These four documents are referred to in the following.
- Facilitator Slideshow PowerPoint PDF
- Skill Starter Statements Word PDF
- What Creates Significant Learning? Word PDF
- Create a Self-Definition Word PDF
- Facilitating conflict resolution for two people
Suggested ways to provide the CommunicateForever course
- Lunch and Learn
- Virtual meetings
- Email Only
- Surveys– With or without 1-4 above, provide the app for employees and ask them to answer two surveys that create personal private scores, and company average anonymous scores. The surveys are for (2) Frequency of Use, and (3) Satisfaction regarding both individual progress and corporate culture. The surveys may be repeated periodically to indicate hoped for communication improvement and provide for longitudinal studies over time.
In addition to the following, you may learn more about facilitation by clicking on ‘Schools’ and ‘Facilitation’.
Who can be the Facilitator for a classroom?
- A facilitator can be anyone who does not try to teach by talking. People don’t learn a sport or musical instrument by listening to a lecture. Likewise words and lectures don’t have the power to teach communication skills. A facilitator does not need to be a subject matter expert. Don’t hire an expensive presenter or teacher who has lots of credentials. They will normally waste money and talk too much. A facilitator simply guides participants in a class to teach themselves. Real learning only occurs when the skills are actually used.
- A facilitator can be a fellow employee, a person from the HR department, a manager, or whoever you select. Your choice.
What might a facilitator do before or during the first class.
- Ask students to view the introduction video, and other videos, after class. These are available on the CommunicateForever homepage.
- Preview the ‘skills starters’ which are short statements or questions that help start the use of a skill. Word PDF
- Ask each student to create a ‘Self-Definition’ (Word PDF) and use the skills to assist them to become who their ‘Self-Definition’ says they are.
- Ask students to bring a private notebook that is marked with their name on it.
What does a facilitator do in the first class and the following classes?
The facilitator provides no lectures. If a facilitator does the following five simple things one time then the facilitator is trained. No expensive certification is needed. If a ‘facilitator’ provides lectures then that person is not qualified to facilitate and needs to be replaced. A person who believes that their words are effective, powerful, and important should be dismissed.
- Ask a participant to read the description of a skill to the class.
- Ask participants to role-play both skill starter statements and already created dialogs 2 or 3 times. Paraphrasing a dialog is okay. Role-playing should not become an effort to memorize words.
- Discuss participants’ questions or comments. Each skill lists a few discussion questions which may be discussed as desired.
- Ask participants to write down the name of people they will use the skill with.
- Powerful Effective Learning Normally Only Occurs when a participant actually uses a skill. Role-playing and discussion can be helpful and instructive, but more is needed. So, in an effort to get employees to actually use the skills, and ‘learn on the job’, ask participants to share their experience using one or more skills learned in a previous class. Those who don’t share some real life experiences when using a skill can be asked to drop some money in a container. The person with the best shared story gets the money, or the facilitator decides what to do with the money. Of course, hopefully everyone shares.
- Write a short story about the actual use of a skill, and be prepared to share that story with the class.
- Upload a story to Communicate Forums for the relevant skill.
- Create a dialog for a skill and be prepared to role-play that dialog for the class.
- Upload a dialog for a skill. Uploaded dialogs may be rated by other users.
- Keep a personal private journal of experiences when a skill is used, or wish a skill had been used.
- Homework: Create a video of a dialog they have created. Upload it to the CommunicateForever YouTube channel
- Invite employees to participate in classes during work, or after work, in early evenings, or on weekends.
- Ask employees to invite their family members. Family support can help both families and the company create better harmony, teamwork, and collaboration. Employees who are doing well at home are more creative and productive employees.
- During some class periods ask participants to write down the Skill Starters they have learned so far. This is like a test, but without a grade.
- In a two hour class a facilitator may lead the class through 2-4 skills combined with some sharing of experiences.
- If there are not enough class periods to cover all forty skills, then assign some of the skills to be learned outside of class at home, with friends, or at work.
- Ask participants to read the CommunicateForever Overview – Click on Individuals, Overview.
- Learn to facilitate by doing the five simple items listed above.
- Observe someone facilitating a class.
- Read the facilitator slideshow. It is academic in nature, but may provide some value.
- Teachers may find it difficult to transition from teaching to facilitating. If a teacher feels uncomfortable becoming a facilitator, and insists on doing a lot of talking and lecturing, then ask that they opt out if they can’t seem to make the transition to facilitating.
- For training multiple trainers: Send this document and the facilitator slideshow to all facilitator trainees before the first training class and ask that they read both documents before the first class.
- Ask facilitator trainees, when they are facilitating a class, to be willing to teach themselves by joining ‘participants’ during role-playing.
- Ask trainees to use the skills outside of class and be willing to share their experiences in class.
- During a training class, ask trainees to facilitate a skill as outlined in this document.
- Explain that students may be asked to answer a survey about facilitator performance.
Lunch and Learn
No lectures. No role-playing. The company provides box lunches. While eating, ask participants to take turns providing one or two stories about recent experiences of using some of the skills. If they share an experience then they don’t have to pay for lunch. If they don’t share an experineces of recently using some of the skills, then they have to pay for lunch, or whatever motivating variation of this that you feel comfortable with. Actually using a skill for the first time takes thought, intent, and the changing of habits.
Same as ‘Lunch and Learn’ except probably no lunch. Use GoToMeeting or other such product. With GoToMeeting you can have up to 25 people attend on their computer located anywhere. Those who share real experiences get thanks, those who don’t get something they don’t want. Maybe an invoice. Please share you ideas with CommunicateForever: email@example.com.
Ask participants located anywhere to email their stories before the 1st and 15th of each month to one person who puts all submitted stories in one email ans sends them back to those participating.. Assign 2 or 3 skills for each two week period. Acknowledge those who use the skills and share their stories, and those who don’t.