퍼실리테이터 Training Plan
국제개발현장에서 사용하는 변화의 방법론
0. 인트로
Training is an organization’s biggest investment in its most valuable asset - its employees.
You have been given the title of “Facilitator,” but becoming a skillful facilitator comes over time and through much practical experience.
The apostle Paul states the role of a facilitator very well in Ephesians 4:12-13:
“Their responsibility is to equip God’s people to do his work and build up the church, the body of Christ, until we come to such unity in our faith and knowledge of God’s Son that we will be mature and full grown in the Lord, measuring up to the full stature of Christ.”
In this training:
1. Facilitators will examine and effectively apply knowledge of adult learning principles and learning/training styles.
2. Facilitators will identify and foster effective communication and facilitation skills.
3. Facilitators will conduct practice training sessions, in order to provide experience in presenting and facilitating sections of training material.
4. Facilitators will provide peer feedback on practice trainings.
It is your responsibility as a facilitator to present each lesson’s content and activities as clearly as possible. You are also responsible for maintaining a comfortable learning environment for participants. Therefore, you should be very familiar with this training manual, the materials, and activities before each lesson so that you feel confident about the content and process.
It is also an important part of your role to listen and provide a safe space for discussion and reflection. You should be ready to reinforce a sense of respect for all participants.
There may be a need for flexibility in the timing of exercises. Try to be flexible with the group (i.e. taking a break where it is most naturally fits) but, also be aware of the need to cover a lot of material.
Although it may seem overwhelming to be a facilitator, it is a special blessing to serve God and FH in this way. Thank you again for your commitment!
1. 왜 퍼실리테이션인가?
모든 사람과 공동체는 하나님이 주신 잠재력을 가지고 있습니다.
그러나 '창조-타락-구속-회복'의 관점에서 볼 때 4가지의 관계의 단절로 인해서 자연적으로 잠재력이 발현되지는 않습니다.
퍼실리테이션은 잠재력을 끌어내는 방식입니다.
우리는 공동체가 스스로 개발할 수 있도록 하기 위해서 깨어진 관계를 회복화기 위한 '피스메이커'가 되어야 하며, 피스메이커가 사용하는 방식이 바로 퍼실리테이션입니다.
퍼실리테이션을 통해서 공동체와 개인에게 주신 하나님의 잠재력을 개발하며 하나님이 주신 축복과 번영을 촉진시키는 일들을 할 수 있게 됩니다.
기아대책의 모든 사역자는 피스메이커로서 퍼실리테이션을 통해서 지역공동체의 잠재력을 끌어내는 일들을 해야 합니다.
효과적인 퍼실리테이션을 하기 위해서는 생각의 변화에서 부터 현장에서 다양한 요구를 충족할 수 있는 적절한 전략과 전술, 스킬이 있어야 합니다.
우리는 지속적으로 퍼실리테이션을 연습하고 훈련함으로써 더 큰 변화를 만들어내기 위한 가능성을 개발할 수 있습니다.
2. 퍼실리테이터 정의
A facilitator is someone who assists a participant in acquiring the skills and knowledge they need. If you think back to the best trainers/ facilitators or teachers you’ve had, they most likely all allowed learning to take place instead of attempting to force it while also trying to look like the supreme expert. Instead, create an environment conducive to learning, letting participants have an influence on their learning process. Facilitation is an art - a valuable skill to develop.
1) General definition
FACILITATION is having influence in the group.
FACILITATION is not being a participant.
FACILITATION is being responsible for keeping group members aware of what is happening.
FACILITATION is keeping the tension level of the group operating at an optimum level. Neither too much nor too little.
FACILITATION is giving vitality and energy to the group.
FACILITATION is becoming a referee when necessary.
FACILITATION is providing opportunities.
FACILITATION is not being part of the problem or the solution.
FACILITATION is having observation skills for gathering information.
FACILITATION is having communication skills for making interventions.
FACILITATION is having people skills to be able to convey interest in others.
FACILITATION is waiting - learning to recognize your initial responses and wait for more information.
FACILITATION is giving others permission to express what they think and feel without undue risk.
2) Lesson 3 Handout 3: Qualities of Successful Facilitators
Are You?
ü Genuine
ü Organized
ü Goal oriented
ü Warm, kind and accessible
ü Tactful and poised
ü Honest and open
ü A listener
ü Flexible and spontaneous
ü Creative and imaginative
ü Participant centered
ü Respectful
ü An objective evaluator
Do You Have?
