Local Faci Day

1. Goals
2. Role of education
3. How adults learn
4. Construction session
5. Kinds of sessions
6. Group dynamics
7. Education Cycles
8. Tips n Tricks
9. Summary


Krzysztof Dzioba
Education Coordinator
AIESEC Poland









Reason

Every year in AIESEC Poland more than 140 people (EBs, MC, OCPs) deliver
sessions and trainings to new members and middle management. National
conferences for trainers can prepare only
25% of that group. As a result in many
LCs delivery methods and understanding
of education role was poor. Also self
confidence of EBs in training area didnt
achieved desired level. That influenced
authority and position of trainers in LC.

Goals

LFD is aimed to cover existing needs:
Basic knowledge about education
Basic skills in session creation
Basic skills in session delivery
Create proactive and creative
attitude towards trainings
Realize responsibility of LC VPs in
education area

Process

LFD is optional for all EBs in Poland. LC
which confirmed access in LFD provide
place and materials for training.
Education Coordinator:
Gather specific needs of
participants
Provide session (6-7,5 hours)
Evaluate session with VP TM

EBs were free to invite for the training also
LC Coordinators, OCPs, LTT members-
everyone who will deliver sessions and
trainings in incoming term.

Material below are content of LFD.






LFD Goals


Goal
Preparation On-Action Take Over
Trainer Faci

Event Process
Delivery Support
Speech Discussion





Primary goal of education is to amplify experience. Learning by doing is well
known idea. Although education ensures high effectiveness by
preparation,
on-action catch up and
high quality take over.
Forth role of education is to keep in the focus goal of experience and support it.


Basic goals of
experience are
priorities- LCs or
projects. Any
educational action
which does not
influence them-
should not be provided. In AIESEC our most valuable resource is time. Pointless
conferences or educational cycles means waste of LC potential.

Education is strictly connected with
development. Each development
program is focused on three basic
elements:
Attitude
Skills
Knowledge
Its called A*S*K Model [based on
research of Leaslie Rea- British HRM
specialist].
If any problem occurs in
LC/Project/Person performance it
means that the reason is somewhere in A*S*K.
High attitude and skills without knowledge will not bring any results. The same
situation is with high skills and knowledge with poor attitude (no proactive and
solution oriented approach).
Role of Faci and trainer has some basic
differences. Trainer delivery knowledge and skills
during session- its mostly based on event
short term action. Facilitator is taking care of a
process- or during session (discussion, brain
storm) or in sensu largo- in development during
experience. Such Faci is OCP (best knowledge
about on-action needs of members).



Role of Education







Adults and children has many
differences also in
education.
Adults obey more rules, are
blocked in tabu, social
relations and even body
barriers.
To ensure high effectiveness of learning process precise situation has to be
provided.
Its elements are:
Awareness of purpose
Feeling of safety
Learning by actions
Feeling of unity of a group
Lack of any element end up as obstacle in education. People forced to attend the
session will not pay attention to trainers work. The same with fear. Place, time or
even trainers actions can interfere safety and distract participants. Dull session
provided only as a presentation or lecture will not achieve its goals also. Unity is
base for sharing experiences and knowledge. It helps creating common
understanding and check individual perspective.
Person responsible for session has to ensure on every stage of process that
all four elements are provided for all participants.

D. Kolb cycle represents how
development cycle should look like. Experience
always is followed by analyzing own actions- its
positive and negative aspects. On that base
people build theories which are then put into
precise plans (what and when). And then
experience again.
What is also important as every cycle it
can be started with any element.
Most of our AIESEC cycles are starting with
theory- than planning in Projects, execution and
then evaluation. What facilitators have to remember is that that is not the only way.
For example starting cycle with analyzing case or actual situation (simulation) might
be the first step (ex. at LCC).








How adults learn




Level of attention in group
of adults is mainly represented
by this chart. It correspond not
only with session but also each
development program (no
matter what scale will be
applied on time line).
First part is always rising-people
are interested in the topic and
the way of delivery. Second part
is constant decreasing of
attention. Last part is minor
rising people are waiting for break/end of the session.
Trainer or facilitator has to take care that most important things are done
during peaks in the beginning and summary at the end.
There are different ways of influencing the attention. Short breaks, exercises,
ice-breakers, rapid change of way of delivery help to increase performance of
participants.





Creating a session should be based on answers of five basic questions call 5W.
Why? Where? When? What? Who?


