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WHO-EM/HLP/201/E
Exercise: facilitation and presentation skills (60 minutes)
Objective To explore and reflect on the do’s and don’ts of facilitation and presentations.
Instructions for the activity • Prepare four flipcharts:
o facilitation do’s o facilitation don’ts o presentation do’s o presentation don’ts.
• In plenary, ask participants to do the “memories from a teacher exercise”.
• In plenary, discuss the exercise of the “favourite” teacher and think of the attributes of that person.
• Ask the participants to name one thing they thought was particularly good about the teacher they mentioned previously and how this could be reflected in a facilitator/presenter.
• Ask participants what the difference is between a teacher (in the traditional sense) and a facilitator/presenter. Based on the exercise they did previously, explain that you are all going to do an exercise of do’s and don’ts for facilitating and presenting.
• Now ask participants to share which attributes a facilitator/presenter should have and what they should not have and write their reflections in the appropriate flipchart. Ensure at least the following points come out; if they don’t, then probe for them:
o key principles of facilitation: – participatory learning not only for the purposes of interaction but also to increase learning, ensuring learners are in
power – validation of personal experience circulation of knowledge rather than a one-way stream
– development of critical thinking o key principles of presenting:
– show your passion and connect with your audience – focus on the audience’s needs – keep it simple: concentrate on core messages – keep it short and clear – use your voice effectively (e.g. through intonation) – use body language effectively.
• Explain that there are different components in a training session or programme (PPT, videos, discussion,
group work, role play, case studies) and reflect on what particular training techniques are needed for each and every one of these methodologies.
• For each of these different techniques, reflect back on the different points in the do’s groups.
• If there is sufficient time, ask about the structure of sessions and how they should be organized, depending on time, audience, etc.
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Objective Instructions for the activity