URL: No user name or password required. Time to complete Minimum score recommended 20 minutes See if you can score 75 percent or higher on each Key Principle. STEP 3 Complete the Facilitator Competency Self-Evaluation and write your goal. DDI-certified facilitators must demonstrate acceptable performance in four competencies (knowledge and behaviors) that have proven to be requisites for any successful facilitator: Facilitation of Learning Engaging Communication Guiding Learners Facilitator EQ (Emotional Intelligence) Each competency includes a definition and the key actions necessary to apply it appropriately in your workshop facilitation assignments and beyond. Throughout the Facilitator Certification Process, you ll participate in hands-on activities to gain a deeper understanding of these competencies and key actions and to prepare to apply what you ve learned. Demonstrating these four competencies and their key actions in your facilitation will move you toward earning your certification. Even experienced facilitators need to hone their skills and receive specific feedback, and this workshop will provide that opportunity. Time to complete Completion requirement 40 minutes Read the competency definitions and key actions on pages 3 5, then complete the self-evaluation and compose your development goal. Bring pages 6 9 to the workshop, where you ll refer to your selfevaluation and refine your goal. You won t be asked to share your self-evaluation score with other learners. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 2 Permission is granted to photocopy this page for internal use only.

3 Facilitation of Learning Leading learners through course concepts and components to accomplish course objectives by using appropriate facilitation techniques suited to the characteristics, experiences, and needs of the audience. Key Actions Explains the purpose of the course content and its components Describes the course objectives, concepts, job aids, tools, or activities and their importance, as appropriate. Explains or seeks the benefits of using the course and its components for the organization, team members, or the learner Stresses the what s in it for me? (WIIFM) aspect of the course, its concepts, job aids, tools, or activities as appropriate; asks learners to share their thoughts about benefits of the course and its components. Provides clear directions for learning activities and exercises Clarifies what learners are to do and when and how they will do it. Presents a road map of the course or unit Describes the flow of the course or unit activities. Makes transitions Moves from one topic or unit to another by explaining relationships between the current topic or unit and the next one to connect learning. Summarizes key learning points Summarizes the important concepts of the unit, course, or activity. Uses learning aids effectively Uses audio and visual aids to enhance the learners understanding of the content as noted in the Facilitator Guide. Demonstrates content knowledge Comprehends and facilitates content well enough for learners to understand and apply it. Engaging Communication Clearly conveying and seeking information and ideas in a manner that engages the audience and helps them understand and retain the message. Key Actions Holds audience attention Uses a variety of techniques (for example, humor, energy, and enthusiasm for content/concepts) to gain and hold the audience s attention. Provides and seeks examples and analogies Uses examples and analogies that are relevant to the audience and that explain the content. Acts as an advocate for the course and its components Shows a personal belief in the course and in its concepts, job aids, tools, or activities. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 3 Permission is granted to photocopy this page for internal use only.

4 Uses appropriate nonverbal and verbal communication Uses appropriate body language (for example, eye contact, gestures, and movement around the room) to aid the audience s understanding. Uses appropriate words and phrases, pace, volume, and enunciation. Avoids the use of filler sounds/words (that is, um, ah, OK, etc.) or other distracting habits. Shares relevant business/industry, organizational, and personal context Adds pertinent insights, tying the content to business context for relevance and enhanced understanding. Guiding Learners Providing timely guidance, coaching, and feedback to help learners understand content and strengthen their skills; moving through the course activities in a timely, purposeful fashion. Key Actions Provides timely coaching to learners Gives timely and appropriate feedback and reinforcement; provides direction and asks probing questions to ensure proper use of skills. Appropriately redirects learners When learners misunderstand content or practice skills incorrectly, appropriately redirects them to correct information and behaviors. Uses process skills (check for understanding and make procedural suggestions) Ensures that all learners have the same understanding of important information and agreements; ensures that the discussion stays on track and moves forward. Delivers content in a logical sequence Presents the content logically and smoothly (that is, with a clear beginning, middle, and end); follows the Facilitator Guide. Manages time effectively Guides learners through units or activities within their allotted time frames and makes adjustments as necessary. Facilitator EQ (Emotional Intelligence) Establishing and sustaining trusting relationships by accurately perceiving and interpreting own and others emotions and behavior in the classroom. Additionally, leveraging insights to effectively manage own responses; serving as a positive model within and outside the classroom. Key Actions Manages emotional classroom situations Modifies own behavior to handle challenging classroom situations to maintain a safe learning environment. Maintains or enhances learner self-esteem Helps learners feel respected and appreciated by sincerely and specifically acknowledging their ideas, contributions, progress, and achievements; focuses on facts and intentions to maintain self-esteem when things don t go well. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 4 Permission is granted to photocopy this page for internal use only.