ü Command of the subject
ü Ability to motivate others
ü A sense of humor
ü Leadership skills
ü A positive self-concept
ü Empathy and understanding
ü Patience
ü Enthusiasm
ü An ability to communicate well
ü Realistic expectation of participants
ü A positive attitude toward others
ü Credibility
3. 퍼실리테이터의 세계관
1) 전제
인간 : 모든 인간은 동등하게 창조되었다.
공동체 : 공동체는 하나님이 주신 잠재력을 가지고 있으며, 교회와 가정과 리더는 공동체 개발의 핵심적인 역역할을 한다. 공동체는 공유된 정체성과 관계를 지속적으로 유지하는 집단이다.
시간 : 우리의 관계가 회복된다면 같은 시간에 의미있는 일들을 더욱 잘 할 수 있다.
인사이드 아웃 : 하나님이 주신 잠재력은 어떤 계기를 통해서 안에서 바깥으로 나온다.
업사이드 다운 : 권위와 재물과 능력을 더 많이 가진 사람이 더 낮은 방향으로 섬긴다면 세상이 더 좋아질 수 있다.
퍼실리테이션 : 자연스럽게 일어나지 않는다. 누군가 촉진하는 역할을 해야 한다. 왜냐하면 깨어진 관계로 인해서 연결이 끊어졌기 때문이다. 퍼실리테이션은 누구나 연습과 훈련을 통해서 더욱 잘 할 수 있다.
개발 : 개발은 이미 있는 것들을 꺼내는 작업, 유형화하고 촉진하는 작업이다.
교육 : 우리 안에 잠재성을 끌어내는 것이 교육이다.
학습 : 학습은 변화가 일어나는 과정 전체를 포함한다.
2) 세계관
관계가 깨어진 세상에서 화평케하는 피스메이커로서 퍼실리테이션의 방법을 사용한다.
사람들 안에, 공동체 안에 하나님이 주신 잠재력을 개발하기 위해서 퍼실리테이셔을 사용한다.
공동체 개발에 있어서 퍼실리테이션을 통해서 공동체 구성원들은 점점 자신들의 문제를 스스로 해결해 나간다.
4. 퍼실리테이션의 역할
잠재력을 끌어낸다는 '광의'의 의미에서의 퍼실리테이션보다 회의를 진행하고, 의견을 공평하게 정리한다는 '협의'의 개념에서 퍼실리테이션을 정리해보면, 퍼실리테이터들은 설계자, 조종사, 가이드의 역할을 모임의 흐름에 따라서 맡게 된다.
1) 설계자
주요 활동시기 : 회의나 모임 시작 전
활동 내용 : 회의에 참여하는 사람, 주제, 장소, 흐름들을 미리 디자인하고 설계하여 '프로세스'를 유연하게 진행할 수 있는 준비를 한다.
주의할 점 : 참여하는 사람들에 대한 이해와 공감, 필요와 더불어 효과적인 방법론과 구체적으로 기획된 도면이필요하다.
필요능력 : 프로그램/다이어그램 설계, 메타인지 설계, 시스템이론의 관점에서 전체 조망 등
중요점 : 회의와 모임의 성공여부는 설계자의 역할을 얼마나 잘 하느냐, 얼마나 회의를 잘 설계하느냐에 달려 있다.
주요툴킷 : 메타인지 툴킷, 시스템씽킹, 회의설계툴킷, 디자인씽킹 툴킷 등
2) 조종사
주요 활동시기 : 회의와 모임을 실제로 진행하는 중에 맡게 되는 역할
활동 내용 : 조종사와 같이 프로세스 운영 권한을 위임받은 퍼실리테이터는 자신이 직접 의견을 제시하지는 않지만 미리 설계한 프로스세에 따라서 효과적이고 성과기반의 회의를 이끌어가는 조종사가 된다.
주의할 점 : 회의의 내용이 흐트러지지 않게 정리하는 것과 함께, 전체적인 구성원들의 텐션을 관리해야 한다. 잠재력이 끌어나올 수 있는 질문과 적정한 반응의 의사소통 스킬이 필요하다.
필요능력 : MECE 능력, 의사소통능력, 센스메이킹, 진행스킬, 적절한 레토릭
중요점 : 프로세스를 진행하는 과정에서 이전에 생각하지 못했거나, 도출할 수 없었던 합의를 이끌어내기 위해서 전문적이고 다양한 방법과 툴을 사용하게 된다. 조종사의 역할에서는 그 회의와 구성원에 맞게 어떤 툴과 방법을 선택하느냐가 관건이다.
