Facilitators of Learning. Self Reflection tool. - Cecoa

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
FACILITATORS OF
LEARNING.
SELF REFLECTION TOOL

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
Project:
Leonardo da Vinci, Reference System for Facilitators of Learning, Grant
Agreement Number: 134049-LLP-2007-PT-LMP
http://www.facilitationsystem.eu/
Title:
“Facilitators of Learning – Self Reflection Tool”
Editor
MMS – Maltese Mentoring Society, Malta
Authors: John Abela, Mariela Azzopardi, Margaret Attard, David Calleja Urry, Paul Dalli and
Joe Montebello
Place of Edition:
Date of Edition
Malta November 2009
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
2

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
TABLE OF CONTENTS
Preface………………………………………………………………………….…..4
1. Introduction – What makes a Facilitator of Learning? ……….………6
2.1 Reviewing the Activities and Tasks of a Facilitator of Learning..…....7
• Task profile 1: Facilitating general learning/ individual learning
development
• Task profile 2: Organisational development
• Task profile 3: Focusing on performance/ economic indicators
• Task profile 4: Specific needs/problem solution
2.2 Reviewing the Knowledge, Skills and Competencies Profile of a
Facilitator of Learning………………………………………………………11
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
3

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
PREFACE
This tool has been based on the research done in the project’s Work package 2 and published the
“Facilitators of Learning: Self Reflection Tool” is based on the research done in the project Work
package 2 as published under “Facilitators of Learning – Framework and Profiles Throughout
Europe” and the “Facilitators of Learning: European Dossier of Commonalities”. Both of these
documents are the results and two of the main products of the RESYFAC – Reference System
for Facilitators of Learning* (*The Facilitator of Learning being understood as the “one who
promotes the acquisition of knowledge and skills by establishing a favourable learning
environment, including anyone exercising a teaching, training, supervision and guidance
function. The Facilitator helps the learner develop knowledge and skills by providing guidelines,
feedback and advice throughout the learning process) – project that was developed under the
Lifelong Learning programme, Leonardo da Vinci sub-programme, from 2007 to 2009. These
documents were based on the results of an extensive research in 28 European countries (see
results on web link: www.facilitationsystem.eu) - provides basic features of zones of mutual trust
supporting the occupational profile of a facilitator of learning, seen from the transnational
European perspective.
This Self Reflection Tool follows a series of activities consisting of workshops interviews and
meetings between training providers and training recipients, where questions stimulating selfreflection
of facilitators of learning were developed and discussed. The Profiles summarised in
the “Facilitators of Learning Dossier of Commonalities” 1 worked as a framework and guideline
for the workshops and interviews. Four separate half-day workshops were held. Facilitators of
Learning attended two of these workshops, and training providers attended one workshop whilst
facilitators, training providers and training recipients together, attended the final workshop.
The number of participants of each workshop was restricted to six persons. Two different
Mentors from the Maltese Mentoring Society conducted the workshops and two others were
appointed to report all the discussions and conclusions reached during these workshops.
Furthermore, ten facilitators were interviewed individually.
1
See “Facilitators of Learning: European Dossier of Commonalities”, chapter 6
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
4

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
Four meetings were held between the authors of this document in order to review and compile
the results of the workshops and interviews. This document was drawn after having reviewed
all the material collected and after having considered the brief of presenting a short and concise
document, which may be useful as a self-reflection tool, easy to understand and to handle.
This self-reflection tool is being directed towards internal and external trainers considered as
facilitators of learning as defined earlier on.
The tool provides criteria, which should be met by a facilitator of learning. It aims at stimulating
the facilitators to improve their knowledge, skills, and competences basis as well as their
performance of facilitating learning processes continuously.
It may serve as a self-reflection checklist before embarking on a facilitating of learning process.
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
5

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
1. Introduction -
What makes a Facilitator of Learning?
The Facilitator of Learning being understood as the “one who promotes the acquisition of
knowledge and skills by establishing a favourable learning environment, including anyone
exercising a teaching, training, supervision and guidance function. The Facilitator helps the
learner develop knowledge and skills by providing guidelines, feedback and advice throughout
the learning process.” (See ReSyFac Glossary)
Many think that they can easily play the role of a facilitator of learning. However there are
certain activities, tasks and KSC (knowledge, skills and competences) that clearly distinguish a
facilitator of learning from other professionals.
The self-reflection tool stating the kind of activities/tasks an individual must develop and related
skills he/she must have within a facilitation process, can help professionals to be more aware of
their role in order to be effective as facilitators of learning.
However, one size does not fit all. Personal sensitivity and commitment depend on the individual
personal experience. Nevertheless, awareness can improve everyone’s performance as facilitators
of learning, and awareness can improve everyone's skills.
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
6

