Facilitator Workshop Planning

Facilitators are adults who bring their personal and professional experiences to the training. It is important to know how such adults learn.

• They must feel a need to learn: Learning must relate to their need to improve/change their experiences.
• Learners must own the training goals, which need to match their own.
• Learning must involve a two-way communication and all the senses.
• Learners must participate actively in the process.
• Training environment must be socially and mentally safe.
• Learners must see that they are successful.

• Set up the room to encourage interaction: have tables facing each other.
• Create a safe atmosphere: use positive and encouraging remarks.
• Help participants to speak up: ask for ideas, call on them as "experts."
• Remember to use praise: reinforce willingness to learn.
• Stop manipulators: interrupt with grace, talk to others.
• Fill in silences: check what’s happening; offer suggestions; ask the group to review learnings.
• Facilitate with humor: keep participants energized; calm rising tempers.

They are good because they:

• Increase message retention, make learning more efficient.
• Simplify complex information.
• Show creativity to be imitated.

Colors

Use color green to show movement; red for strong emotions; blue for formal announcements.

Flipcharts

Use different font styles, sizes, and colors; use illustrations; fat markers; colored Post-its. Limit to five or fewer key points per page.

PowerPoint slides

It is a complement but not the training itself; use the slides to highlight what is coming up like points or instructions; have five lines and five words per line on each slide; use graphs when presenting data.

A closing activity is good:

• Reminds participants of learning objectives.
• Summarizes main ideas and knowledge learned.
• Helps participants to leave with a sense of accomplishment.

Create a jingle

Organize participants in groups and ask each group to create a jingle based on a popular tune or song. The purpose is to sell an idea or concept they learned in the workshop. Each group should have a name and perform for the whole group.

Airplane

Give each participant a sheet of paper and ask each to create an airplane. Then on it write an idea of what he/she will do first related to the ACT program. Then throw the airplane. The person who catches the airplane will write a new idea of what to do first with ACT and throw the airplane. The person who catches the airplane will write for the third time a new idea of what to do first with the program. Ask each participant to read out loud what is written on the last airplane caught. Each participant takes home hi/her last airplane.

What have we learned?

Each participant will write three statements about what they have learned in three different Post-its. Have Post-its on three flipcharts in disorganized way on each one. Organize participants in three groups and ask each group to go to a flip chart and organize the Post-its on some order and read aloud the statements.

Network of Opportunities

Get all participants in a circle. Throw a small ball and the person who catches it says what knowledge learned she/he will share in the workplace. Do this a few times or to everyone depending on the number of participants. This will help participants think about contributions to his or her work environment by applying the knowledge and skills learned at the workshop.

Check list

First step

• Create the budget.
• Secure sponsor/s.
• Engage in marketing and advertising, participant registration.
• Confirm location, date, time.

Second step

• Confirm list of participants.
• Order ACT kits through the ACT site.
• Make copies of additional materials: agenda, evaluation questionnaires, Wheel of Feelings, homework sheets, worksheets.
• Identify and contact caterer.

Third step

• Send reminder to participants for registration confirmation.
• Check logistics: room, materials, audio-visuals, catering.
• Create name badges.

The day of the workshop

• Have signs directing participants to workshop room.
• Try out equipment.
• Bring materials to the room: kits and others.
• Set up tables: name badges, table tents, agenda, materials.
• Locate restrooms.
• Check catering arrangements.

Budget items sample

• Materials: One ACT kit for each workshop participant.
• Catering (optional): snacks, refreshments, lunch.
• Coordinator/Master Trainer’s fee: 16 hours at the workshop +8 hours of preparation.
• Photocopies of ACT materials for participants and marketing materials.

• Stay in touch with the ACT program national office at the ACT Raising Safe Kids Program.
• Sign up for webinars year round.
• Contact ACT program national director, Julia Silva.