6

Facilitation Techniques

What’s Inside This Chapter

• How to base learning activities on the learners’ knowledge and skill level

• Techniques that encourage engagement and support facilitation

• Facilitation tips that can be used in any situation

Being a facilitator means making sure all important points are brought out, giving everyone a chance to contribute and participate, and checking that everything is going well for the participants. In other words, being a facilitator means making learning happen. It also means that you don’t have to be the one doing all of the talking—as a matter of fact, the more you create opportunity for the participants to do the talking, the more they will make your points for you, and the more engaged they will be. There are multiple considerations that will guide you into facilitating at the appropriate level of engagement.

How Much Do the Learners Already Know?

The choice of type of learning activity must depend on the level of knowledge and skills that the learners already possess. This is a main area you should focus on when you check the learning objectives and the activities in the course design. It is also a major piece of information you should glean from the audience profile.

Sometimes the information you gather about the learners indicates that you must adjust a learning activity to meet the knowledge or skill level of your learners. A good guideline is that learners should have the first crack at the learning so that the chosen learning activity engages them at the highest level they can manage. That’s why facilitators use structured discovery exercises at the beginning of a course or lesson for experienced learners—when the learners know something of the content, they can generate some content themselves, and the facilitator can build on that knowledge.

Critical Facilitation Factors

When facilitating training courses, we want to engage the learners while utilizing their knowledge and experience. As we have seen, the adult learner wants to be actively engaged and apply the concepts to real-life situations. While engaging learners and facilitating the learning, we want to ensure that we have a good flow of the material and activities, appropriately group learners, allow enough time for practice and application, monitor progress, provide feedback, and debrief the learning activities. These are some of the techniques discussed in this chapter to engage learners while enhancing your facilitation for learning.

Engaging Participants in Content, Knowledge, and Comprehension Activities

Because learners are relatively passive during this type of activity, it is important to engage them as much as possible in other ways. The following eight methods will engage learners during a content, knowledge, and comprehension activity:

1.  Begin with a story, anecdote, statistic, or analogy to hook the learners.

2.  Use visuals and graphics that are colorful and eye-catching.

3.  Separate content into “nice to know” and “need to know.”

4.  Present content in small chunks for easy digestion. Use short lectures and bulleted materials.

5.  Use short content, knowledge, and comprehension segments: no more than a 15-20 minute segment before launching learners into something more active.

6.  Take a poll: “How many of you think A? How many of you think B?” This activity gets learners involved and gives you an idea of where they stand in relation to your content.

7.  Change your stance and position in the room; you should be physically active.

8.  Use a bulleted flipchart or slide, and uncover each point as it is being discussed (Tobey 2015).

Sequencing Activities

There is more to sequence than just the flow. Your sequence of activities should vary in pace, intensity, and level of learner involvement. This variation is useful not only in meeting the needs of varied learning styles, but also in helping the learners pace themselves so that they can rest a bit during less intense activities. For example, it would not be advisable to have the following lesson sequence:

1.  role play

2.  structured exercise

3.  application activity

4.  debrief discussion.

You and the learners would be exhausted! A better sequence would be:

1.  lecture

2.  structured exercise

3.  discussion

4.  application

5.  debrief discussion.

You can also mix up the presentation with facilitative questions and videos. For online learners and those in the virtual classroom, aligning threaded discussions and discussion boards with the content will engage the participant and reinforce the content.

The lecture and discussion provide rest stops between more intense activities. As this example demonstrates, there are several sequencing decisions that must be made. One option is to build interest with easy content first, followed by more demanding content. Another option involves mastering each subskill all the way through the skill practices before putting them together in a comprehensive skill practice. There is also always the option to have a debrief discussion when an activity is over, which solidifies the content for the learners and provides another rest stop in the lesson sequence.

Providing Instructions

For structured exercises and skill practices, you need to give the learners explicit instructions for the activity. This is especially true for online courses. Since there is less possibility for interaction, directions need to be specific and complete. Try to think through possible questions a participant may have, and then provide clarifying statements to hypothesized questions. Although you might present the instructions verbally at the start, the instructions must also be visible at all times during the activity on a flipchart, slide, or handout so learners can refer back to them. You don’t want your activity to be derailed by the learners constantly asking, “Now what is it we are supposed to do?” In the virtual classroom, the instructions can be posted on a whiteboard that is left on the screen throughout the activity. For online activities, the instructions are provided for download so the participants can have them at their desks.

