Practical & Motivating Practical & Motivating FacilitationFacilitation
Karen Carleton, M.Ed., M.S.Facilitator
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Frame: CDP Standards and Frame: CDP Standards and GuidelinesGuidelines
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Knowledge
AttitudesSkills
Code of Ethics
¥ Assessment¥ Facilitated individual and group facilitation¥ Career counselling¥ Information and resource management¥ Work development¥ Community capacity building
Figure 1. Competency Model for Career Development Standards and Guidelines
¥ Professional behaviour¥ Interpersonal competence¥ Career development knowledge¥ Needs assessment and referral
Core Competencies
Areas of Specialization
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Intended Learning Intended Learning OutcomesOutcomes
1. To learn tools for planning motivating sessions
2. To learn tips for effective group facilitation
3. To support quality career development services
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Client-Centered
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Session ObjectivesSession ObjectivesTo discuss &
apply◦Adult Learning
realities◦Nine Events of
Instruction◦ARCS Motivation◦Facilitation Tips
To hear a Case Study
To share ideas (brainstorming, discussion)
To practice workshop planning (group scenarios)
5Practical & Motivating Facilitation, BTT (2009), Karen Carleton
1. A need to learn – purposeful & relevant
2. Self-directed – no instructor needed
3. Prior experience – incorporate & build on
4. Readiness – timely & desired
5. Problem-solving - critical & creative thinking
6. Intrinsic Motivation - desire to learn or achieve a goal
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Adult Learning PrinciplesAdult Learning Principles
1 example for each
“Androgogy” = helping adults learn
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
ALWAYS TRUE ?
Adult Learning RealitiesAdult Learning Realities1. Adults are time-pressed
2. Seek relevant & immediately applicable learning (not theory) needed; solves problems
3. Need for social interaction
4. Have prior experience to build on
5. People learn differently – auditory, visual, hands-on, reflective
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How do these realities affect facilitation?Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Learning ResearchLearning Research
Meaningful Learning◦ Tie new
knowledge/skills to what learner already knows
Information Processing◦ Mind like a computer
(organized memory)
Learning progression◦ Concrete to
abstract - hands-on, pictures, and language
Socio-cultural aspect of learning:◦ Context is personal,
and social
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Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Nine Events of InstructionNine Events of InstructionResearch on
effective learning and instruction
Order of teaching/learning events
Importance of feedback
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Lesson PlanIntroductionObjectivePre-assessment Motivational hookPresentationPracticePost-assessmentSummary & ConclusionNAIT:
http://www.nait.ca/docs/LessonPlanChecklist.p
df
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Nine Events of InstructionNine Events of Instruction
1. Gain learners’ attention
2. Inform learners of objective
3. Stimulate learners’ recall of prior knowledge
4. Present new content
5. Provide learning guidance
6. Elicit performance (practice skill, apply knowledge)
7. Provide feedback (guide practice)
8. Assess learners’ performance
9. Enhance retention & transfer of learning
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2 Ideas for facilitating each EventPractical & Motivating Facilitation, BTT (2009), Karen Carleton
Workshop Planning Workshop Planning PracticePractice
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Groups: Draft a CD Workshop Plan Scenario cardWorksheet1-2 sentences for
an activity for each Element
Roles (recorder, presenter, facilitator/timer)
25 minutes, then debrief
Nine Events:1. Gain attention -2. Inform of objective -3. Stimulate prior
learning -4. Present content -5. Provide guidance -6. Elicit performance -7. Provide feedback -8. Assess performance -9. Enhance retention &
transfer of learning -Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Learning & MotivationLearning & Motivation
Motivation strongly influences learning & achievement
Old view: “Carrots-and-sticks” (*extrinsic)
New view: Considers learners’ thoughts, perceptions, prior experience (*internal) and learning context (incentives & environment)◦Meaningful = better learning
12Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Learner MotivationLearner Motivation“Locus of Control”Internal vs.
External◦ Effort & Ability
(internal)◦ “Luck” (external)
What learners attribute their success/failure to (self vs. environment)
Client examples?
