By The End of This Session, The Participants Are Expected To

BY THE END OF THIS SESSION,
THE PARTICIPANTS ARE

EXPECTED TO:
 Assess their own level of competencies in

facilitation; and
 Acquire basic concepts and skills on facilitation.

GROUPING
1. Get one in a mixture of small pieces of
cartolina.
2. Find those who are holding the same
color of cartolina and form a group.
3. Name your group (one descriptive phrase for
any of the speakers).
4. Prepare a one-line group yell.
5. Recite your group yell.
6. Divide your group into two sub- groups.
JUST A SIMPLE
RECALL…
DIRECTIONS:
1. Each sub-group should get ten (10)

pieces of bond papers.
2. Each question should be answered
within thirty (30) seconds.
3. Answer to each question should be
written in one bond paper.
4. Upon hearing the signal, all the
groups should show their answer to
the facilitators.
Question # 1
What major documents should the Program

Management Team prepare before conducting the F3
Training Program?
Answer: (2 pts)
Program Design
Resource Package
Question # 2
What are the components of

PDRD System?
Answer: (3 pts)
Program Designing
Resource Package Development
QA-M&E
Question # 3
What is the connection between

PDRD and SPPD/MPPD, if any?
Answer: (1 pt)
The SPPD/MPPD is the basis for developing a program
design/resource package.
Question # 4
What could be the consequence of
making a program design if done not
following the system’s process flow?
Answer: (1 pt)
The program design will not be
competency/needs-based, hence training will
most likely be non-relevant.
Question # 5
What is/are the bases in making

the program design?
Answer: (1 pt)
The identified programs in the
SPPD/MPPD
Question # 6
What is the purpose in making a

resource package?
Answer: (1 pt)
The Resource Package guides the
program management and trainers
in delivering the training program.
Question # 7
Before designing training programs

and developing resource packages,
what will the T&D Team do?
Answer: (1 pt)
Look for existing Resource packages uploaded in the
TDIS or other sources.
Question # 8
What associated files do you find in the TDIS that can
help you in your PDRD tasks?
Answer: (4 pts)
Program Designs
Session guides
PPT presentations
Completion/M&E reports
Question # 9
Identify at least 5 information that
you can access from the TDIS.
Answer: (max 5 pts)
(1) List of Training Programs
(2) Details of Information of Training programs
(3) Personnel: Trainers, PDM Developers, Program Managers
(4) Participants
(5) Associated Files: PDMs, Reports
(6) Evaluation Reports
Question # 10
What is the TDIS web

address?
Answer: (1 pt)
http://tdis.deped.gov.ph/tdis/
SELF-
ASSESSMENT
REMINDERS IN ACCOMPLISHING THE
SELF-ASSESSMENT TOOL:
1. Take a look at the assessment tool

particularly the different parts.
2. Write your name in the space provided.
3. Accomplish the tool in ten (10) minutes.
Note:
Only the 1st column (column labelled “pre”)
should be accomplished. You should also write
your pre-assessment (description) of your self in
the space provided.
ACTIVITY 1
TASK:
(Groups 1a & 1b) - blue groups will answer
question No. 1
(Groups 2a & 2b) - pink groups for question
no. 2
(Groups 3a & 3b) - yellow groups for question
no. 3
(Groups 4a & 4b) - green groups for question
No. 4
(Groups 5a & 5b) - orange groups for question
No. 5
Directions:
1. Members of each sub-group should agree on the
answer for the question assigned to the group.
2. The sub-group’s answer should be written in a
manila paper for presentation within members of
sub-groups a & b.
3. Sub-groups a & b should consolidate their answers.
Final answer should be written in a manila paper to
be posted in the designated station for the group.
4. The group should present the posted answer in
different ways as listed in the next slide.
GROUP QUESTION TO ANSWER EXPECTED MANNER
OF PRESENTATION
BLUE Who is a facilitator? Personification
PINK When do we need a facilitator? Song
YELLOW When do we say that the person Debate

delivering a talk is a facilitator?
GREEN What do we mean by facilitation Acrostic

skills?
ORANGE What situations show existence Role Playing

of facilitation skills?
IS THERE REALLY A NEED
FOR FACILITATORS TO
POSSESS FACILITATION
SKILLS? WHY?
The establishment of the NEAP in the
Region (DepEd Order No. 111, s. 2009)
provides that it shall establish regional
directions and localization guidelines and
standards for the different service areas with
the T & D System as a core area for the
regions and divisions.
DepEd Issued Order no. 32, s. 2011
containing guidelines for Training and
Development activities across levels,
requiring adherence to guidelines and the in
conducting T&D activities. This has great
implications on the responsibility of both
the NEAP in the Regions and Schools
Divisions to competently implement the
T&D operations.
As a part of the standards set in
T&D, facilitation skills should be
possessed by the trainers/facilitators to
ensure transfer of learning.
WHAT DO
EXPERTS SAY?
WHO IS A FACILITATOR?
One who makes it easy for

others to perform their tasks.
John Epps
WHO IS A FACILITATOR?
 someone who helps a group of people

understand their common objectives and
assists them to plan to achieve them
without taking a particular position
WHAT DO WE MEAN BY
“FACILITATION”?

any activity that makes tasks for
others easy, or tasks that are
assisted.
WHAT DO WE MEAN BY
“FACILITATION SKILLS”?
Skill or Capacity to:
 Make it easy for others to perform their tasks.
 Help a group of people understand their common

objectives and assists them to plan to achieve them
without taking a particular position
WHY FACILITATION SKILLS
1. To encourage learner’s involvement
 By showing interest in the learners