The instructions must be as specific as possible—tell the learners what to do in step-by-step fashion—and you can even number each step or requirement for clarity. Your instructions should also explain the purpose behind the activity and the desired output. Some learners are unwilling to participate unless they understand how the activity will be useful. Figure 6-1 offers an example of activity instructions that could be presented on a handout, flipchart, or PowerPoint slide.

Figure 6–1. Example of Activity Instructions for the Learners

Structuring Time

Your facilitator’s guide should have approximate times listed for activities. You’ll want to always keep that time in mind during facilitation and also be prepared to adjust the time according to the learning progress. This also applies to the virtual classroom environment.

Time also needs to be provided for the responses to threaded discussions and discussion board topics. An online or virtual course lasting several days may have multiple threaded discussions and discussion board topics for reinforcement or application to the job. These are built into the course with start and stop times. In addition, there should be scheduled deliverables for submission, with enough time for feedback before the next deliverable is due to be submitted to the facilitator.

Generally speaking, the most time in a lesson should be devoted to skill practice. When you have to adjust time, you must not take a significant amount from the skill practice portion. This is when participants practice and apply, helping to ensure learning and transfer.

Deciding on Group Size

Group size varies: individual, pairs, trios, small groups, large groups, entire group. There are two factors to consider in deciding on group size: what learners will do in the activity and where you are in the course.

The complexity of the task may dictate a certain group size. Think through exactly what the learners will do and how they will do it, and then decide on group size accordingly. Generally speaking, the more complex the task (lots of steps, lots of movement, higher difficulty), the smaller the group. However, you don’t want the group to be so small that sharing and interaction don’t occur. Your facilitator guide suggests an appropriate group size, but you need to use your knowledge of the audience profile and the schedule to make a real-time decision.

Generally, small groups should be used early in the course and larger groups later on. When the learners don’t know one another yet, it is less threatening to interact in a pair or trio. Later, when the learners know one another better, they will be more comfortable speaking and participating in larger groups. This dynamic is especially important if there are many reserved or shy people in the course.

Grouping the Learners

The method used to form groups has a greater effect than it first appears. Three main principles support grouping decisions:

1.  Form different size groups at different times to adjust to the type of activity and for variety’s sake.

2.  Participants who are more reserved generally open up in smaller groups.

3.  The more challenging, controversial, or uncomfortable the material, the smaller the groups should be.

Random Grouping

To group learners randomly, simply have them count off by the number of groups you need. So, if you need four groups, have them count off “1, 2, 3, 4.”

Learner Choice Grouping

This method gives the learners a choice and allows them to join a group according to their interests in the subject. As long as your groups come out fairly even in number, the activity will work.

Experience Level Grouping

Have the learners mix up according to experience so that each group has at least one member who is experienced in the subject matter who can act as an informal coach. This method spreads out the experience so less experienced learners can be with someone who has “been there, done that.” It is also a good technique to use to engage experienced learners at a time when the material may be a little too easy for them. Learners post their bios in the virtual class, so you can determine learners’ experience levels.

Assessment Tool Grouping

If you are using an individual assessment tool, there might be a time when you want learners who have similar outcomes to work together. So if you have assessed leadership style, for example, you would group the learners of one leadership style together. However, if you do this, be prepared to help any groups that have significantly fewer members than the other groups.

Assessment tools can be easily incorporated in the virtual classroom by simply providing real-time access to the instrument, which is then electronically tabulated. The key is to carefully craft the instrument for ease of tabulating the results.

Transfer Strategy Grouping

In some cases, you can set up teams by grouping those who have similar performance contract requirements or similar action plan strategies and tasks. This strategy allows participants to discuss job application issues they have in common.

Seating Arrangement Grouping

In some cases, you may have a setup that restricts participant movement. An example is the pit-style, fixed table and chair arrangements. In a situation like this, you can group participants by having them swivel their chairs and work with those behind them.

Diversity of Background Grouping

Because participants post their profiles in a virtual or online environment, you can develop groups according to a diversity of education or experience. For example, a group may include members with backgrounds in marketing, finance, IT, or HR. This diversity provides differing perspectives and can afford a more complete response to the team assignment.

