| The discussion about encouraging SMEs to use | | | | participant materials and worksheets. For example, the |
| participatory learning activities began with five | | | | directions can tell the participants: (a) how to work |
| challenges: to help them: (1) recognize the value of | | | | (whether individually, in pairs, or in table groups); (b) |
| participatory learning activities; (2) become open to the | | | | what to do (such as: read, discuss, and answer |
| idea of actually using participatory activities; (3) see | | | | questions); (c) what materials to use (such as: which |
| that participatory activities are not necessarily difficult | | | | page in their manual); and (d) how long to take for the |
| to design; (4) learn how to select appropriate activities; | | | | activity. |
| and (5) become comfortable with facilitating | | | | If these instructions are already on the page, the SME |
| participatory activities. | | | | does not have to keep referring back and forth |
| Four of the challenges have been covered in previous | | | | between the facilitator guide and the actual participant |
| articles. This article will address the fifth and last | | | | materials. The SME can simply notate additional |
| challenge: How to help SMEs become comfortable | | | | information on the pages of the SME's copy of the |
| with facilitating participatory activities. | | | | participant manual. |
| There are four keys to helping SMEs become | | | | Third, the SME needs an opportunity to practice. A pilot |
| comfortable with facilitating participatory activities: | | | | session can be very helpful, in which the SME gets to |
| (1) Provide excellent facilitator guides, which will tell | | | | run through all activities with a selected group. Not only |
| them exactly how to facilitate the activities; | | | | does the SME get a sense of how it feels to facilitate |
| (2) Provide as much direction as possible in the | | | | the activity, the pilot group can also provide useful |
| participant materials; | | | | feedback about the clarity of instructions (both written |
| (3) Provide lots of practice, which will give them | | | | and verbal), the pacing and effectiveness of the |
| experience and build their confidence in their own | | | | activity, and suggestions to improve the learning |
| competence; and | | | | experience. |
| (4) Provide external supports, such as a clock on the | | | | And finally, there are external supports that can be |
| front table. | | | | very helpful. This can range from ensuring that there is |
| First, let's discuss the facilitator guide. In essence, the | | | | a small accurate clock on the front table so that the |
| facilitator guide is the recipe or operating instructions | | | | SME can pace activities, to pre-arranging all needed |
| for the activity. Some facilitator guides offer | | | | materials in one envelope or box for easy access, to |
| step-by-step instructions and scripts, others are more | | | | having an agenda map on the wall that reminds the |
| bare bones, it depends upon the need and comfort | | | | SME about what activity comes next, to literally |
| level of the SME. However, to some extent, each | | | | standing in the wings to offer support, encouragement, |
| facilitator guide identifies: | | | | and advice where necessary. |
| (a) what the SME will need for the activity (participant | | | | Once the SMEs have had one or two opportunities to |
| materials, handouts, audiovisual aids, and equipment); | | | | facilitate participatory activities and see how engaged |
| (b) how to set up the activity (room arrangement and | | | | the participants are and how much they take away |
| participant instructions); | | | | from the workshop, they will be hooked! This has been |
| (c) how to facilitate the activity (what to say and do, | | | | proven time and time again with technical trainers in |
| what participant and/or reference materials to use, and | | | | state government and in the energy industry, and even |
| how long each step or sub-activity should take); and | | | | with professors in Croatia! |
| (d) how to debrief the activity (what to ask the | | | | This concludes the series of articles discussing how to |
| participants and what key points to use in summary | | | | encourage subject matter experts (SMEs) to |
| statements). | | | | incorporate participatory learning activities into their |
| Second, it helps if most of the participant instructions | | | | technical curriculum and to become comfortable |
| are already in the directions on the page in the | | | | facilitating this interaction. |