Facilitator-Guided Training Discussion

Lectures have their place, delivering as much new or technical content as possible in a short period of time, but such a classroom experience may best be put in writing and delivered in that format to students. Then reserve follow-up in-person instruction to be more facilitation-focused, allowing the students to be active participants in the learning experience, which will provide for better retention and stronger buy-in. Here are just a few considerations on how to do this.

• Instead of an instructor delivering content, use a methodology where he or she will ask questions and the class participants will search out and evaluate possible responses together. This is the basis of what is commonly called the Socratic method, and has for thousands of years been understood to be an effective way to improve understanding, and drawing content out of the participants themselves, resulting in a fruitful experience. The instructor should personally stay as neutral as possible.
  
• Of course, some content delivery may be needed prior to this interactive experience (including written materials that were reviewed in preparation for the class). This may include clarification of class objectives and/or reviewing procedures for or about the value of the discussion to follow.  Some instruction may follow the interactive discussion to summarize or for clarification, but this should be limited as much as possible.

• The facilitator should be prepared with key points that may be explored in the class discussion. He or she will be able to sprinkle these into the conversation to move it along, building on what has previously been covered, and possibly present them at the end for additional consideration.

• Another useful tool is to include a class warm-up to get everyone involved – “introduce your neighbor”, for example.
  

• The facilitator should take on the role of keeping the discussion on track, within the scope of the subject. In addition, a good facilitator should prevent the group from veering into issues that create conflict or cannot be suitably resolved.

• Examples that demonstrate content points, in a manner that fits the background or needs of the audience, should be explored as part of the class. It’s one thing to hear a discussion point, but it’s better to learn how that point has been or may be applied by different people in the class.

• Writing key discussion points on a flip chart is one way of focusing the discussion.

• While some class participants may be more actively engaged than others, a facilitator should look for ways to gently bring everyone into the conversation. The best discussions are ones that offer as many points of view or unique experiences as possible.

 
Dynamic, interactive discussions are not the only methodology for delivering content to students/participants. Practical application (practice), small group breakouts for more intensive interaction, and video delivery of real-life examples are other tools that complement the student/participant-centered classroom experience.