 By making them feel free to comment
and to ask questions
2. To help obtain feedback from

learners about training.
WHAT FACILITATORS ARE
EXPECTED TO KNOW
 People are moved by hopes and dreams.
 Problemscan be solved; obstacles are

opportunities through which the future realize.
 Peoplecan find their fulfillment in taking

responsibility, not in avoiding it.
WHAT FACILITATORS ARE EXPECTED
TO DO
 Thinks through procedures & formats
 To gather cumulative insights
 To order them
 To decide on a course of action with
consensus and commitment

Attends gathering space
Attends to the time & rhythm of the
group
WHAT FACILITATORS ARE
EXPECTED TO DO
Play the group’s role model
 avoids defensiveness even when attacked
 Listens for the depth of decisions that need
to be faced.
 Speaks only from experience.
 Rejoices in the success of the group.
 Gives the appearance of having the time of
his/her life.
FACILITATION IN TRAINING
 consists of inputs or actions
 by the trainer
 that help trainees achieve their

goals
Skills Requirement
of an Effective
Trainer/Facilitator
National Capability-Building Program on Training & Development for NEAP in the Regions
Trainers’ Facilitation Skills
• Facilitation skills
- the behaviors manifested or actions
applied by the trainers that help trainees
achieve program goals
Learner’s Goals
Facilitator’s Skills
FACILITATION
L ISTENING
SKILLS
O BSERVING
Q UESTIONING
A TTENDING
P PROCESSING
I INTEGRATING
I. Listening Skills
1. Listens and understands the meaning
of what has been said
2. Responds positively to trainees
insights
3. Clarifies and checks my
understanding of what was heard
4. Reacts to ideas not to the person
II. Observing Skills
 1. Notes trainees’ level of
involvement in all activities.
 2. Monitors the energy level of the
trainees during sessions
 3. Senses the needs of trainees that
may affect the learning process.
III. Questioning Skills
1. Formulates questions in a simple manner
2. Asks questions that are clear and focused
3. Formulates follow-up questions to
trainees’ responses appropriately
4. Asks High Order Thinking Skills (HOTS)
5. Acknowledges trainees’ responses
6. Solicits, accepts and acts on feedback
from trainees
7. Processes responses with probing
questions to elicit the desired training.
IV. Attending Skills
1. Creates the proper environment based on the

adult learning principles
2. Directs and redirects the trainees to the learning

tasks
3. Manages the learning atmosphere throughout

the sessions
4. Acknowledges greetings and responses of

trainees
V. Integrating Skills
1. Highlights important results of

the activity that lead to the
attainment of the objectives of the
sessions
2. Deepens and broadens trainees

outlook on the significance of
outputs
VI. Oral Communication Skills
1. Expresses ideas with clarity, logic

and in grammatically correct
sentences
2. Speaks with well-modulated voice
3. Delivers ideas with confidence and

sincerity
VII. Skill in Using Training Aids
1. Employs appropriate and updated training

aids
2. Makes training aids that are simple and
clear.
3. Uses training aids that are attractive and
interesting
4. Utilizes training aids that are socially,
culturally and gender-fair
Skills in the Use of Technologies
• The more senses brought into use during a learning

experience, the more effective is the outcome.
• The efficient and effective use of variety of

technologies enhances the learning process
• Technologies include charts, slides, videos,

transparencies and films are used to supplement
verbal explanations and enhance learning.
Practicability
Attractiveness
Training Suitability
Aids Clarity
Portability
Availability
Trainers’ Value of Inclusivity
In the conduct of the sessions…
 trainers must aim to behave in a

socially, culturally and gender fair
manner when dealing with the trainees.
How do you find
yourself now as a
facilitator?
A PORTRAIT OF
MYSELF AS A
FACILITATOR…
A MAN FOR OTHERS
We may not have the capacity to
change the whole world, but we can
always do simple things in our own
small way to initiate change… things
which might be ordinary at a glance,
but when done in a very extraordinary
way… might start a big change.
THANK
YOU!

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BY THE END OF THIS SESSION,

THE PARTICIPANTS ARE

 Assess their own level of competencies in

 Acquire basic concepts and skills on facilitation.

1. Each sub-group should get ten (10)

What major documents should the Program

What are the components of

What is the connection between

What is/are the bases in making

What is the purpose in making a

Before designing training programs

What is the TDIS web

1. Take a look at the assessment tool

BLUE Who is a facilitator? Personification

PINK When do we need a facilitator? Song

YELLOW When do we say that the person Debate

GREEN What do we mean by facilitation Acrostic

ORANGE What situations show existence Role Playing

One who makes it easy for

 someone who helps a group of people

 Make it easy for others to perform their tasks.

 Help a group of people understand their common

1. To encourage learner’s involvement

 By showing interest in the learners

2. To help obtain feedback from

 People are moved by hopes and dreams.

 Problemscan be solved; obstacles are

 Peoplecan find their fulfillment in taking

 To decide on a course of action with

consensus and commitment

 Rejoices in the success of the group.

 Gives the appearance of having the time of

 consists of inputs or actions

 that help trainees achieve their

1. Creates the proper environment based on the

2. Directs and redirects the trainees to the learning

3. Manages the learning atmosphere throughout

4. Acknowledges greetings and responses of

1. Highlights important results of

2. Deepens and broadens trainees

1. Expresses ideas with clarity, logic

2. Speaks with well-modulated voice

3. Delivers ideas with confidence and

1. Employs appropriate and updated training

• The more senses brought into use during a learning

• The efficient and effective use of variety of

• Technologies include charts, slides, videos,

In the conduct of the sessions…

 trainers must aim to behave in a

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