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
2.1 Reviewing the Activities and Tasks of a
Facilitator of Learning
The tasks of a facilitator of learning comprehend a lot of activities and duties which can be
related to three phases in each facilitation process:
• preparing the learning process
• conducting the learning process
• evaluating the learning process.
Moreover there can be defined 4 different task profiles with regard to the context of facilitation
of learning within the enterprise:
Dependent on the task profile the three phases of facilitation of learning may require different
tasks. Thus the self-reflection questions are formulated with regard to the 4 task profiles
separately.
For checking your competences please choose the task profile that will meet your tasks best!
Task profile 1: Facilitating general learning/ individual learning development
Facilitators of learning in general learning requirements and individual learning context.
Predominant focus on the individual competence development based for instance on qualification
or technological requirements in enterprise. 2
Preparing the Learning Process
How do you identify problems /learning needs on the company level? How do you analyze the
working situation / the learning chances of the job tasks? How do you identify problems
/learning needs on the individual level?
How do you select adequate training programmes? Which are your criteria for the selection
according to the context, setting, and methodology?
2
See “Facilitators of Learning: European Dossier of Commonalities”, chapter 6;
the activities reported below are taken from this source, too.
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
7

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
Conducting the Learning Process
Which are the reference points for structuring the learning situation? How do you link the
learning measures to the working hours? How do you arrange the learning measures with the
learner, the line manager, the colleagues of the learner, etc.?
How do you help the learner to update his individual learning needs and his learning
objectives and goals accordingly?
How do you understand the learning styles of the learner? Do you have a have a specific tool
to reach the learner’s learning tendencies?
How do you promote and obtain mutual agreements with the learner?
Do you give space to the learner to make his own decisions and in what way?
Do you take the lead to motivate or wait to stimulate when requested and in what manner?
In what do you convey messages of disagreement to your learner?
Evaluating the Learning Process
How do you secure the learning outcomes resulting from the facilitation process? Which steps
or which goals should be achieved to reflect once more the learner’s performance? When and
how do you give feedback to the learner?
In what way do you certify the learner’s results?
Task profile 2: Organisational development
Facilitators of learning in organisational context, where for instance when strategic progress in
an enterprise has been initiated. 3
Preparing the Learning Process
How and when do you give feedback and work out learning agreements with the target
groups? Is the training centred on the need to find solutions to real problems?
Is the training equally concerned with individual development and can you make a list?
How is the learning concept presented?
How do you prepare a work-integrated learning environment?
Is the training widely accepted by the participants and can you give examples?
3
See “Facilitators of Learning: European Dossier of Commonalities”, chapter 6
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
8

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
Conducting the Learning Process
What kind of intermediary analyses of individual learning needs do you carry out? How do you
define new learning objectives and goals?
How do you foster Intensive dialogue and explicit agreements on learning needs, training
objectives and goals?
How do you measure if the new objectives and goals are met?
How do you identify the different learning styles of the learners?
What kind of learning opportunities do you create and what kind of self learning tools do you
provide the learner?
What kind of self learning experiences outside the organisation do you promote?
In what level do you cooperate with external specialised consultants/trainers?
How do you work with groups having varied learning levels, all working together helping each
other to reach a common goal?
What kind of guidance and feedback do you provide on a personal level?
How important is to organize in this context company networking, peer groups and
communities of practice?
How do you evaluate current practices as a result of learning outcomes?
Evaluating the Learning Process
How does the encouragement of individual./team improvement offer rewards?
How can Marketing, Controlling and Quality assurance management help in the evaluation of
the learning process?
Task profile 3: Focusing on performance / economic indicators
Facilitators of learning seen in perspective of the enterprise’s economic indicators/results, when
performance indicators are set up in relation to the initiated competence development. 4
Preparing the Learning Process
In what way the investigation of the market environment surrounding can help your enterprise?
Do you think it is important to carry out consultations with everyone related to the enterprise and
up to what level?
What kind of role-plays do you set?
4
See “Facilitators of Learning: European Dossier of Commonalities”, chapter 6
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
9

