***Facilitators of Change***

***Mentoring Workshop***

Tennessee Department of Health

Nutrition Section

Adapted from

***Learn Together Approach***

***Facilitated Group Discussion***

***Train-the-Trainer Guide***

A collaborative training program by

Michigan Department of Community Health

WIC Division

&

Michigan State University Extension

This manual was written as part of a Fiscal Year 2000 WIC Special
Project Grant from the U.S. Department of Agriculture, Food and
Nutrition Service. This grant supports the Food and Nutrition Service's
Revitalizing Quality Nutrition Services (RQNS) in the WIC program
initiative

This project has been funded at least in part with Federal funds from
the U.S. Department of Agriculture, Food and Nutrition Service, under
Grant number WISP-0047-1. The contents of this publication do not
necessarily reflect the view or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or
organizations imply endorsement by the U.S. Government.

***Facilitators of Change***

***Mentoring Workshop***

**AGENDA**

9:00 Welcome, Introductions, Overview of Approach

9:15 Review Stages of Change

9:30 Demonstration of Facilitated Group Discussion A

10:00 Key Concepts for Facilitators

10:15 Break

10:30 Demonstration of Facilitated Group Discussion B

10:50 Large Group Discussion of Observations

11:15 Planning a Group Discussion

12:00 Lunch

1:00 Review

1:15 Group Discussion Practice

2:15 Debrief Group Discussion Practice (All sites)

2:45 Break

3:00 Mentoring Others in Stages of Change and Group Discussions

3:15 Next Steps, Wrap-Up and Evaluations

3:30 Adjourn

Facilitators of Change

The Mentoring Workshop

Table of Contents

-   **Training Agenda** 2

-   **Table of Contents** 3

-   **Training Objectives** 5

Mentoring Workshop Curriculum:

-   Welcome, Introductions, Review Training 4

-   Overview of the Mentoring Workshop 4

-   Review of Stages of Change 7

-   Stages of Change Tools 8

-   Facilitated Group Discussion 10

-   Demonstration of a Group Discussion "A" 11

-   WIC Counseling Skills Checklist for Mentors 12

-   Key Concepts for Facilitators 41

-   Demonstration of a Facilitated Group Discussion "B" 15

-   Large Group Discussion of Observations 18

-   Planning a Group Discussion 20

-   Planning Template 21

-   Practice Discussion Groups 23

-   Debriefing Discussion Groups 30

-   Group Discussion Practice 31

-   Debrief of Group Discussion Practice 32

-   Mentoring Others 33

-   Next Steps, Wrap-up & Evaluations 34

Training Others to Be Facilitators of Change 37

References -- Resources 59

Who are Mentors?

You were chosen to be a mentor because of your supportive and
trustworthy nature. Your role as a mentor is to encourage the nutrition
staff in your region to use the stages of change and facilitated
learning tools that were presented in the Facilitators of Change
Workshop.

**Welcome to the Facilitators of Change Mentoring Workshop!**

We have essentially created this workshop so that you can also take any
or all of the materials and resources and use for training other staff
members how to become Facilitators of Change. This curriculum is
designed as one day training but by adapting the presentations and
skill-building activities, this curriculum can be adapted to your
specific needs.