Additional WHERE questions:
What is the temperature?
Is there air conditioning?
Is there light/lamps?
Is there a beamer?
Is there electricity?
Is there a microphone?
Is acoustic in the place good?
Can the chairs be moved?




Attention chart
Constructing session
A
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t
e
n
t
i
o
n

Time





Chairs arrangement














































Theatrical
Support authority of trainer, best for presentations, speeches,
lectures. Not influencing participants much- atmosphere is
created mostly by facilitator.
Theatrical with space
Gives opportunity to interact with participants. Trainer can
create personal contact with some of participants without
loosing his authority.
Circle
Popular for brainstorms, discussions, Learning Circles. Faci
creates his authority by knowledge and experience not by
position. That arrangement underline that all participants are
equal.
Horse-shoe
Most popular- all participants can see and interact each other.
In the same time trainer doesnt loose his authority and can
smoothly swop between speech (central position) and
discussion (circle).
Buzz Groups
Modification of circle and presentation. Free discussion are
provided on the base of central speech or lecture. All
participants are equal and can share ideas although it should
to be strongly connected with main topic.
V-tables
Preferred for professional presentations. Representatives of
companies/organizations can freely communicate with each
other and faci controls the discussion. Its mostly connected
with ppt presentations.



Additional WHEN questions:
Is it at LCC/LCM/during the week?
Which day of conference is it?
Is it before or after meal?
In which attention chart moment is it?
How is it connected with previous/next
session?
Who is providing previous/next
session?

Remember that each session influence next one.
It is mostly connected with content but also with
atmosphere, way of delivery, character of facilitator.
Creating authority and solid image of teams (Faci
team, EB, OCP Commission) is also based on
delivery of sessions. Clear understanding of goals of
educational cycle and also its role in building position
of facis is crucial.




Each session or session block have to contain
3 elements:
Theory- basic knowledge/philosophy
Practice- actions, examples, cases
Benefits- how can it be used
These three elements are important for different
types of learners. Ensuring that session contains
them all guarantees most effective education
process.

What is important session can be created in different mixture and schedule of all that
elements. Training dont have to start with theory, than practice and benefits. To
refresh session and make it more interesting for participants- re-arrange basic
process. Practice, benefits and theory (or different). Facilitator should be creative in
that matter.









To ensure that during the session faci wont
be under pressure of time he should divide
material into 3 groups:
What MUST be done?
What SHOULD be done?
What CAN be done?
Session goal is to deliver must part. That is
crucial and no other option is available.
Should and can part is provided if possible-
it means full understanding and realization of
higher level.
That model can be adjusted not only to
whole session but also to each session
block.


Additional WHO questions:
Are participants man or woman?
What are their background?
What are their AIESEC XP?
What is their age?
What is their nationality?
What is their culture?
Do they have sense of humor?
What are their attitude toward the
session?
Were they forced to go for the
session?
Do they know each other?
Are they tired or excited?
What are their plans?

Remember that HOW trainer creates Educational Situation have to be based on
profile of participants. It means that in diverse group trainer is obligated to use
different messages and tools. If possible trainer should know the answers for
mentioned question before the session. If its not possible, session should start with
short research. It can be done by direct and indirect questions:
Short introduction of delegates
Gathering expectations
Working in groups
Get2know exercises
Trainer should keep in mind information from that part in mind but also be ready for
change which is normal part of group dynamics.








Communication between trainer and
participants is not different from basic
communication diagram. So as in 1 on
1 situation faci have to adjust his filter
to audience- and the same with method
and disturbances which may occur.
Even in organization which goal is to
unite people around common values
and vision, there are many differences
between us.


Most common filters are:
Language it is impossible to address communicate using language or
vocabulary which is not known by people

Humor facis sense of humor might not suit to everyone. Not everyone has
distance to joke subjects or to themselves.

Sex- men and women react differently. Statistically:
Men
Focus on vision
Motivated by goal
Better in rapid actions
Focus on practice
Women
Focus on process
Motivated by work
Like to go step by step
Focus on theory

Tabu there might be many subjects which are nonnegotiable, no discussable
or cannot be a subject of jokes:
o Family
o Religion
o National issues
o Politics
o Sexual issues
If faci break that Tabu (and its not a goal of a training) it means breaking
contact with participants. No further communication can be established.