Monitoring Activities

In structured exercises and skill practices, let the learners work on their own. Tell them not to conduct Internet searches unless noted in the instructions. You can monitor online learners according to deliverables because the online environment provides more flexibility for engaging in the training.

However, even though learners are working on their own, this is not the time to step out for a drink of water or to make a quick phone call! You must remain in the room so you can answer questions and provide coaching. You should also circulate to make sure the groups are working effectively. In the virtual and online environments, make yourself available electronically. If the teams have virtual breakout rooms, you will need access to join the team meetings. In this instance, you will either need to know the team meeting times (as the rooms are available 24/7), or be in the virtual classroom. Typical items that you must attend to while monitoring include:

• Reiterating or explaining the activity instructions—Although keeping instructions visible during the exercise helps in this area, some learners will inevitably ask “Now what are we supposed to do, again?”

• Providing assistance if learners are stuck—If you discover that a group of learners is truly stumped as to how to accomplish the task you’ve assigned, you can assist by asking targeted questions to help get them get back on the right track. Very rarely should you just tell them the solution, but subtle assistance is appropriate at times.

• Doing a time check—Assess whether the learners need more or less time to complete the task. If they appear to be working hard and the original time limit is up, you can provide extra time. If they are finished and start sidetracking into conversations, say, “I can see that everyone is finished; let’s come back together and see what you came up with.” If one group finishes early, you can add an additional task that takes them into more depth or application to the job. You can check with online learners to see if they are progressing in meeting their deliverables. In a virtual classroom, teams can put a check mark (√) to indicate when they complete the work. Likewise, learners can “raise a hand” or post a question to solicit feedback.

• Listening in on discussions—You want to find out what the learners’ hot topics are in their work together, find out what ideas they had, and pick up on their issues and concerns. When you conduct the debrief discussion, you’ll be able to speak their language. Assuming you have access to the virtual team rooms and meeting, you can listen in and add comments to the virtual discussions.

• Giving time warnings—Let the groups know when their time is almost up so they can wrap up their discussions and not feel interrupted. The online course has scheduled deliverables, but reminders (sent electronically) can help learners stay on track. In the virtual classroom, you would need to access the team room and provide a reminder. As facilitator, you can also send reminder notes to a team member or the entire team, indicating the time remaining.

Feedback for the Learners

Facilitators have many opportunities to provide feedback to the learners. An obvious opportunity is during a guided discussion in which you ask a preplanned question to the group, the learners respond, and you follow up with additional information that augments the comments. When individuals respond, you want to affirm them and, if you can, the response. You can say such things as, “That’s good” or “Great response” or “I like that, anyone else have a comment?”

Other times, the respondent may provide a superficial answer and you want more depth. In this case, you can say something such as, “Yes, now can you tell me more?” or “OK, now take me deeper into what you have in mind” or “Great start, what else can we say about that?” By doing this, you are affirming, while also letting the learners know that more can be gained from the question.

A more difficult situation is when the learner’s response is incorrect; then, you cannot afford to agree. Some facilitators agree with comments that are wrong in order to be supportive of the learner or avoid confronting the issue. This tactic is not recommended. Part of giving feedback is to indicate when a learner gives an incorrect response. You still want to affirm the learner, just not the incorrect answers. When this happens, say something like, “I understand what you are saying; however, that relates more to …” or you can paraphrase the response and indicate that it relates more to something other than the current subject. You can also use the tactic of responding by saying, “Let me reframe the question” and ask it in another way. By all means, be tactful, but do not accept answers that are wrong, incomplete, or superficial. Your role is to ensure that a complete response is provided by the group. These feedback techniques can also be used in the virtual classroom environment. The synchronous environment of the virtual classroom allows for immediate feedback to learners’ comments.

Feedback on comments made in a threaded discussion or discussion board is also an important part of online learning. Here, the feedback is less timely, but still critical. Because other learners are engaging in the threaded discussions, they may provide some feedback. However, incorrect information can lead other learners astray, so facilitator feedback is critical. Feedback can be given to the originator of the discussion, but if there is a string of comments, you may need to provide feedback to each individual instead. In the online environment, discussions are generally not occurring in real-time. However, if the learner asks a question, you should give feedback within the same day, or 24 hours maximum. Feedback on any work submitted should meet the requirements of the course. Depending on the size of the learner audience, feedback can be provided the next day, but always within three days.