Example: “I should have revised my resume, arrived on time for the interview & tailored my cover letter. Next time.” vs. “Just my luck, I didn’t get hired! Stupid
company.” Self-responsibility Belief in the ability to achieve
personal goals
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Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Learner MotivationLearner MotivationSelf-confidence-
Learning link◦Prior experience◦Designed for
learner success◦Encourage
attributions to self
◦Supports achievable goals
Captures learners’ Interest (motivation-learning tie)
Encourages persistence & positive attitude
Avoids “seductive” (irrelevant) details
Clear, organized materials
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Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Ideas?
Learner MotivationLearner MotivationExpectations:1.Perception of
ability to succeed at goal (getting a job)
2.Perception of value of achieving goal (getting a job = pride, self-reliance)
Real problem-solving
Boost client self-confidence◦Break goals into
steps◦Promote client
responsibility for results
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Practical & Motivating Facilitation, BTT (2009), Karen Carleton
How can we help clients reframe their perceptions?
ARCS MotivationARCS MotivationModel developed
late ‘70s, early ‘80s
Appeal of instruction & outcome:
1. Attention2. Relevance3. Confidence4. Satisfaction
1. Attention: gain learners' attention and engage them
2. Relevance: learners see the instruction as valuable
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Now Hirin
g!
Resume Checkli
st
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
ARCS MotivationARCS Motivation4. Confidence:
learners believe they can succeed in the learning activity
5. Satisfaction: learners find the learning rewarding (process & product)
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A – perception or inquiry arousal; variety (*relevant cartoon, quote, question)
R – goal or motive focused; familiar content (*work or life related)
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
C – high chance for success, ownership (*gradual skill practice, feedback)
S – reinforce intrinsic locus; external incentives/praise (*feel satisfied, in control, equal)
Regroup (5 mins):
How you would include ARCS elements in the Workshop plan?
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ARCS MotivationARCS Motivation WIIFM
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Case StudyCase StudyCareer Preparation
workshops ◦Boise State
University’s Career Centre & International Student Office
Prior experience (miners, business college, ABE & High school students)
Instructional Design project
Learner & Facilitator guides plus materials (*customized)
Two target audiences:◦International
students◦Engineering
students
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Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Details350 international
students per yearlySeek part-time on-
campus jobs, internships, or post-grad employment
Lack local career knowledge & skills (resumes, interviews)
High motivation (eager to work)
Need info & guided practice
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Case StudyCase Study
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Case StudyCase Study
Career Preparation WorkshopSeeking part-time work on campus?Want to create a winning resume and
an effective cover letter? Need help with job interview
practice? Looking for an internship or post-
graduate work?21
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Career Preparation Workshop AgendaWhen: Saturday, February 9, 2008, 1:00-4:00pm
1:00-1:30pm US Employer Expectations
1:30-2:15pm Resume & Cover Letter writing talk
2:15-2:30pm Break
2:30-3:00 Resumes & Cover Letter practice
3:00-4:00pm Interview Skills Practice
Where: Room 301, Micron Engineering Center
To register email: [email protected]
Cost: FREE Seats: 30
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Case StudyCase Study
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Topics:US Employer
ExpectationsResume & Cover Letter
writing discussionResumes & Cover
Letter practice (*electronic templates saved to PC desktops)
Interview Skills Practice (*demos & role-plays)
Nine Events:
Gained attention - questions
Explained and wrote objectives (& learners’ own)
Prior experience stories (US & at home)
Discussed content & handouts
Guided practice with feedback
Checklists for transfer of learning
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Case StudyCase Study
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
ARCS◦Attention: high
interest◦Relevance:
wanted or needed work
◦Confidence: gained knowledge & skills
◦Satisfaction: high success rate
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Case StudyCase StudyOld-new
knowledge link – meaningful & memorable learning
Flowchart – from application to hiring
Resume/cover letter writing & interview practice (*feedback - 2 facilitators)
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Case StudyCase StudyResultsMost learners got jobs or
internships and reported the workshop helped
BSU still uses the career preparation materials -1) course project example, 2) workshops & 3) online publication
25Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Facilitation BasicsFacilitation BasicsEase participants
towards their goals
Facilitator QualitiesRespectfulFlexibleOrganizedGood-humouredPatient, good listenerCooperativeResponsive
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Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Facilitation BasicsFacilitation BasicsIntroductions & Expectations
◦Agenda or schedule◦Housekeeping (washrooms, breaks, cell
phones)◦Icebreakers & activities◦Group guidelines (respect, “share the
floor,” participation, cooperation)
Objectives (general & personal)Visual aids, interaction & role-plays
Prepare - handouts, door signs etc27
Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Additional suggestions?