툴킷 : 효과적 의사소통 툴킷, MMCA, REALIZE 등
3) 가이드
주요 활동시기 : 모임의 결과가 나오고 피드백과 다음 모임을 공지할 때
활동 내용 : 모임의 결과를 모두가 이해할 수 있는 시간을 마련하고, 상호피드백을 통해서 유의미한 결과를 개인과 공동체가 습득하고, 기억하고, 추후에 사용할 수 있도록 돕는다.
주의할 점 : 다양한 피드백의 방법론이 있지만 모임의 성격에 맞게 적절한 피드백을 사용해야 한다. 피드백은 점수와 텍스트로 받을 수 있으며, 다음 모임을 위해서 어떤 것이 더 좋은지 설정해야 한다.
필요능력 : 회고적인 질문법을 던지는 능력, 의견과 결과를 신속하고 결단력있게 전달하는 능력, 공동기억장치로 정리할 수 있는 능력
중요성 : 모임과 회의의 마지막 화룡점적을 찍는 시간이다. 마지막 시간에 나누었던 논의와 회의가 '지식'의 수준에서 더 발전할 수 있는 다음 회의에 대한 기대감 당일에 있었던 회의의 효능감이 공유되도록 피드백을 셋팅해야 한다.
툴킷 : QIVC, 그린닷 평가, 피스트투 보트, 4ms, PMI 등
https://www.youtube.com/watch?v=UDLGjKBHSXg
5. 효과적인 퍼실리테이션 스킬
1) 그라운드 룰 정하기
Lesson 3 Handout 6: Creating Ground Rules
To build a safe as well as comfortable environment, a good facilitator has a few more points to consider. How do you protect people who are worried their ideas will be attacked or mocked? How do you hold back the big talkers who tend to dominate while still making them feel good about their participation? Much of the answer lies in the Ground Rules.
Most meetings have some kind of operating rules. Some groups use Robert's Rules of Order (parliamentary procedure) to run their meetings while others have rules they've adopted over time. When you want the participation to flow and for people to really feel invested in following the rules, the best way to go is to have the group develop them as one of the first steps in the process. This builds a sense of power (ownership) in the participants ("Hey, she isn't telling us how to act. It's up to us to figure out what we think is important!"), and a much greater sense of investment in following the rules.
Common ground rules are:
· One person speaks at a time
· Raise your hand if you have something to say
· Listen to what other people are saying
· No mocking or attacking other people's ideas
· Be on time coming back from breaks (if it's a long meeting)
· Respect each other
A process to develop ground rules is:
· Begin by telling folks that you want to set up some ground rules that everyone will follow as we go through our meeting. Put a blank sheet of newsprint on the wall with the heading "Ground Rules."
· Ask for any suggestions from the group. If no one says anything, start by putting one up yourself. That usually starts people off.
· Write any suggestions up on the newsprint. It's usually most effective to "check -in" with the whole group before you write up an idea ("Sue suggested raising our hands if we have something to say. Is that O.K. with everyone?") Once you have gotten 5 or 6 good rules up, check to see if anyone else has other suggestions.
2) Lesson 3 Handout 5: Presentation Skills Model – G.I.V.E.
This model is NOT about lecturing or talking at people. This is a set of skills that make a facilitators presentation of material within a group something that requires a facilitator to effectively GIVE of themselves.
G – Gestures
Body Language and Eye Contact
• Body language is often considered to contribute 60% of a total message
• Feet – feet can be a main outlet for nervous energy. You can learn to channel that energy to be productive. Stand comfortably with feet shoulder width apart (or ladies feet a few inches apart and the heel of one foot pointing toward the instep of the other) and weight balanced between both feet. Only move with purpose or emphasis. Don’t pace, tap one foot, rock from side to side, shuffle or shifting weight back and forth constantly.
• Arms and Hands– Gestures help communicate in a more interesting, animated and enthusiastic way. Gestures should appear as natural movements used to add interest and reinforce ideas. Use your arms, not just your hands. Arm movement should come from the shoulder and not the elbows. Don’t put your hands in your pockets, fold your arms or play with your jewelry or a marker. Arms can rest at your sides or fingers gently crossed and forearms resting at the waist level.