Tests and Assessments

Tests and assessments—whether written or oral—also provide feedback to participants. Test question formats must align with the learning objectives. For example, if your learning objective says the participants “will be able to recognize (certain items),” your test can contain a matching or multiple-choice question. If the learning objective indicates that the participants “will be able to list (certain items),” the test questions can ask the participants to list the items, put a list in order, or match items with their definitions.

The purpose of these types of tests is to assess knowledge and provide immediate feedback to the learners. Because these are used for development, it is important for you to go over the tests and your rationale for missed questions. This not only gives feedback but also reinforces content.

In the online and virtual environments, knowledge testing can be quick and easy. Once the test is developed, it can be made available at any time, and then the learner has a certain amount of time to take it. Once the test is submitted, feedback can be almost immediate.

What about testing skills or behaviors and providing feedback? In this case you should have a checklist that is used in conjunction with a learning activity. For example, if the participants are to demonstrate a procedure, you could have a behavioral observation checklist of those steps that the learners use to observe one another. Intellectual skills are generally assessed by how well learners solve a problem or assess a situation or case study. If they are to demonstrate an intellectual skill (for example, “plan a car trip using a map”), you can have a quality checklist that lists the criteria for what a good car trip plan looks like, which is then used to evaluate the quality of the plan. The checklist can be a scaled instrument (0-4, with descriptors for each rating) to assess the quality of the case solution. You then match the correct case solution to the solution provided by the learners. In assessing the learners’ case solution, you are looking for completeness and quality of content. Checklists can be used to assess the quality or completeness of deliverables submitted electronically. Though more difficult, demonstrations can be assessed in the virtual environment if learners use cameras with wide-angle capabilities.

Interpersonal skills are usually assessed in a behavior modeling or role-play assessment. Say, for example, that the behavior being assessed is “conducting a coaching conversation.” To assess this skill, use a checklist of the steps and skills associated with each step of a coaching session to observe a learner practicing conducting a coaching conversation. Using learner cameras, or in some cases videotaping and uploading the tape for assessment, is an option for the virtual classroom. If you are assessing the skill for step-by-step behaviors only, the checklist will contain the process steps for a coaching conversation (with a yes/no answer), so the observer can indicate whether the learner did or did not follow the process. However, if you are assessing the coaching conversation skill for quality, the checklist will instead contain criteria regarding how well (quality statements) participants demonstrated the process steps. The observer then completes the checklist and provides objective feedback to the learner.

Although your facilitator’s guide provides instructions, there are usually a couple of options for how to structure the activity. For example, in the coaching session role-play example, if other learners provide peer feedback, you can form learner triads, with one learner using the checklist to observe and give feedback to the one practicing the skill; then triad members exchange roles. This setup ensures complete feedback. If you use a fishbowl technique, wherein a few learners enact the role play and are observed by the rest of the group, you provide the feedback yourself. In either case, there is a document of objective feedback based on the skills and behaviors observed.

Debriefing Sessions

Debriefing sessions, whether face-to-face or in virtual classroom environments, are great opportunities to provide feedback to learners, both during learning activities and especially after the activity is complete. As learners make their presentations, you and the other learners should interact with the presenting group by giving feedback in the form of questions, examples, and dialogue.

If you have just completed a learning activity you also have the opportunity to provide feedback on the results. The debriefing is the time for you to summarize the lessons learned, reinforce the content, and support learning transfer. Although the content of the debriefing is in the leader’s guide, you want to make real-time comments and applications. Peers in the training session can also offer feedback. At the conclusion of an activity or project presentation, peer learners can ask probing questions and make comments to add content or application to the job.

When online learners submit their work, complete and timely feedback is critical. This is a time to provide coaching, reinforcement, and summary of key ideas, making the link to any transfer-to-the-job plans.

Performance Contracts as Feedback

As you may recall, the learner fills out the performance contract prior to coming to the workshop. It is completed between the individual and manager and then becomes a precourse organizer and document for transfer. It also provides an opportunity to provide feedback to learners. At designated times during the learning event, the participants have the opportunity to apply content through completion or revision of their performance contract. As they complete their work, you can talk with them (individually or by group) about some of their ideas and strategies. This feedback helps them to rethink their transfer strategies from a content and job environment perspective. The performance contract works in both online and virtual training environments.