5 Listens and responds to learners with empathy Demonstrates an understanding of the learner s situation by acknowledging the facts and the feelings (positive or negative) he or she is expressing. Encourages learner involvement Asks for learners opinions and ideas to gain their commitment to use course content and tools; unleashes ideas through questioning; keeps learners engaged in productive discussions. Facilitator Competency Self-Evaluation Now that you re familiar with the four facilitator competencies and their key actions, complete the following self-evaluation of your skills. It will prompt your thinking about which areas you can leverage as a strength and which you might want to improve upon. Two points to keep in mind: You don t need a lot of formal facilitation experience to complete and benefit from this evaluation. If you ve never facilitated, you can base your responses on opportunities you ve had to lead meetings or facilitate group activities. Part 1: Rating Your Use of the Skills Read each statement that describes a facilitator skill on pages 6 7, and then rate yourself in terms of how frequently you currently demonstrate the skill by checking the appropriate box. Be honest your survey results are intended for your use only. Answer in terms of how you typically behave, not in terms of what you d like to do or what you think you should do. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 5 Permission is granted to photocopy this page for internal use only.

6 Key 1 Rarely 2 Sometimes 3 Often 4 Almost Always Frequency Facilitator Skills When I present, I organize my ideas and information so that people are able to follow the flow. 2. I maintain appropriate eye contact with people when I present or facilitate. 3. I give people immediate and specific feedback. 4. I ask open-ended questions to engage and involve people in ideas to gain their commitment. 5. In meetings or class sessions, I share the benefits of an idea or course to help gain buy-in. 6. I use appropriate body language (that is, nonverbal gestures) to engage an audience. 7. Whether in a meeting or in the classroom, when people answer a question incorrectly, I redirect them. 8. I acknowledge people s good ideas, comments, and responses by appropriately enhancing their self-esteem. 9. I clearly describe the purpose of a meeting or a course I am facilitating. 10. I provide and seek examples and analogies to help clarify ideas and information. 11. In meetings or in the classroom, I immediately address misperceptions about a topic. 12. When providing feedback, I do so in a manner that maintains or enhances the receiver s self-esteem. 13. I am creative when using visual aids to engage people in meetings or in the classroom. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 6 Permission is granted to photocopy this page for internal use only.

7 Key 1 Rarely 2 Sometimes 3 Often 4 Almost Always Frequency Facilitator Skills I use my voice to engage learners or to emphasize key points in meetings or class sessions. 15. When people get off topic, I make suggestions to refocus the group and manage timing. 16. I respond to less-than-desirable ideas while maintaining people s self-esteem. 17. I summarize key points at appropriate times. 18. I add pertinent business insights when explaining ideas. 19. I allow for good discussion in meetings or class sessions but appropriately keep people on task. 20. I listen and respond with empathy by identifying facts and feelings. Part 2: Scoring Write the number you marked for each response next to the corresponding statement number below. Add the numbers in each column, and enter the total on the bottom line Total: Total: Total: Total: Facilitation of Learning Engaging Communication Guiding Learners Facilitator EQ Development Dimensions International, Inc., MMXIV. Revised MMXVII. 7 Permission is granted to photocopy this page for internal use only.

8 Part 3: Interpreting Your Scores This step gives you a big-picture view of your skill level in each competency. First, print this page. Then, using the printout, chart your scores on the blank graph below. Do this by drawing a horizontal line across each column to correspond with your score for that competency. Finally, shade the area below each line you ve drawn Facilitation of Learning Engaging Communication Guiding Learners Facilitator EQ Your chart graphically depicts the competencies that are strengths for you and those that need to be developed. Be sure to bring your results to the workshop. While you won t be asked to share them with the group, you ll use them to guide your preparation for your facilitation in the workshop and in the workplace. Writing Your Goal Every journey has a starting point, experiences along the way, and, eventually, a destination. This Workshop Prep starts your journey, and your Facilitator Certification Process experiences will move you closer to your destination, but your journey won t end with certification. You ll continue to work on mastering your facilitation skills beyond the workshop. Thinking about facilitation goals for yourself and your organization will prepare you to be successful in the upcoming workshop and later in the classroom. In the space on page 9, write what you hope to accomplish for yourself and how that will benefit your organization. Before you leave the Facilitator Certification Process workshop, you ll review and modify this goal as needed. Tip Think beyond the goal of getting certified. On the following page are a few examples of goals. As you write your goal, consider your self-evaluation scores as well as the skills you ve learned or refreshed as you completed this Workshop Prep. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 8 Permission is granted to photocopy this page for internal use only.