-   The Mentoring Workshop is designed to introduce techniques which
    will encourage others to become facilitators of change.

```{=html}
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```
-   The Mentoring Workshop is an adaptation of the Facilitators of
    Change Workshop which targets stages of change and facilitated group
    discussion.

-   Facilitated Group Discussion provides an alternative method to
    lecture and one-on-one approaches for education and counseling.

###### Participants generate the focus and share their knowledge and experiences through informal discussion. 

The focus of this workshop is to train you as mentors so you can, in
turn, help nutrition staff members apply what was learned in the
Facilitators of Change workshop. Also included in this workbook are
practical tips to help you train new staff members to be Facilitators of
Change.

***The Mentoring Workshop***

This training program is designed to introduce important techniques that
can help you support staff who counsel WIC participants. The staff is
encouraged to use stages of change and effective group discussions in
nutrition counseling.

Training Objectives

After participating in this training, you will be able to:  

1.  List tools that will assist nutrition staff members in identifying
    stages of change.

2.  Describe the facilitated learning process.

3.  Identify and reinforce the essential skills of a group discussion
    leader.

4.  Help nutrition staff members write open-ended questions to guide
    group discussion.

5.  Help nutrition staff members plan a group discussion session.

6.  Observe and evaluate group discussion sessions.

7.  Help nutrition staff members facilitate a group discussion.

8.  Develop a strategy for incorporating group discussion sessions into
    your region's services. 

9.  Train others as group discussion leaders using the stages of change
    model and facilitated group discussion model and materials.

> Stages of Change

-   How many of you have:

    -   Heard of Stages of Change?

    -   Attended a presentation on Stages of Change?

    -   Tried using Stages of Change in your job in the past month?

    -   Used Stages of Change in your job for the past six months?

    -   For more than six months?

What are the stages of change?

-   Pre-contemplation -- no intention of taking action in the
    foreseeable future, usually measured in next 6 months.

-   Contemplation -- thinking about changing, usually within 6 months

-   Preparation --intends to take action within the next month -- have a
    plan of action

-   Action -- has made changes within the past 6 months

-   Maintenance -- has maintained new behavior for at least 6 months and
    is working to prevent relapse.

Behavior change strategies will likely be more effective when they are
designed to match an individual's stage in the change process. Example:
If an individual has a low fruit and vegetable intake, there is no point
in providing detailed information and recipes. It would be more
appropriate to focus the nutrition message on increasing the
individual's awareness of the benefits of eating fruits and vegetables
before suggesting action-oriented strategies.

The Stages of Change Model is an approach which can be used to assist
WIC participants in changing behaviors associated with nutrition issues.
What is unique about this approach is that counselors engage in a
dialogue with participants to move participants from the stage they are
in to the next stage. Data indicate that the five stages are indeed
quite distinct in behavioral habits and attitudes and thus analysis of
their unique characteristics are vital.

The dialogue, at first, can be a set of questions and algorithms (See C)
which is used to assess the stage of readiness to change. As the
counselor becomes more proficient, the stage is easier to identify.
Strategies can be developed for helping participants move to the next
level. Examples of counseling can even be developed for specific
nutrition topics.

Nutrition professionals strive to promote healthy eating and physical
activity behaviors. An understanding of behavior change theory helps to
better understand the many factors influencing health-related behaviors
and the most effective ways of promoting change. The bottom line is that
programs, interventions, and messages that are guided by behavior change
theory have a much greater chance of achieving positive behavior change.

Remember:

-   Contemplation -- Thinking about changing within 6 months.

-   Precontemplation -- No intention for next 6 months.

-   Preparation -- Plans to take action within the next month.

-   Action -- Has made changes within last 6 months.

-   Maintenance -- Has maintained new behavior for at least 6 months.

Tools Used to Determine Stage of Change

-   A. Interactive discussion

-   B. Motivating statements...

-   C. Algorithm

> Stages of Change Tools

A. Interactive discussion

> How many of you have:

-   Heard of Stages of Change? [PRECONTEMPLATION]{.underline}

-   Attended a presentation on Stages of Change?
    [CONTEMPLATIO**N**]{.underline}

-   Plan to use Stages of Change in your job in the next month?
    [PREPARATION]{.underline}

-   Used Stages of Change in your job for the past six months?
    [ACTION]{.underline}

-   For more than six months? [MAINTENANCE]{.underline}

B. Motivating Statements

**0 1 2 3 4 5 6 7 8 9 10**

**Not at all Moderately Very**

-   Willing to ...

-   Motivated to ...

-   Interested in ...

-   Confidence in ...

-   Concerned about \...

C. Algorithms

Questions and Algorithm used to assign stages of change for a low-fat
diet

1.  **How high is your overall diet in fat? Is it...**

Low

Very low

In the middle

High

Behavior Change

###### To bring about behavior change, we need to focus efforts on developing innovative methods of interaction that target client/consumers needs and stage of change.  

######  

-   Passive forms of learning, such as lectures, have been shown to be
    insufficient to produce changes in behavior.

-   Facilitated discussions offer a viable alternative to traditional
    didactic approaches to education.

-   Facilitated Group Discussion is likely to be a more meaningful
    experience for the adult consumer -- allows them to access nutrition
    information in a supportive environment where their culture, prior
    experience, and personal concerns are [RESPECTED and
    VALUED.]{.underline}

> Facilitated Group Discussion
>
> Facilitated Group Discussion means...

-   [Participant-centered]{.underline} versus Counselor-centered

-   [Interactive]{.underline} versus lecture style

-   [Participants share problems, knowledge and experiences]{.underline}
    versus counselor providing information and facts

-   [Supportive group leader style]{.underline} versus directive
    educator style

Facilitated Group Discussion works because it:

-   Supports a positive learning environment

-   Respects and incorporates culture, prior experience & personal
    concerns

Demonstration of a Group Discussion (A)

**\
**(Counseling Skills Checklist)

1)  Demonstration of a group discussion with 4-6 group members and the
    remainder of trainees observing the group.

2)  Use this sheet to take notes and write down your observations of
    this group demonstration.

Observations and Comments:

# WIC Counseling Skills Checklist

For evaluation of Nutrition Counselor's skills during nutrition
education contact

Name of Nutrition Education
Provider:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of
Reviewer:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

County/Clinic:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Participant WIC Status: (circle all that apply) 1 2 3 4 5 6 7

Chart
Number(s):\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Type of Education Contact: (circle one) Individual Group

  ---------------------------- ---------------------------- -----------------------------------------
  Time Session                 Ended:\_\_\_\_\_\_\_\_\_\_   Total Time in
  Began:\_\_\_\_\_\_\_\_\_\_                                Session:\_\_\_\_\_\_\_\_\_\_