Action Planning

Whether done intermittently throughout the learning program or at the end, action plans should not be a learner activity only; they also provide an opportunity to provide feedback on course content and transfer. While learners are completing their structured action plans, you can be moving about the room and offering coaching. At the conclusion of the planning, or that segment of the planning, have learners share their plans. You can then reinforce the content, add ideas for transfer, and involve the larger group in a discussion about the ideas.

Action plans can be uploaded or presented to the virtual classroom for discussion and feedback. Peer input can be obtained by electronically sharing action plans or within the team room environment. Similarly, the online learner can submit the action plan to you or other learners for feedback. However, since this environment is asynchronous, it may take more time to receive the feedback.

Adjusting on the Fly

The mark of an excellent learning facilitator is the ability to adjust to changing conditions on the fly without shortchanging the learning process. There are two most common reasons for adjusting on the fly:

• an unexpected change in time constraints (such as a fire drill, a productive tangent, a surprise guest speaker, learners working faster or slower than you expected, or a late start for the course)

• an off-target assumption or assessment about the learners (perhaps they are more or less experienced than you thought, their backgrounds are not what you thought they were, or they are more or less open to certain types of activities than you expected).

Given the main causes for adjusting (time and learner characteristics), three main adjustment factors are available to you: learner groupings, logistics of the activity, and activity intensity. The actual adjustments you make involve increasing or decreasing the parameters of the activity in one or more of these three areas.

Learner Groupings

The original plan for grouping learners in an activity is based on the grouping arrangement that will support the greatest amount of learning within the planned time. When reality gets in the way of your plan, simply adjust the number of learner groups working together, which changes the sizes of the individual groups. The guiding principle is this: The more learner groups, the more time and involvement the activity will take. Though more difficult, this can also be accomplished in a virtual classroom environment. One way is to preplan a list of learners and teams in a table format. By doing so, you can quickly reconfigure and upload the new teams to the virtual classroom for all to see. The following examples clarify the use of this strategy.

If you are running short on time, decrease the number of groupings for an activity in which you had planned for the learners to work in pairs or trios. Instead, have them work in groups of five or six. With fewer groups to report on their work, the activity will take less time overall. Conversely, if you need to fill up time, increase the number of groups by breaking down larger groups into pairs or trios.

If you find that the planned groupings require more or less involvement than the learners are comfortable with, you’ll also have to increase or decrease the number of groupings. For example, if you have more shy learners than you expected, you may need to increase the number of groups to create smaller groups. If learners are more comfortable in large groups and seem to enjoy speaking in front of others, then decreasing to a few larger groups (or one large group) may be appropriate.

Logistics of the Activity

Activity logistics can be adjusted for time or changing learner needs. When you plan the logistics of an activity ahead of time, it is much easier to adjust on the fly when necessary. Logistics issues include the:

• number of groups

• physical layout of the room

• conditions in which the learners will work (Will they discuss? Work alone, then discuss? Move around? Stay in the same place?)

• results they must produce (report out, flipchart, presentation, action)

• time of day (need to be more physically active later in the day)

• learning styles (Is there a preponderance of one style?).

What it comes down to is this: The more active or complicated the logistics, the more time and active learner involvement the activity will take. Making logistical changes in a virtual classroom is more difficult to accomplish, but you can change the format of the results and the number of groups. If the training course is several days, then these changes will be easier to implement. That said, you can fairly easily change the conditions and results as described.

If you’ve run short on time, an adjustment you can make is decreasing the complexity of the activity’s logistics. For example, have learners appoint a recorder to take notes in their group, rather than have them draw up a flipchart. Or, have groups report their top three ideas rather than everything they discussed.

Conversely, if more time is available, you can increase the complexity of your logistics. For example, have groups do something physically active, such as build a model, solve a puzzle, or make a flipchart. Or, have them work on assignments in segments and switch groups between segments. Alternatively, instead of having each group provide a complete report, you can use a round robin. In this situation, each group presents an idea, the next group adds a different one, and so on until all ideas have been presented. This method reduces the amount of redundancy on reports.

If you find that the planned logistics support more or less active involvement than is optimal with a particular group of learners, you should adjust them accordingly. You can decrease the logistics for learners who are shy, reserved, novices, sedentary, or at the beginning of a course when they don’t know one another; you can increase the logistics for learners who are more extroverted, outgoing, experienced, active in their jobs, and later in a course when comfort levels are higher. These ideas can also be incorporated into the virtual classroom environment, but are less relevant in an asynchronous online environment.

