Facilitator

Checklist 1

FACILITATION SKILLS ASSESSMENT

Good facilitative trainers balance several activities at a time. They exhibit skills in four key areas: active
listening, involving the group, presentation skills, and managing the group. The following checklist
identifies critical skills a good facilitative trainer possesses in each of these areas. Consider this list to be
your goal. If you demonstrate these skills when facilitating training, youre doing an outstanding job!
Review each statement in the checklist and consider whether you perform each behavior always,
sometimes, rarely or never. Your goal is to have as many always responses as possible

Active Listening

Active Listening Checklist

Item

Always

Sometimes

Rarely

Never

I listen carefully to questions. When learners ask

questions, I make sure I understand the question before I
respond. I also check to make sure Ive answered the
question adequately. If not, I respond again with more
detail or ask them, How can I clarify for you?
I make sure I visit groups during breakout activities. I
listen to dialogue so that I can make helpful observations
and ask good questions during debriefs.
I listen carefully to comments made by learners.
Whenever possible, I link peoples comments to
upcoming topics and identify ways in which a comment
fits into past topics.

Bottom-Line Performance, Inc 2008

Facilitator Checklist 2

Group Involvement

Group Involvement Checklist

Item

Always

Sometimes

Rarely

Never

I ask open-ended questions to encourage discussion. I

ask close-ended questions as a way to safely get
people to start responding.
I employ breakout activities that place people in small
groups at frequent intervals. I mix up group activities so
people have an opportunity to work in a pair, a
threesome, a group of four to six, and, occasionally, an
even larger group.
I rotate responsibilities within groups to encourage
different people to report back to the large group. I use a
variety of techniques to identify a group leader or
spokesperson. (Dots, birthdays, candy, etc.)
I minimize the risk involved during group activities by
giving clear directions, setting up win-win scenarios, and
using activities appropriate to the group. (Early in the
training event, people are less willing to take risks than
they will later in a training event after theyve gotten to
know their fellow learners better.)
I reward people for participating by acknowledging their
efforts verbally and, sometimes, with tokens such as
candy or prizes.
I physically move the group around to maintain or
heighten energy levels.
I make eye contact with people when Im talking or when
theyre talking to me. I encourage people to speak to the
whole group by moving myself into the group when
appropriate.
I invite other learners to comment when an individual
asks a question or makes an observation.

Bottom-Line Performance, Inc 2008

Facilitator Checklist 3

Presentation Skills

Presentation Skills Checklist

Item

Always

Sometimes

Rarely

Never

I vary my voice tone, pitch, and rate to maintain learners

interest.
I use visuals wisely and well. I dont parrot the words on
a visual, and I dont block visuals with my body.
Im at ease with whatever audiovisual equipment Im
using, including laptops, overhead projectors, and
flipcharts. I make sure I dont block peoples views or
annoy people with the A/V.
I avoid distracting mannerisms. I dont play with my hair,
and I keep my hands away from my face. I speak clearly
and confidently. I dont use ums, uhs, know what I
means, or other distracting phrases.
Im not afraid to use movement. Although I dont walk all
over the room (making learners dizzy), I do move to
different spots at strategic times (such as when Im
introducing a new topic or idea). I also use gestures to
add life to the presentation, although I dont flap my
hands around incessantly.
I respond to questions as they come up, and I verify that
Ive given an adequate answer before I move on. If I
dont have an answer, I say so and indicate that Ill find
an answer and get a response to the learner ASAP. If I
think another learner could give an answer, Ill ask.
I use illustrations or stories to increase understanding.
I encourage laughter when appropriate.
When the group is large or loud, I repeat learners
questions so that all can hear.

Bottom-Line Performance, Inc 2008

Facilitator Checklist 4

Group Management

Presentation Skills Checklist

Item

Always

Sometimes

Rarely

Never

I use a Parking Lot (a flipchart or white board with the words

Parking Lot written on it) to store extraneous thoughts,
comments, or questions from the group.
I re-direct the group to the agenda when they move off of task or
topic.
I control difficult personalities gently and with respect using
phrases such as:

Thanks for that thought, John. What do other people

think?

I can sense that you have much to say on this topic.

Unfortunately, well run out of time if we dont move on.
Would you put your thoughts in the Parking Lot so we can
discuss them at break?

I control difficult personalities within a small group by:

Assigning roles and designating a less verbal person to

serve as spokesperson.

Setting time limits for each person to give input (i.e., each
person speaks for two minutes and then passes to the next
person).

I re-direct the group as needed by re-stating the objectives or

clarifying the purpose of a given activity.
I use my voice (sparingly) to gain control of a group, i.e., by
increasing volume or decreasing volume.
I use my body to control people who are not paying attention. (If
two people are talking while Im talking, I casually walk over and
stand by them. Typically, this stops extraneous discussion. If it
doesnt, I ask them if they have a question or a comment they
want to share with the group.)
If the group appears tired or lethargic, I call for a break or do a
breakout activity (even if I dont have one scheduled.)
I acknowledge conflict when it emerges, and identify a way to
control it.

Bottom-Line Performance, Inc 2008

Facilitator Checklist 5

PREPARING TO FACILITATE
1. Identify logistics who, where, when.
Who is coming to the course? What background do they have? Are they excited? Do they
dread the training?
How many people are scheduled to attend? How might this number affect the activities you plan
to do?
When is the class scheduled? (Afternoon and morning classes each present a different set of
challenges. People are sleepy after lunch, and not yet fully awake in the morning.)
Where is the class? Are you familiar with the room and its equipment?

2. Review all materials thoroughly.
Make sure you understand all the content.
Make sure you are comfortable with the course flow movement from one section to the next and
from event to event.
Personalize the content identify where you can share a story or elaborate by offering examples.
Modify materials as appropriate to drive increased learner engagement and retention.
Match up materials. Identify when you will use a visual, when you will refer learners to a page in
their guides, and when you need to prepare flipcharts.

3. Study each activity.
Identify the purpose of the activity.
Identify the materials required to do the activity.
Review the directions and make sure you can communicate these directions clearly.
Verify the recommended timeframes.
Review the debrief for the activity. Make sure you can clearly go through the questions and
provide answers, if needed. Consider other debrief questions not included in the guide that may
be appropriate for your particular audience.

4. Do a practice run.
Gather the materials required for the course.
Find a secluded location and do a dry run.
After completing the dry run, identify any weak areas places where you stumbled a bit or found
it difficult to explain things clearly.
5. Plan for the unexpected.
What will you do if you have more/fewer learners than planned?

Bottom-Line Performance, Inc 2008

Facilitator Checklist 6
What will you do if a piece of equipment doesnt work?
What will you do if you have too many or too few of one particular job role?
What will you do if an activity doesnt go well?
What will you do if the room isnt set up properly when you arrive?
What will you do if the room is too small/too large for the group size?

6. Verify the details.
Who is making room arrangements?
Who is bringing supplies for class?
Who is setting up the room the day of class (e.g., putting supplies on tables, hooking up projector
and laptop, etc.)?
Who do you contact if you encounter problems during the course (e.g., equipment breaks, room
is configured incorrectly, etc.)?

Bottom-Line Performance, Inc 2008