• Eyes – Making eye contact with individuals conveys interest in the participants, promotes involvement, and provides a feeling of one-on-one communication – focus on one participant long enough to express one complete thought, or for about 3-5 seconds.
• Look for non-verbal communication (feedback) from participants.
I – Image
Dress and Self-Image
• Choose clothes that would be appropriate for the business setting, but slightly more formal than the participants.
• Wear clothes that you feel confident wearing, are comfortable and that allow you to move around appropriately.
• Avoid flashy jewelry and remove all lose change and keys from your pockets or other items that you would be tempted to “fiddle” with.
V - Voice
Vocal Variety and the “Power of the Pause”
• Variety is key to voice effectiveness. Facilitators should try to vary their pace, volume, and pitch.
• Speak slowly and clearly enough to be understood.
• Speak loud enough to be heard over the computer “hum”, but not yelling.
E - Enthusiasm
Enthusiasm, excitement, and joy are contagious. If you don’t have it . . . Neither will your learners.
3) 레토릭 모델
4) 메타인지
5) 러닝 애질리티
6) 피스메이커
목표이다.
7) 시스템씽킹 : 조직과 시스템을 바꾸는게 퍼실의 최종
6. 퍼실리테이터의 실수
Trying too hard to be funny when you’re not
Twisting a participants’ statement to fit your need
Delivering more information in a session than the group can take
Forcing your way of thinking
Poor preparation
Talking too much
Not listening to the participants
Distracting visuals or vocals
Inappropriate pace – too fast or too slow
Lack of eye contact
Lack of enthusiasm
Arguing with, picking on or ridiculing participants
Materials that are too technical or to simplistic
Failure to practice delivery
Starting off the presentation with a complex task
Taking sides
Wasting time
Telling a participant he/she is wrong
8. 주요 워크샵 주제
1) 설계자
마을 회의 기획하기
2) 조종사
마을 회의 진행하기
3) 가이드
마을회의 후 퍼실리테이터들끼리 피드백하기 : QIVC 사용하기
Lesson 4 Handout 1: Quality Improvement and Verification Checklist (QIVC) for Education Session Facilitation
METHODS
1. Did the facilitator seat people so that all could see each other’s faces?
2. Did the facilitator sit at the same level as the other participants?
3. Did the facilitator introduce the topic well (who he/she is, topic, time)?
4. Did the facilitator speak loud enough so that everyone could hear?
5. Did the facilitator use proper eye contact with everyone?
6. Did the facilitator change his/her voice intonation (not monotone)?
7. Did the facilitator speak slowly and clearly?
8. Did the facilitator ask about the current practices of the participants?
9. Did the facilitator read each caption aloud to the participants?
10. Did the facilitator explain the meaning of each picture? ..
11. Did the facilitator demonstrate any skills that he/she was promoting?
12. Did the facilitator verify that people understood the main points using open-ended questions?
DISCUSSION
13. Did the facilitator ask the participants lots of non-rhetorical questions?
14. Did the facilitator give participants adequate time to answer questions?
15. Did the facilitator ask participants if there were barriers that might prevent them
from trying the new practices?
16. Did the facilitator encourage discussion among participants to work around the barriers mentioned?
17. Did the facilitator encourage comments by paraphrasing what people said (repeating statements in his/her own words)?
18. Did the facilitator ask participants if they agree with other participants’ responses?..
19. Did the facilitator encourage comments by nodding, smiling or other actions to show
he/she was listening?
20. Did the facilitator always reply to participants in a courteous and diplomatic way?
21. Did the participants make lots of comments?
22. Did the facilitator prevent domination of the discussion by one or two people?
23. Did the facilitator encourage timid participants to speak/participate?
24. Did the facilitator summarize the discussion?
25. Did the facilitator reinforce statements by sharing relevant personal experience or
by asking others to share personal experience?
26. Did the facilitator ask each person to make a commitment?
27. Did the facilitator ask each person about previous commitments?
CONTENT
28. Was the content of the educational messages correct?
29. Was the content of the educational messages relevant?
30. Was the content of the educational messages complete?
31. Overall evaluation of the facilitator’s performance:
32. Did the evaluator explain the purpose of the QIVC (to improve and measure work
quality)?
33. Did the evaluator tell the person evaluated not to be afraid, that this is not a test, but rather something to help him/her improve?
34. Did the evaluator advise the person being evaluated not to say anything to the evaluator while being observed?
DURING THE OBSERVATION
35. Did the evaluator avoid making comments to the person evaluated during the health lesson?
36. Did the evaluator mark all the questions (yes or no) during or right after the
observation?