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
Is there a cost-benefit consideration and understanding and can you draw concrete examples?
Conducting the Learning Process
Up to what level do you intervene?
How deep are you involved in organising the training?
How connected is the facilitation process experience to the real on the job situations?
How do you seek learners’ feedback?
Do you keep records of the learning outcomes and can you draw a report as an example?
How do you carry open evaluation dialogues with the learners?
What kind of tools do you use to report to stakeholders, managers, colleagues learning outcomes
developed under the facilitation process?
Evaluating the Learning Process
How does the encouragement of individual./team improvement offer rewards?
Task profile 4: Specific needs/problem solution
Facilitators of learning have to answer to specific targeted problem, when solving specific
problem fields. For instance they need to address the connection to quality standards. 5
Preparing the Learning Process
Why is it important to carry out an intermediary analyses of individual learning needs? How
can you define new learning objectives and goals?
How can you observe the learner in order to understand fully his learning inclinations?
How do you promote and obtain mutual agreements with the learner?
Conducting the Learning Process
Is it important to take over special roles like those in fields of rehabilitation, special (social)
education, but also personnel development, CVET and in what way?
What kind of (self) learning tools do you use for organising learning opportunities / activities?
How do you get feedback after the facilitation process has taken place?
Evaluating the Learning Process
5
See “Facilitators of Learning: European Dossier of Commonalities”, chapter 6
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
10

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
How does the encouragement of individual./team improvement offer rewards?
How do you secure the learning outcomes resulting from the facilitation process? Which steps or
which goals should be achieved to reflect once more the learner’s performance? When and how
do you give feedback to the learner?
2.2 Reviewing the Knowledge, Skills and
Competencies Profile of a Facilitator of Learning
A facilitator of learning should have available the following elements of knowledge, skills, and
competences regarding to facilitation of learning:
Knowledge
Profile
Question:
Critical, theoretical and practical knowledge of work integrated learning
concepts
Methodological insight in pedagogy and didactics
Basic concepts of organisation of production concepts and their implications for
learning systems and requirements
Knowledge of validation and certification systems and qualification pathways,
technological contexts, business administration and management
Which subject of knowledge should I improve urgently?
Skills
Profile
Questions
Mastery of appropriate methodological approaches
Analytical skills: the structure of the education/training market, learning
context (occupational, enterprise culture, personal)
targeted application of the established systems (VET, quality, IT, validation of
competences)
Motivation to optimise performances (individual and on team level)
Which of the skills should I improve first of all?
How can I acquire these skills?
Competence Profile
Personal
Convinced of humans’ potentials to learn and develop
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
11

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
Open minded, unprejudiced
Willingness / readiness to learn
Social and
Communicative
Professional
Methodological
Questions
Communicate with clarity and focus
Ability to encourage and motivate
Communicate learning as a momentum of change (and survival, esp. for
SME)
Reading and analysing cultural factors of organisations
Understand and make use of different schemes of organisation/division
of labour for learning purposes
Relating to different learning styles and types of learners
Establishing a climate conducive to learning
Understanding / balancing of both, business needs and individual need
Do I believe in people and to what extent?
Am I judgemental or open minded and to what extent can I be influenced
by appearances?
How willing am I to keep on learning and in what way?
Do others understand me clearly?
Am I able to motivate others?
Do I see learning as the catalyst for my survival and the survival of the
organisation and can I give some examples?
Do I understand the learning styles of others?
Do I find a balance between the organisations needs and those of the
learners and how can I give examples of how to gauge that there exists a
balance?
Which of the competences should I improve urgently?
How can I improve these competences?
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
12

R e f e r e n c e S y s t e m f o r F a c i l i t a t o r s o f L e a r n i n g
P r o m o t e r :
P a r t n e r s :
CECOA - Vocational Training Centre for the Trade, Portugal
www.cecoa.pt
AMU North Jutland, Denmark
www.amunordjylland.dk
GAB München - Association for Research and Development in Vocational Training and
Occupations, Germany
www.gab-muenchen.de
ISOB - Institute for Socio-Scientific Consultancy, Germany
www.isob-regensburg.net
RDA - Regional Development Agency Senec – Pezinok, Slovakia
www.rrasenec-pezinok.sk
KTU - Kaunas University of Technology, Lithuania
www.ktu.lt
MMS - Maltese Mentoring Society, Malta
www.maltesementoringsociety.com
CODEX Società Cooperativa, Italy
www.codex.it
CfA – Council for Administration, United Kingdom
http://www.cfa.uk.com/
LEDA Partenariat Association, Nederlands
http://www.leda-partenariat.org/home.aspx
BSGR - Bratislava Self – Governing Region, Slovakia
www.bratislavskykraj.sk
IEFP – Employment and Vocational Training Institute, Portugal
www.iefp.pt
City of Munich, Germany
www.muenchen.de
RESYFAC – Reference System for Facilitators of Learning
Grant Agreement Number: 2007-1977/001-001
13