| Recently, I've noticed that some corporations call | | | | implement and "own" action steps to achievethe |
| their trainers "facilitators." I canonly assume this is | | | | outcomes. |
| meant to be shorthand for "facilitator of learning." | | | | -Sees facilitation as a process to help achieve specific |
| However, is | | | | "bits" of broad organizationalgoals. |
| "facilitator" really an appropriate term when the | | | | Great Adult Educator (Trainer) |
| "facilitator" uses only lecture and | | | | -Is a content expert. |
| Power Point? Are facilitating a strategic planning | | | | -Is not necessarily expert in many forms of group |
| session and teaching someone howto do that really | | | | process. Instead, continuallydevelops new methods |
| the same thing? | | | | to help participants achieve specific learning |
| Even the roots of the two words interplay. "Educe," | | | | outcomes. |
| the root of "educate," literallymeans "to bring out." | | | | -Most often in corporate, organizational or higher |
| That is what the best trainers do...but isn't it also | | | | education settings, the trainerdoes not help each |
| whatfacilitators do? The root of "facilitate," of | | | | learner group establish its own learning outcomes. |
| course, is "facile," or to make a process | | | | (That's awhole other approach, called Popular |
| "easy." The best trainers seem to make learning | | | | Education.) |
| easy, don't they? | | | | -Often focuses on training's impact on actual, discrete |
| It's no wonder confusion exists. The greatest trainers | | | | job performance or tasks. |
| and facilitators do share manycharacteristics and | | | | Trainer may evaluate training's effectiveness long |
| behaviors. However, I believe the role of trainer and | | | | after the training event takesplace. |
| facilitatorare ineluctably different and that it's | | | | Elements the Two Roles Share |
| important to distinguish between them. Thiswill not | | | | Both great facilitators and the best trainers... |
| only help reduce confusion about the terms, but | | | | * Help the group achieve specific outcomes through |
| (more importantly, to me-)ensure they retain real | | | | the use ofactive, participatory, participant-centered |
| meaning. | | | | methods. |
| Let's Talk Terms | | | | * Regularly evaluate the process in real time, and can |
| Even though the term "training" is broadly accepted | | | | measure how well theparticipants achieved the |
| for the field of adult education,some in our field argue | | | | stated outcomes at the end of the process. |
| that "training" itself is an unacceptable word. They | | | | * Have made themselves familiar with the |
| arguethat the word conjures up "dog training" or | | | | organizational culture and context inwhich they are |
| other potentially de-humanizing acts. | | | | working, and ensure the processes "fit" that culture. |
| Others in the field of adult education differentiate | | | | * Stimulate dialogue and interaction between |
| between terms training,instruction and education, but | | | | participants, not just betweenthemselves and the |
| conclude that all are necessary to help people learn. | | | | participants. |
| (Stolovitch and Keeps, 2002.) Most adult educators | | | | In this article, I've tried to scratch the surface of |
| use "train" as an umbrella termfor what they do. | | | | similarities and differences betweenfacilitation and |
| 4 Major Differences Between Facilitator and Trainer | | | | training. I believe passionately in the value of each. |
| Roles | | | | Both can help usunderstand ourselves, each other, |
| Great Facilitator | | | | our work, and the world better. Beyond that, |
| -Is not necessarily a content expert. | | | | theyplay different roles in the workplace and |
| -Is an expert in many forms of group process | | | | community. |
| (including inter-and-intra-groupconflict resolution, | | | | Do you think it's important to make distinctions |
| strategic planning, team building, etc.) | | | | between facilitation and training? |
| -Often helps the group to define and verbalize its | | | | As usual, I look forward to your input and comments |
| own outcomes (e.g. to solve aspecific problem or | | | | about these issues. Pleasecontact me at with your |
| develop a new procedure.) When outcomes are | | | | arguments and insights. |
| externallyprescribed, helps the group develop, | | | | |