FEEDBACK
37. Did the evaluator give the feedback in a private place?
38. Did the evaluator ask the person evaluated to take notes on his/her comments?
39. Did the evaluator discuss each positive point on the form?
40. Did the evaluator encourage the person evaluated about the things he/she did
correctly?
41. Did the evaluator use positive body language when providing positive feedback to the person?
42. Did the evaluator use many encouraging words (e.g., excellent, very good) when providing positive feedback to the person?
43. Did the evaluator avoid the use of too many mixed comments (e.g., “This was excellent, but you have to …”) when providing feedback?
44. Did the evaluator always respond to the comments from the person evaluated in a courteous and diplomatic manner?
45. Did the evaluator mention the area(s) where the performance of the person evaluated
was better than the majority of other people?
46. Did the evaluator discuss each negative point on the form?
47. Did the evaluator often ask the person evaluated to discuss the negative points in his/her performance self-evaluation before providing an opinion?
48. Did the evaluator use several examples to explain the correct manner of performing the parts of the process that were done incorrectly?
49. Did the evaluator maintain control of the evaluation process in an appropriate
manner?
50. Did the evaluator help the person evaluated find solutions to the problems he/she has
(e.g., in the community), where possible?
51. Did the evaluator keep the attention of the person evaluated?
52. Were the evaluator’s suggestions correct?
53. Were the evaluator’s suggestions appropriate for the context of the person being evaluated?
54. Were the evaluator’s suggestions complete?
55. Were the evaluator’s suggestions very specific?
AT THE END OF THE EVAFUATION
56. Did the evaluator ask the person evaluated to give a summary of the things that should be improved?
57. Did the evaluator complete this list if the person evaluated could not remember all the things that needed improvement?
58. Did the evaluator ask the person evaluated to indicate his/her commitment to improve these things?
59. Did the evaluator ask the person to give a summary of the positive things that he/she
did?
60. Did the evaluator complete this list if the person evaluated could not remember all the things he/she did that were positive?
PPT 구성 #1_설계자 스킬
Lesson 1 Handout 1: 12 Principles of Adult Learners
Vella, J. (1994). Learning to Listen, Learning to Teach. San Francisco: JosseyBass, 3-22.
Needs assessment: The first step in dialogue. Participation of the learners in naming what is to be learned.
Safety in the environment and the process. We create a safe context for learning.
Sound relationships between teacher and learner and among learners.
Sequence of content and reinforcement: From easy to difficult, from simple to complex. Reinforcement through repetition of facts, skills, and attitudes in diverse and interesting ways.
Praxis: Action with reflection or learning by doing.
Respect for learners as decision makers: What else do you need to learn about this topic?
Ideas, Feelings, and Actions: Cognitive, affective and psychomotor aspects of learning.
Immediacy of the learning and usefulness of the new skills, knowledge, or attitudes they are working to acquire.
Clear roles and role development: Adult students need reinforcement of the human equity between teacher and students and between learners.
Teamwork and use of small groups.
Engagement of the learners in what they are learning.
Accountability: Have I as the trainer provided the learning opportunities needed?
PPT 구성 #2_파일럿 스킬
Open-Ended and Closed Questions
· Open-ended questions are usually the most helpful if you want to start a discussion. To answer them, a person must give you some information. Open-ended questions usually start with “How? What? When? Where?” For example, “How did you learn to play football/ soccer?” “What helps you decide when you need to go to the grocery store to get more food?”
· Closed questions are usually less helpful to start a discussion. They usually lead to shorter, more limited answers, such as a “Yes” or “No.” Closed questions usually start with words like “Are you…?” or “Did you…?” For example: “Did you play football/ soccer yesterday?”
Potential Closed Questions
Does your baby sleep with you?
Have grain banks helped your community?
Does your baby eat porridge?
Do you give fruit to your child often?
Does your family drink river water?
Is your baby vaccinated?
Do you know how to prevent malaria?
Reformulated Open-Ended Questions
Where does your baby sleep?
How have grain banks affected families in your community?
What kinds of foods does your baby like to eat?
How often does your child eat fruits?
Where are some places you can get water for your family?
What vaccinations has your baby received?
What have you heard about preventing malaria?
Lesson 2 Handout 1: Good Communication
What is “good communication”?
Good communication occurs when a message is sent by one person and received and understood by another person(s), and both parties feel that they have been understood.