Meta Programs people search information which are adjusted to their point
of view. Most popular meta programs are:
o Me-others
o Problems-solutions
o Similarities- differences
o General-detailed
Only information or way of delivery which will correspond with particular
Program will fit a person.






Filter Filter


Basic Perception is connected with senses:
Sight
Hearing
Feelings (Touch, Taste, Sense of
smell)

To communicate most effectively trainer
have to adjust way of delivery to senses of
the group.
Questions and actions which might help to find out main senses of a group:
What do You think of when You hear
o Forest
o Beach
o Gas station
Used vocabulary like- green, calm, rustle of leaves, worm, sunny are
information which senses are dominating.
Drawing
o Perfect training
o Myself
If the picture is more detailed its probably Sight dominating. Look at elements
of myself. Big parts of body, stress on some parts or elements- can show
which sense is strongest.
Ask people to sit comfortable
o Closed position mean feeler
o Sighters will cover much space, open positions
Talk in pairs
o Sighters will talk fast with gesticulation
o Feelers will talk slowly probably not looking at the person
o Hearers will talk slower and hear actively

How adjust session to different senses?
Sight
o Use films
o Make drawing
exercises
o Simulations
o Much movement
o Let them talk a
lot
o Draw on
board/flipcharts
o Gesticulate

Hearing
o Play music
o Let people talk
o Let them sing
o Use different
tones of voice
o Summarize
many times
o Talk slower

Feelings
o Let people touch
each other
o Let them
construct
something
o Make them sit
comfortable
o Let them hold
something while
talking
o Talk slower




When all the answers are answered we can start to create the session.


Problem
Defining problem is based on assessing LC/Project/Personal performance. Lack of
actions or effects is a signal that some element in A*S*K Model is not working and
have to be improved for example by providing sessions or other educational
actions. On that level we know precisely which people should be taken under
consideration in certain case.

Evaluation
Scale of a problem have to be evaluated- in numeric scale- based on current and
desired situation (GAP Analysis). That is a base for planning educational actions.

Change
Next step is establishing precise change which will ensure progress. It should be
created by answering:
What members should KNOW (knowledge),
What members should CAN (skills),
What members should BE (attitude)
after the training.

Materials
Change can be provided only by good preparation of facilitator and session.
Sometimes change stage show that session is not the best way of resolving problem
and some other actions can be provided (mainly attitude matters).
Materials can be gathered from different sources- mainly myaiesec.net, internet,
books, alumni, ex-EB, MC, NST, CEEDers.







SESSION
CREATION
PROCESS
Each session
should be prepared
as a result of a
certain process. It
ensure high
effectiveness and
full usage of
potential of
participants and
facilitator.


Form
Choosing form is end of the process of session creation. First- basic scope of forms
is summarize as Global Learning Environment.
Self Reflection
Mentoring
Conferences and seminars
Learning Cycles
Virtual Spaces
Team Experience
Second- there is no limit in creation of session forms. Only requirement is that form
supports goals of the session. Remember that choosing way of delivery is the last
step of session creation. If form looks interesting or fascinating- ask a question
WHAT it influences and WHY it should be provided. If answer doesnt contain
LC/Project priorities it means that such training is pointless and its a waste of your
resources.

Evaluation
Each training have to be evaluated in two time periods. First- short one- after the
session. Is a way of improving facilitators work and his skills. Second longer one-
contains experience which should be chance to observe and measure real change in
performance.
GAP analysis is a opening and closing tool in education actions. It gives basic
information that problem is resolved or not. That is also a base for decision to:
Stop (its resolved)
Start (focus on other A*S*K model element)
Continue (strengthen actions around A*S*K model)
And that part is also a beginning for new process.






Intro
Form of delivery should always support goals of the session. Some of the forms are
preferred for inexperienced trainers and some for professionals.
If the responsibility is on trainers side- there is less things that can be a surprise.
More involvement of participants mean that control over the flow and outcome is
harder and needs more sophisticated skills and ways of influence.

Presentation (5/95)
Trainer uses presentation (film/ppt) and deliver speech to
delegates. Preferred chairs arrangement- theatrical.
Presentation usually is not interrupted by questions.

Lecture (10/90)
Trainer provide speech- might be supported by some
visual materials (beamer, board). Lecture might be
interrupted by questions and might contain exercises.