Activity FacilitationActivity FacilitationExplain directions & check
understandingSuggest group roles
(presenter, facilitator, recorder, timer)
Thank speakers & participantsLead & debrief activitiesInvite questions & commentsBrainstorming - no
evaluation/criticism; use speaker’s own words
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Practical & Motivating Facilitation, BTT (2009), Karen CarletonOthers activity tips?
Facilitation TipsFacilitation Tips
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Engaging - relevant, involvement, variety
Hands-onDiversity - allow
varied perspectives, needs & objectives
Guided practice & Feedback
Address unruly participants ASAP (guidelines, private chat)
Evaluate skills & knowledge learned
Follow-up if possible
Questions?Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Session SummarySession SummaryPlan for learner motivation (adult learning realities, Nine Events, ARCS)
Prepare client-centered sessions◦Customize activities & materials◦Guided practice & give feedback
Borrow tips & ideas, and
Have fun, try new approaches30
Thanks for sharing!
BibliographyBibliographyCarliner, S. (2003). Training design basics. Alexandria, VA:
ASTD.
Driscoll, M. P. (2004). Psychology of learning for instruction (3rd ed.). Boston: Allyn and Bacon.
Gagne, R. M., & Rohwer Jr., W. D. (1969). Instructional psychology. Annual Review of Psychology, 20, 381-418.
Keller, J. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 26(8), 1-7.
NAIT (n.d.). Lesson Plan Checklist. Retrieved May 31, 2009 from, http://www.nait.ca/docs/LessonPlanChecklist.pdf
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Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Electronic ResourcesElectronic Resources Certificate in Adult &
Continuing Education/CACE (U
of A)
-http://www.extension.ualbert
a.ca/cace/index.aspx
Facilitation resources
-http://chriscorrigan.com/parki
nglot/?page_id=958
http://managementhelp.org/
grp_skll/facltate/facltate.htm
Facilitator Training (online &
in-person)-http://www.leadstra
t.com/
Lesson Plan Checklist -
http://www.nait.ca/docs/Les
sonPlanChecklist.pdf
Karen Carleton’s “DIY “carer
prep materials (Engineering
students) here:
http://coen.boisestate.edu/s
tudents/career_resources.as
p
Instructor Training (BMI
modules at NAIT)
-http://www.nait.ca/39248.h
tm
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Practical & Motivating Facilitation, BTT (2009), Karen Carleton
Print ResourcesPrint Resources Brookfield, S.D. (1990).
Understanding and facilitating
adult learning. San Fransisco,CA:
Jossey-Bass
Caffarella, R.S. (2002). Planning
program for adult learners: A
practical guide for educators,
trainers and staff developers. 2nd
Edition, San Francisco, CA: Jossey-
Bass.
Johnson, D.W. & Johnson, F. P.
(2003). Joining Together: Group
Theory and Group Skills. Toronto:
Allen and Bacon.
Merriam, S. B. (2001).
Andragogy and self-directed
learning: Pillars of adult
learning theory. New
Directions for Adult &
Continuing Education, 89, 3-
13
Simonsen, P. (1997).
Promoting a career
development culture in your
organization: Using career
development as a change
agent. Palo Alto, CA: Davies-
Black. 33
Practical & Motivating Facilitation, BTT (2009), Karen Carleton