Which communication skills does a facilitator need?
· Show respect for people.
· Explain things clearly.
· Ask questions to make sure people understand.
· Ask open-ended questions and promote dialogue.
· Learn about and acknowledge people’s ideas and realities.
· Ask about people’s experiences and opinions, and build on them.
· Listen carefully and actively to what people tell you, and show that you understand.
· Observe people’s expressions and body language to see how well you are communicating.
· Have accurate technical knowledge and be honest when you don’t know an answer.
· Shape what you are saying to the person’s situation and reality.
· Do not scold, lecture, or dictate to people.
· Act as a resource, not an authority.
· Be culturally sensitive.
· Be honest about what you can and cannot do.
Lesson 2 Handout 5: Listening Techniques
1. Listen without Responding
The listener uses only non-verbal communication (eye contact, nodding the head, open posture) and brief responses (“uh huh,” “yes,” “umm”) to show interest and to encourage the speaker to continue speaking.
The listener avoids gestures that communicate boredom, like checking his/her watch, drumming his/her fingers, or signs of impatience to get to the point.
This technique encourages the speaker to speak freely and express his/her ideas.
2. Ask Clarifying Questions
The listener asks specific questions of the speaker to clarify what the speaker is saying.
This technique helps the listener get more information about the situation in order to understand the speaker well. It helps the speaker to consider all aspects of the situation or topic by answering questions related to his/her ideas. This technique also can help the speaker and listener evaluate alternatives and possible solutions.
3. Listen and Reformulate
The listener restates in his/her own words what he/she understood the speaker to have said. The listener can use reframing statements to reformulate, such as “it’s like you’re saying,” “what I hear you saying is,” or “so if I understand you correctly.” This technique helps the listener ensure that he/she understood what the speaker said. It also allows the speaker to clarify anything that the listener did not understand because he/she can hear ideas repeated back in summary form and the listener will allow the speaker to correct his/her understanding.
PPT 구성 #3_가이드 스킬
Lesson 4 Handout 4: Role Play Part 2: Giving Feedback
The facilitator and the supervisor privately discuss the education session. The supervisor uses the following outline to discuss the facilitator’s performance.
· Ask, “How do you think you did?”
· Agree with positive points and mistakes the facilitator mentions, as appropriate. Probe as needed: “What things did you do well? What things would you have done differently?”
· Review the positive things on the quality improvement and verification checklist (QIVC) (everything marked yes).
· If not mentioned earlier, ask the facilitator about areas that you marked “no.” For example, “Tell me about the woman who came in last, I thought she seemed left out of the group.” Or “How did you think you did in reviewing the mothers’ prior experience in making oral rehydration solution?”
· Reinforce things that the facilitator says that could help her improve in these areas. Do not concentrate too much on what the facilitator did wrong, but rather what she did well. Help her come up with ways to strengthen areas that need improvement.
· Ask the facilitator to summarize the things that you discussed today (positive things and areas to improve).
· Give the facilitator her score, and summarize anything that was missed.
· Ask her to commit to changing these things.
· Thank the facilitator.
Lesson 4 Handout 5: Steps for Giving Feedback to
Facilitators
· Give feedback in private.
· Ask the person being evaluated to take notes.
· Discuss each positive point.
· Encourage the worker on the things he/she did well.
· Use positive body
· Respond to the worker in a courteous and diplomatic manner.
· Mention things the worker does especially well.
· Discuss each negative point on the form, but remember to give three positive comments for every one comment about an area to improve.
· Do not use make confusing, mixed comments that are partly positive and partly negative, such as “you spoke clearly, but I couldn’t hear you.”
· Ask the worker to discuss his/her performance before giving your opinion.
· Offer several examples to explain the correct manner of performing the tasks where the worker received a “no” on the quality improvement and verification checklist (QIVC).
· Maintain control of the evaluation.
· Help the worker find solutions to problems when possible.
· Keep the worker’s attention.
· Focus on what is correct, appropriate, and complete.
· At the end of the evaluation, ask the worker to summarize the things he/she will improve
· If he/she forgot any areas, remind him/her of them.
· Ask the worker to make a commitment to improve these issues
· Ask the worker to give a summary of the things he/she did well.
· Add to this list if the worker forgot any positive are
Closing Activity: Head, Heart, Hands, and Feet
The TOPS Program and CARE International. 2017. REALIZE: Social and Behavioral Change for Gender Equity and Diversity. Washington, DC: The TOPS Program.