Kinds of sessions


Simulation (40/60)
Trainer prepares materials and roles for other trainers
or/and participants. Its crucial to make no mistake. Any
gap in roles or rules will end as failure of the session.
Session have to be supervised all the time to keep the
work progress. It also have to be summarized and
evaluated.
.

Competition (45/55)
Trainer prepare the rules and evaluate the work. If
needed, he is arbiter in more complicated parts. As in
simulation he have to take care that the rules are clear
and complete.


Case (60/40)
Trainer prepare materials- problem to solve. He answer
basic question but do not give any solutions or clues.
Resolving cases is participants responsibility as well as
presenting their work. Trainers role is to summarize work
and point out good and bad aspects of outcome

Group work (70/30)
Trainer prepare subject for groups and supervise their
work- taking care that they all have the same
understanding of training subject/issue. He also supervise
summary and encourage for exchanging opinions.

Workshop (70/30)
Trainer prepare tasks for group and supervise their work.
Participants have to create some outcome- which have to
fit wide boarders understood as session goals. Trainer
have to summarize session.

Brainstorm (80/20)
Trainer gives a subject and supervise discussion, but do
not give any solutions and dont have to prepare any. Only
thing is to control if participants are really trying to find
solution.

Discussion (90/10)
Trainer prepares discussion subject and some challenging
subject for start. His opinion has the same value as
participants. There is no right or wrong outcome. Trainer
takes care that people are involved.










Groups
Trainer have to be prepared for many kinds of groups he will face during the training.
There are no hard groups- just no skilled enough trainers.
Groups are changing during the training and some of their attitude or emotions can
be used for improving their learning processes. Some of them are obstacles and
have to be taken care of- to ensure that learning process is taking place.

Behavior
People speaking, sharing, asking questions, laughing.
Place is full of rush and buzz of peoples voices.
Threats
Group can get out of trainers control. Be to enthusiastic and
go in wrong direction during the session. People usually
after such session remember atmosphere but not the content. Trainer also may feel
to comfortable and make mistakes or get to involved in group, which is hard to
manage when trainers authority is under construction.
Actions
Establish clear rules in the begging of the session remind it often
Make a short break for people to calm down
Rapidly change way of delivery or the subject/block
Make some movement interaction- make people tired for a moment
Use enthusiasm for brainstorming or discussion
Divide people in groups- they will be calmer

Behavior
People sit separately, dont talk, look blankly, no one want to
answer trainers questions.
Threats
People are not involved in training. It means that they will
not use all possibilities to learn. Trainer have no support in
the group and will look for ways of making session interesting during it. It might end
with making fool o himself- especially when no true reason of indifference was
reviled.
Actions
Look for reason of situation:
o People are tired/sick
o Participants were forced to come for training
o Participants do not know each other
o Participants dont know trainer
Perform some interaction
Make Get2know game
Gather expectations
Establish clear rules (participation)
Make groups where people will have to talk


Group Dynamics


Behavior
People sit in groups, talk with each other but dont take
active role in training. Answers for faci questions are not
connected with content, Some of speeches might be rude
or sarcastic.
Threats
Group is not learning at all. Something is distracting them so much that session is
just time when they can share emotions. Trainer might share that emotions which will
end with conflict of statements and breach all communication between trainer and
participants.
Actions
Search for reason:
o People were forced for the training
o People dont like trainer
o People have internal group problem
o People are upset because of other session/trainer/event
Establish clear rules and remind them often
Write on flip Problem than join (sit with them) group and ask what should
be put on the flipchart
Just ask what is wrong
Gather expectations

Individual behavior
Group no always will be so coherent and solid. Sometimes trainer will face behaviors
which will be obstacle in providing training. Each situation has to be resolved to
ensure effective learning of particular individual and whole group.

Behavior
Person talk a lot with other people and distract them. Asking
questions to people and not to trainer.
Actions
Find the reason of situation:
o Fear of public asking
questions
o Lack of interest in session
o Loosing the grip of a
training
Remind established rules
Divide people into groups
Ask person to write on flipchart



Behavior
Person underline mistakes of trainer, asks tricky questions,
saying that other sources give other information and
solutions than presented.
Actions
Congratulate good knowledge and underline what sources trainer used
Underline on what level training is prepared and say that mentioned matters
can be part of extended training
Create groups (isolate person)
Put persons ideas into Sack of ideas




