Consultancy for Programmes in Facilitator Development

Developing Higher degrees, programmes of workshops and short courses in Experiential Facilitation

Facilitation of experiential learning in a range of professions, whether for initial training or development of qualified staff, is a highly skilled undertaking. This consultancy is aimed at assisting staff of any body offering initial professional training or professional development such as a University or College who wish to develop a programme of workshops and short courses in facilitating experiential learning. These could form modules of a Higher Degree (or Diploma). One approach is as follows.

Initial experiences

It is presumed that the student group, comprising teachers of one or more professional groups would benefit from direct experience of and associated experience and study of a range of experiential methods of potential value to their students and to the development of professional standards in their professions. Such experiences would be researched and tested by staff directly using staff from the Institute and elsewhere.

Styles and Skills of Facilitation

Experience of styles and approaches to facilitating these methods, would be followed by reflection on models and guides to practice, criteria and standards of good practice. Models for reflection and training would be tested out and determined by the staff.

Training experience

This in turn would lead to training practice for all students, in which they would test elements of good practice and rehearse together, potential activities for their own settings.

Application and reflection

It would be expected that students would be active in testing their developing skills in-house as they became ready. Models for reflection, having been tested out by the staff would now be applied, together with any post-experience review and re-enactment in the course group.

Module structure

One potential structure for each module (especially later modules) is an initial reflection on prior experience and practice, critical incident analysis and re-enactment of challenging situations, introduction of new content and training practice, goal-setting and action-planning for in-house application. Course-work and dissertsations can almost always be based on actual experience, reflection on those experiences to draw out personal learning and development, validity and reliability of models in use and the ethics of practice and impact on students and the wider professional arena.

Assessment and Accreditation

Self and Peer Assessment and accreditation, suitably balanced by course teacher input could form a basis for individualised learning enriched by the reflections of peers and staff. All methods would be tested by client staff of the consultancy and developed by them with the assistance of the consultant.

Training for Staff

Staff training for (or experience of) any element of the above, required by them, or as recommended by the consultant, could be provided in-house by the consultant or by selected internal or external experts of the relevant field.

Setting up the consultancy

To set up preliminary discussions about the feasibility and extent of any potential consultation, contact James by email initially.

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