Immunization and child health materials development guide pdf

2. Select a Facilitator. The facilitator is the person who leads the individual interviews or
FGDs. The most important characteristic for a facilitator is that s/he be able to rapidly establish
good rapport with the participants. The participants need to feel comfortable so that they are
willing to speak candidly. The facilitator, in the case of a group discussion, should be skillful at
handling the group process so that s/he can stimulate a discussion among all group participants
rather than hold a question-and-answer session. Figure 12 provides advice for facilitators.
a. Characteristics of a Good Facilitator. The facilitator doesn’t need to be an expert in the
subject matter being discussed, but s/he should have a good understanding of the
topic and the issues to explore in depth. A good facilitator builds rapport and trust. S/he
probes responses without reacting to, or influencing, the respondents. People who like
being around other people and who are good conversationalists usually, with practice,
become good facilitators. Those who are used to telling people to do things—such as
doctors, teachers, and nurses—sometimes find it difficult to curb this tendency and to
become skilled listeners. But this, too, can be altered with good training and practice.
b. Gender Considerations. Choosing whether the facilitator is a man or a woman depends
on the research subject and the local cultural norms. Participants may be equally
comfortable speaking with a male or female facilitator if the discussion topic is not
emotionally charged or considered sensitive. Subjects that are more challenging to
handle because they are not typically addressed openly may need special
consideration when selecting the gender of the facilitator. Depending on local customs
and cultural norms, it may be more appropriate to have a facilitator who is of the same
sex as the participants. Yet, in some instances, an opposite sex facilitator or “outsider”—
someone from another country or region, for instance—might be viewed as more neutral
by the participants and, therefore, be more effective as a facilitator.
3. Select a Note-Taker. The facilitator is assisted by a note-taker who objectively and
carefully records what participants say. A good note-taker should also record nonverbal
responses that can convey attitudes or sensitivities. Select a note-taker who writes quickly, can
use abbreviations and symbols, and knows the language of the respondents. Useful skills for a
note-taker include a good memory, the ability to listen carefully, and the ability to concentrate
on all that is said and how other participants react to what is said. Figure 13 provides a list of tips
for the note-taker.
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