Activity Intensity

Activity intensity can also be adjusted to accommodate time issues or learner needs. The more learner centered an activity is, the more intense an experience it is for them. Intensity of activities ranges from lectures (low intensity), to discussions (moderately low intensity), to structured exercises (moderate intensity), to skill practices (high intensity). Here’s a guideline: The more intense the activity, the more time it will take and the more risk learners experience.

For example, if you have run short on time, you can decrease the activity intensity by one step by adjusting a skill practice on the content to a structured exercise, adjusting a structured exercise to a discussion, or adjusting a discussion to a lecture.

You may find yourself in the situation in which the planned activity’s intensity is not a good match for the learners’ comfort zone or experience level. Once again, you can adjust on the fly by decreasing the intensity from a skill practice on the content to a structured exercise, from a structured exercise to a discussion, or from a discussion to a lecture. You can also adjust for learners who are beyond the planned intensity in either comfort zone or experience by increasing the intensity from a lecture to a discussion, from a discussion to a structured exercise, or from a structured exercise to a skill practice. Since the virtual classroom closely simulates face-to-face sessions, these adjustments can also be applied to the synchronous virtual classroom environment.

The most important aspect of adjusting on the fly is preparing ahead of time. Know which content is most critical and which is simply nice to know, as well as which activities reinforce skills and link to application to the job. Analyze your content and activities and identify what you can adjust if necessary and how you will adjust it. Develop the specific changes you will make in groupings, logistics, or activity intensity ahead of time should the need arise. By being prepared, if you need to make the actual adjustment in the classroom, it will be seamless in the eyes of your learners—and that’s what counts!

Facilitation Tips

You may be asking right about now, “What about when I am actually in front of the group? What do I do then?” You already know part of the answer because it lies in your own presentation skills. In addition, chapter 4 offered you some advice about facilitating. Now, Table 6-1 provides additional tips to get you going.

Table 6–1. Facilitation Tips

Tip	Explanation
Ask questions to gain participation.	Ask open-ended questions that invite response, especially “what” and “how” questions. Closed-ended questions stifle participation. Use closed-ended questions only when you want to end a discussion and move on.
Use transitions.	Learners need to know when one topic has closed and another has begun. Transitions don’t have to be fancy. A statement as simple as “Now that we have discussed A, let’s move on to B” works well.
Control discussions.	Regardless of the participation level, you are still in charge. You can choose to move on when it’s appropriate by saying something like, “OK, one more comment and then we have to move on.” If the discussion becomes repetitive, take control and make a transition to the next subject.
Remain neutral.	Winging it carries some very big risks: you might go on time-consuming tangents, lead yourself into a discussion that is not appropriate, or steal your own thunder for a later subject.
Don’t wing it.	Find something to reinforce and affirm in every comment. You can always affirm a person’s effort at participation. When you treat people with respect, they will feel comfortable participating.
Watch and respond to body language, emotions, and vocal intensity.	Say, “Joe, you look puzzled. Is something not making sense?” or “Joe, you sound intense. Is there another perspective you want to present?”
Don’t be afraid of silence.	Sometimes people are simply thinking and need a little time. When you ask a question, mentally count to 10 (slowly!) before asking again or redirecting the question.
Debrief thoroughly.	Plan key questions to ask at the end of an activity or exercise to be sure that the participants get the important points. Don’t ad lib a debriefing session! Highlight the lessons learned for each activity.
Engage in the threaded discussions and discussion boards	Having framed the questions, you cannot add comments to learner responses.

Adapted from McCain and Tobey (2004, 106).

Getting It Done

In this chapter you were introduced to a variety of facilitation techniques to enhance learning. Doing your work as a facilitator in the areas of sequencing, activity instructions, timing, group sizes, grouping techniques, monitoring activities, giving feedback, and adjusting on the fly will ensure a complete and effective learning experience for your learners. Exercise 6-1 provides another opportunity for you to plan additional skill development for yourself.

Exercise 6–1. Facilitation Techniques Self-Assessment

Instructions:

1.  Assess your confidence level in each of the facilitation areas below by circling the appropriate number.

2.  For low areas of confidence, indicate the actions you will take to develop that technique.