Using Facilitation Skills 5UFS

CIPD Using Facilitation Skills 5UFS unit sample

For people who work in learning and development (L&D), facilitation skills are some of the most important ones. This unit will help students learn more about and get better at using a variety of coaching skills in a variety of professional settings, such as business and learning settings. We will look at different types of facilitation as well as a wide range of tools and methods that can be used to make facilitation work well in business and learning settings. Learners will be able to get better at using warm-up and closing techniques, helping people learn through experience, running effective meetings, helping people learn in groups, coming to an agreement when groups have options, observing and interpreting behaviour, and dealing with conflict and challenging behaviours. Learners will also be shown a model of reflective practice and asked to think about how they can improve their teaching skills.

Unit Goals

  • Understanding the nature of facilitation and the fundamentals of successful facilitation are among the unit`s main goals.
  • To talk about the many facilitation approaches and methods
  • To give the students the ability to use various facilitation strategies in various corporate and educational settings.
  • To determine one`s facilitation strengths and opportunities for development.

Unit Content

This unit has a wealth of insightful lessons designed to help you become a more proficient facilitator. The objectives of the unit will determine the content of the unit. Simplifying the lessons derived from the objectives will help the students comprehend and apply the material that they will be learning. We will discuss the characteristics of successful facilitation and its guiding principles in this lesson. We`ll talk about the conceptual basis of facilitation in this lesson. We`ll define words like facilitator and facilitation. The students will grasp the desired consequence of facilitation in a more comprehensive way after this lesson.

Additionally, the subject will address the significance of facilitation abilities in both commercial and educational settings. Strategic planning, project management, team development, and dealing with dysfunctional behaviour within an organization all benefit from the use of facilitation abilities. Students will learn that in the classroom, face-to-face talks, critical reflections, and experiential techniques all benefit from having effective facilitators. The essential qualities of a good facilitator will also be highlighted in this subject. Genuine regard, a goal-oriented approach, acceptance, trust, and empathy are among the qualities.

It follows that students would learn about the various facilitation models from the second aim. Among the models that are discussed are the Casey, Roberts, and Salaman model, Philip Burnard`s model, John Heron`s six-category intervention model, and Carl Rogers` humanistic approach. Students will learn about several facilitation strategies and the facilitation process in addition to the models. We`ll go over several facilitation techniques in depth, including knowledge cafés, roundtable talks, and customer windows. The courses will include a key discussion on how to deal with disruptive and dysfunctional behaviour in a group setting. A crucial component of the lectures will be the investigation or provision of real-world examples for every tool, approach, and model.

There is a practical learning component to the subject where students must demonstrate how to employ various facilitation skills and strategies. Learners will get a more comprehensive understanding of when and how to use their theoretical knowledge in real-world situations in this lesson. Additionally, each student will have enough opportunity to consider their facilitation abilities throughout this lecture. To assist the pupils in identifying their areas of weakness, introspection is crucial. We will use models of reflective practice, such as Schon, Johns` structured reflection model, Boud, Keogh & Walker; and the six phases of Gibbs` reflective cycle, to L&D practice.

It`s critical to apply facilitation techniques in L&D and HRM practices. As a result, the unit`s lessons provide students with real-world examples to practice applying what they have learned in small groups. It is crucial to analyze case studies to pinpoint the advantages and disadvantages of various facilitators to acquire a practical understanding of what constitutes a good facilitator. The unit primarily focuses on dynamic approaches, experiential facilitation, and basic concepts of effective facilitation.

Aim for the Learning Goal

Learners should have a thorough knowledge of the nature of facilitating as well as the fundamentals of efficient and successful facilitation by the conclusion of the module. Additionally, learners must be able to evaluate and converse about various facilitation approaches in both theoretical and practical contexts. Students who succeed will be able to use various facilitation strategies in various corporate settings and achieve the intended outcomes. After finishing the lesson, students should evaluate their facilitation abilities, pinpoint their advantages and disadvantages, and devise strategies for strengthening their areas of weakness. The student should be able to fulfil the requirements of the participants and organize and prepare for facilitating activities.

Synopsis and evaluation

It takes 60 hours to cover the unit. Direct instruction in the form of lectures and group discussions takes up to thirty hours. The remaining thirty hours are devoted to independent study, evaluation, and study. The standard method of evaluating this unit is a 2500–4000 word essay. Since this is a level 5 course, the essay must show that the writer understands the notion of facilitation skills and critical thinking. The evidence that the learner provides for assessment must show that they have satisfied all learning objectives and assessment criteria for them to pass this unit. Through the exploration of facilitation approaches and frameworks, the unit "Using Facilitation Skills" provides facilitators with a solid basis upon which to engage with diverse groups. Gaining confidence and being able to use various delivery styles and strategies are two benefits of learning how to use facilitating abilities. Training and experience are the main distinctions between a competent facilitator and an exceptional facilitator.

Evaluation standards

The student can: 

1.1 Explain what facilitation is and why it matters in both corporate and educational settings.

1.2 Describe the essential qualities of a successful facilitator.

2.1 Examine various facilitation models critically.

2.2 Describe the features and objectives of some facilitation approaches that are appropriate for usage in educational and professional settings.

3.1 Showcase several facilitation techniques suitable for a corporate setting.

3.2 Showcase several facilitation techniques suitable for a setting centred around learning and growth.

4.1 Evaluate the effectiveness of your facilitation abilities.

4.2 Create a strategy to enhance your facilitation abilities.

You can also read a sample Contemporary Developments in Human Resource Development 5HRD.

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