9 Examples of Goals Work on my transitions and summaries during the Facilitator Certification Process workshop. Improve my ability to ask open-ended questions to involve learners. Get better at using Empathy, based on my insights about my Key Principle use gained through completing this Workshop Prep. My Development Goal Goal: Group or organizational payoff: Personal payoff: Target completion date: STEP 4 Review sample DDI Facilitator Guide pages. DDI-certified facilitators use a detailed Facilitator Guide to deliver each course. Each guide includes learning content, activities, references to other course documents, and reminders that support preparation and effective delivery of that course. If you re an experienced trainer, you ll likely notice that a DDI Facilitator Guide has similarities as well as differences compared to other materials you ve used. During the workshop you ll explore how to use the guide as a valuable resource, not a constraint, when you re facilitating a course. The next three pages include annotated versions of Facilitator Guide content for a DDI course. Time to complete Completion requirement 10 minutes Read pages to familiarize yourself with the layout, format, and approach of a Facilitator Guide. Make notes as needed and bring your questions to the workshop. Be prepared to ask questions and share your insights. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 9 Permission is granted to photocopy this page for internal use only.

10 A box at the beginning of each unit lists the related course learning objectives and a summary of the facilitator actions for the unit. Timed learning segments are noted, each containing multiple facilitator steps. Facilitators paraphrase the bullet points that DDI provides in order to optimize learning, without altering the key concepts or techniques. Bold type accentuates key words or phrases. Icons show the learning aids that DDI provides for facilitators and learners (such as this slide). Shaded sidebars explain rationale for an instruction or provide reminders for the facilitator. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 10 Permission is granted to photocopy this page for internal use only.

11 The facilitator steps refer to administrative or classroom management details too: Optional steps are boxed and shaded, as shown here. A step is always included to remind facilitators to document questions or items outside the scope of this session. Course documents are referenced as they are used. An icon provides a reminder. Providing clear instructions for activities is an important facilitator responsibility: DDI provides a set of specific instructions for each activity. Slides visually reinforce instructions. Thumbnail sketches of the learners Course Journal pages are provided for facilitator reference when preparing and during class. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 11 Permission is granted to photocopy this page for internal use only.

12 DDI course design offers opportunities to engage adult learners throughout the session: A Course Journal provides background information and workspace for the learner. The Facilitator Guide includes open-ended questions and references about value and application to the learners workplace. Possible learner responses are provided in italics for most questions. These are representative learner responses; they are not allinclusive. Facilitators use them as a reference point to confirm understanding and guide the discussion. In preparing, facilitators identify opportunities to integrate the organization s business issues and challenges, adding notes to their guide about questions to pose or examples to provide. Development Dimensions International, Inc., MMXIV. Revised MMXVII. 12 Permission is granted to photocopy this page for internal use only.

13 STEP 5 Download video and facilitator support files. You may receive an that contains a link to download video and facilitator support files you ll need to participate in the workshop. (All other workshop materials will be provided to you in hardcopy format at the workshop site.) If your organization has elected to send the video and facilitator support files electronically, this download will arrive one to two weeks before the start of your workshop via our hosting partner, ViaTech. Check your junk mail folder as well as your inbox for this message or add ddi@viatechpub.com to your safe senders list. You don t need to review or print the downloaded files before the workshop; however, they will be used during the workshop. You should download these files as soon as you receive the . The download process can take anywhere from 5 minutes to a few hours, depending on your connection speed. If you have difficulty, first check with your IT department to determine if your organization s firewall is preventing the download. The digital download is for your individual use only and is not to be forwarded or shared with any other person or entity. Please reach out to your DDI workshop coordinator or your organization s training coordinator (the person who sent your workshop confirmation) if you have any questions. Congratulations! You ve completed your Workshop Prep. Please bring or be prepared to discuss the checked items below. Be prepared to share your insights about how learners in your organization can use the key concepts and tools from the web-based course, Communicating for Leadership Success (Step 1 of this Workshop Prep). Bring your feedback page from the Interaction Skills Experience simulation (Step 2). Bring your completed Facilitator Competency Self-Evaluation and your development goal (Step 3). Note your questions and insights about the sample DDI Facilitator Guide pages (Step 4). Make sure you can access the files you downloaded. Note: We recommend that you bring a laptop or other device on which you can access your downloaded files as you prepare for your practice assignments. Your journey is now under way! Whether you re an accomplished trainer or new to facilitation, you re prepared to participate in DDI s Facilitator Certification Process workshop. See you at the workshop! Development Dimensions International, Inc., MMXIV. Revised MMXVII. 13 Permission is granted to photocopy this page for internal use only.