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| | <div class=teaser-text>One crucial question of cooperative learning is how to find out what the current needs of our participants are and how to satisfy them in the most suitable way. In every training or session, there are many expectations and needs at play. They are sometimes stated explicitly, but often they are hidden from a facilitator, and sometimes even hidden from the other participants. </div> | | <div class=teaser-text>One crucial question of cooperative learning is how to find out what the current needs of our participants are and how to satisfy them in the most suitable way. In every training or session, there are many expectations and needs at play. They are sometimes stated explicitly, but often they are hidden from a facilitator, and sometimes even hidden from the other participants. </div> |
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| | All needs are important. Specific interest in a topic or a learning style is one example, but there are very personal needs as well. For example, one participant might want to focus on his place in the group hierarchy, whereas another emphasizes a wish to present her ideas in a group. You can help participants grow more aware of these issues by providing time and space to reflect on their needs and how they might be addressed. | | All needs are important. Specific interest in a topic or a learning style is one example, but there are very personal needs as well. For example, one participant might want to focus on his place in the group hierarchy, whereas another emphasizes a wish to present her ideas in a group. You can help participants grow more aware of these issues by providing time and space to reflect on their needs and how they might be addressed. |
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| | One great opportunity to tailor your seminar to your participants is to create the program together. If this is not possible, you might give participants a chance to review the program beforehand and to influence the program design. This style of planning also shows an appreciative attitude as a facilitator and helps your participants to feel like co-owners of the training. But this all depends on more than just an encouraging attitude. Concrete signals are also required: Respond to comments or ideas and show your willingness to reconsider planning because of the feedback you received. If for some reason you are not including the feedback you’ve received, you can explain why you chose something different. Be open to negotiation. In the end this makes your training better attuned to the particular group you are working with. Everybody's satisfaction with the training will increase accordingly. | | One great opportunity to tailor your seminar to your participants is to create the program together. If this is not possible, you might give participants a chance to review the program beforehand and to influence the program design. This style of planning also shows an appreciative attitude as a facilitator and helps your participants to feel like co-owners of the training. But this all depends on more than just an encouraging attitude. Concrete signals are also required: Respond to comments or ideas and show your willingness to reconsider planning because of the feedback you received. If for some reason you are not including the feedback you’ve received, you can explain why you chose something different. Be open to negotiation. In the end this makes your training better attuned to the particular group you are working with. Everybody's satisfaction with the training will increase accordingly. |
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| − | ===[[The Facilitation Mindset]]===
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| − | [[File:Attitude1.png | left | 120px]]Mindset in our context means the general opinion and feeling towards the learning process, the participants involved, and towards the idea of empowerment. This section supports you with tools which will help you reflect on your attitude and shape it consciously. Furthermore, it shows how attitude of empowerment during a training or seminar can express itself in a specific action.
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| − | ===Navigation:=== | + | ===Related:=== |
| − | [[File:back.gif | back to the main section]] [[During]]
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| | *[[First Steps]] | | *[[First Steps]] |
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| | <hr class=simpleline> | | <hr class=simpleline> |
| − | | + | ===Also interesting:=== |
| − | ===Related:=== | |
| | *[[The Facilitation Mindset]] | | *[[The Facilitation Mindset]] |
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| | <hr class=simpleline> | | <hr class=simpleline> |
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| | '''Our Handbooks''' | | '''Our Handbooks''' |
| | [[File:Holistic-learning-book-cover.png |260px | link=Handbooks for Facilitators]] | | [[File:Holistic-learning-book-cover.png |260px | link=Handbooks for Facilitators]] |
One crucial question of cooperative learning is how to find out what the current needs of our participants are and how to satisfy them in the most suitable way. In every training or session, there are many expectations and needs at play. They are sometimes stated explicitly, but often they are hidden from a facilitator, and sometimes even hidden from the other participants.
All needs are important. Specific interest in a topic or a learning style is one example, but there are very personal needs as well. For example, one participant might want to focus on his place in the group hierarchy, whereas another emphasizes a wish to present her ideas in a group. You can help participants grow more aware of these issues by providing time and space to reflect on their needs and how they might be addressed.
Facilitators take participants’ needs seriously by...
- Relating to others in a personable way
- Adjusting the methods and the plan according to participants’ wishes
- Letting the group decide and accepting their decisions
- Appreciating the participants’ resources
- Explaining their needs as facilitators
- Making learning steps and goals transparent
One great opportunity to tailor your seminar to your participants is to create the program together. If this is not possible, you might give participants a chance to review the program beforehand and to influence the program design. This style of planning also shows an appreciative attitude as a facilitator and helps your participants to feel like co-owners of the training. But this all depends on more than just an encouraging attitude. Concrete signals are also required: Respond to comments or ideas and show your willingness to reconsider planning because of the feedback you received. If for some reason you are not including the feedback you’ve received, you can explain why you chose something different. Be open to negotiation. In the end this makes your training better attuned to the particular group you are working with. Everybody's satisfaction with the training will increase accordingly.
Related:
Also interesting:
Our Handbooks
E. Heublein, N. Zimmermann
Holistic Learning
Second Handbook for Facilitators: Read more
