Facilitation Basics (ASTD Training Basics)

In chapter 2 you were introduced to the three main learning preferences: visual, auditory, and kinesthetic. If facilitators do an excellent job of meeting the needs of their kinesthetic (hands-on), visual, and auditory learners, they can dramatically increase learning. Although varied learning preferences are always accommodated in a good course design, the facilitator can improve the chances of learning by also tailoring facilitation methods to the learning preferences of the specific group of participants.

Visual Learning Preference

Visual learners take in and process information through what they see. They learn best from printed information, pictures, graphics, and the like. Incorporating some of the following in your delivery accommodates the visual learner’s preferences:

• overhead transparencies

• flipcharts

• wallboards

• demonstrations

• diagrams, charts, and drawings

• participant materials such as manuals, reference material, prework reading assignments, and workbooks

• interactive computer simulations

• videos.

Auditory Learning Preference

Auditory learners take in and process information that is heard, including words, alliteration, and songs. To aid the learner with an auditory preference, you can incorporate

• presentations and lectures

• facilitative discussions

• demonstrations

• group projects and activities with feedback

• verbal instructions

• audiovisuals

• songs

• background instrumental music

• panel discussions

• question-and-answer sessions

• rhymes, chants, and poetry.

Kinesthetic Learning Preference

Kinesthetic, or physical, learners take in and process information through physical experiences. They like direct involvement and learning. The kinesthetic learning preference directly relates to hands-on training and skill building. Some things you can do include the following:

• hands-on practice

• role plays

• behavior modeling

• structured note taking (learners fill in blanks on handouts)

• simulations

• individual and group activities and projects

• having learners develop their own materials, such as drawings, flipcharts, and posters

• interactive computer simulations.

Learning Preferences and the Facilitator

The more adults see, hear, say, and do, the greater the learning and retention. Therefore, facilitators need to use a variety of instructional strategies and media to address learner preferences.

For example, although you still need to do some presenting, facilitated discussion allows others to voice their views and experiences (auditory learning preference). This approach also provides variety in presentation of content. Instructional strategies, such as simulations, group activities, demonstrations, practice, and role plays, provide learners with the opportunity to not only experience the content in a variety of ways, but also to meet the learning preferences of the participants. For the kinesthetic learner, it is important that lessons learned from these activities are reinforced and applied to job situations. When you use multiple forms of media, you meet the needs of the visual learner. When learners work and discuss together, you are providing an auditory experience. Your challenge is to incorporate as many of these options simultaneously in the facilitation of learning as possible.

Table 3–1 provides a way for you to select learning activities according to how participants take in information, that is, their learning preferences.

Basic Rule 3

Use multiple forms of media and learning strategies to support learners’ taking in of content.