Behavior
Person answers trainers questions before he finish them,
explains questions to the group even if its not needed.
Attacks anyone who disagree with trainer, is very enthusiastic about the session.
Actions
Congratulate great knowledge and ask to let other participants to share
Ask person to write on flipchart
Create small groups to let other people speak
Ask person to point out next person which will answer

Behavior
Person is on the training with body not with mind. Not
focused, destructed or even actually sleeping. Some of them
might be still under the influence of alcohol. Some of them might be sick.
Actions
Find the true reason
Remind the rules (active participation)
Let person to go out of the session and pull themselves together and then
back
Make some interaction
Create groups (it will make everyone involved)

Behavior
Person tries to be funny comments every situation, make
jokes about trainer, material or other participants. Interrupts
asking questions or giving answers.
Actions
Dont start joke-2-joke fight with the person
Create groups (separate person from broad audience)
Make short break and talk to the person about reasons of such behavior

Conclusion
Behaviors of a group or individuals always have their reason. To resolve a problem
we have to find that reason and adjust trainers actions to it.
Worst possible scenario is when trainer think that he know why the group behave in
one way and not actually check if hes right and provide improper tools. That usually
leads to multiply problems and eliminating elements of educational situation.



















Each training is a part of some Education Cycle. It means that it is provided for
particular reason. To check if the goal of session and cycle was achieved participants
performance have to be evaluated.

First- like in
session creation process needs have to be measured. Most common ways of doing it
are:
Observation
Coaching
o Personal
o Project
Surveys
Competitions
Talks
OCPs reports

Second- performance have to evaluated after some time after Education Program to
ensure full implementation. Thats how Education Cycle should reflect Kolbs Cycle.
Remember that learning is a process which needs time and possibility to be checked
in practice. All trainers and facis involved in that work should be aware of it. It is very
easy to be satisfy with good evaluation from participants, but its much more harder to
achieve by training actual growth in measurable results.





Trainers Golden Rules:
1. Trainers always smiling
2. Trainers never angry or upset
3. Trainers never tired or drunk
4. Trainers never unprepared
5. Trainers always guilty if session go wrong
6. Trainer never runs
7. Trainer always have everything under control




Educational Cycles
Tips n Tricks


Auto presentation
If you have problem with much movement on the stage- create virtual penalty
area and keep in side of it. Two small crosses of tape on the floor might help
you.
Keep eye contact with audience. If its big- divide it into sectors and chose one
person per sector and talk to these few participants.
Do not put your hands into pockets- first- no body knows what youre doing
there, second- making noise with keys and coins distract people.
Wear clothes in one or two colors- avoid dangling pendants, necklaces or
earrings.
Women should avoid deep neckline or short skirts. During dynamic session its
not comfortable and usually distract the audience.
To control voice better- breath with whole lunges not just top of it (thatll make
sentences longer and will stabilize voice trembling).
Check Your clothing before entering session. Nothing ruins trainers authority
like serious voice and unzipped fly in your trousers.
Do not squeeze your hands and dont play with marker- that will show that
youre stressed.

Stress
If You fear big audience- imagine all those serious people only in underwear. It
really helps.
Before the session count to 10 but in alphabetical order- if it doesnt help- do it
again in foreign language.
If Your stressed during the session- take a marker and hold it in your fist- just
like little babies hold mothers fingers. It gives feeling of safety.
Stretch before the session. That stimulates dopamine and help to relax your
back muscles- Youll need them.

Memory
If you fear that youll forget what should be on flipcharts- before the session
write on them with pencil everything you need. Small notes in the corner are
not visible for participants.
If You forgot what should be next in the session- make short group discussion-
people will enjoy sharing and Youll gain few minutes to read the outline.

Crisis Management
Always have your session prepared also for flipcharts-you never know when
computer will have its own little moment.
Always have your own marker and tape.
Check room 10 minutes before the session. There will be time for rearranging
or changing place.
If you need something from OC- remind them 3 times and if needed be
prepared to do it by your self.











Local Faci Day is full scope and very basic
training about running trainings.

From general idea to detailed hints its
going throe work of trainer and facilitator in
AIESEC.

Presented materials are based on
conferences, myaiesec.net, books and
experience of Polish and international
trainers.

LFD is only beginning of trainers
development and research for professional
knowledge. That basis might help to get the
grip of work in education area and
introduce vocabulary and ideas which are
well known among trainers and facilitators.

Teaching people starts with teaching
yourself.

Good luck
Krzysztof Dzioba
Education Coordinator
AIESEC Poland


Summary