  ---------------------------- ---------------------------- -----------------------------------------

Instructions: Place a (√) in the appropriate column for each behavior
observed. Write NA

for a behavior unable to evaluate or not appropriate for a specific
situation.

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Introduction:                 |     |    |                          |
|                               |     |    |                          |
| Did Counselor....             |     |    |                          |
|                               |     |    |                          |
| -   Greet participant?        |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Introduce self?           |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Try to establish rapport? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Counseling:                   |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Ask open-ended questions? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Take appropriate diet     |     |    |                          |
|     history?                  |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Practice active           |     |    |                          |
|     listening?                |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Use facilitated           |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Address participant's     |     |    |                          |
|     needs?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Counsel according to      |     |    |                          |
|     participant's stage of    |     |    |                          |
|     change?                   |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Ask about barriers to     |     |    |                          |
|     compliance?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Ending the Session:           |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Summarize the             |     |    |                          |
|     participant's feelings    |     |    |                          |
|     about the discussion?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Allow participant the     |     |    |                          |
|     opportunity to clarify    |     |    |                          |
|     counselor's perceived     |     |    |                          |
|     feelings about            |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Affirm participant's      |     |    |                          |
|     goals?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Preview next session?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Interpersonal Skills:         |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Arrange office or space   |     |    |                          |
|     to                        |     |    |                          |
|                               |     |    |                          |
| facilitate communication?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Make eye contact?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Remain non-judgmental?    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Praise strengths?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Exhibit appropriate       |     |    |                          |
|     non-verbal communication? |     |    |                          |
+-------------------------------+-----+----+--------------------------+

What were the counselor's strongest skills?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

What counseling skill area, if any, does the counselor feel the need to
improve in the next three months?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

Other comments?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

###### Challenges of Nutrition Education

###### 

###### Client/consumer has great deal of experience and knowledge about food and nutrition.  

###### Dietary behavior is complex.  

###### Food and eating choices are made by all people of all ages -- habit, history, culture, access, preferences, health status, choice, status, taste, marketing, time, convenience...all contribute to food and eating decisions.  

###### "Healthy eating" is not a motivating factor for most humans. Universal "hot buttons" like control, choice, status, nurturing, novelty, excitement, re-inventing yourself, getting away from the routine, feeling young and energized...these often play a role in our decisions, actions, and behaviors. 

###### []{.mark}

**Discussion Question:**

[]{.mark}

From your experience, what are some of the influential factors affecting
eating behaviors?

**\
**Demonstration of a Facilitated Group Discussion (B)

(Factors Affecting Eating Behaviors)

1)  Demonstration of a group discussion with 4-6 group members and the
    remainder of trainees observing the group as mentors.

2)  For the mentors, use the Facilitator Counseling Checklist on the
    next page during the demonstration to assess the session and record
    your observations and comments.

# WIC Counseling Skills Checklist

For evaluation of Nutrition Counselor's skills during nutrition
education contact

Name of Nutrition Education
Provider:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of
Reviewer:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

County/Clinic:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Participant WIC Status: (circle all that apply) 1 2 3 4 5 6 7

Chart
Number(s):\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Type of Education Contact: (circle one) Individual Group

  ---------------------------- ---------------------------- -----------------------------------------
  Time Session                 Ended:\_\_\_\_\_\_\_\_\_\_   Total Time in
  Began:\_\_\_\_\_\_\_\_\_\_                                Session:\_\_\_\_\_\_\_\_\_\_

  ---------------------------- ---------------------------- -----------------------------------------

Instructions: Place a (√) in the appropriate column for each behavior
observed. Write NA

for a behavior unable to evaluate or not appropriate for a specific
situation.

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Introduction:                 |     |    |                          |
|                               |     |    |                          |
| Did Counselor....             |     |    |                          |
|                               |     |    |                          |
| -   Greet participant?        |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Introduce self?           |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Try to establish rapport? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Counseling:                   |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Ask open-ended questions? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Take appropriate diet     |     |    |                          |
|     history?                  |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Practice active           |     |    |                          |
|     listening?                |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Use facilitated           |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Address participant's     |     |    |                          |
|     needs?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Counsel according to      |     |    |                          |
|     participant's stage of    |     |    |                          |
|     change?                   |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Ask about barriers to     |     |    |                          |
|     compliance?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Ending the Session:           |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Summarize the             |     |    |                          |
|     participant's feelings    |     |    |                          |
|     about the discussion?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Allow participant the     |     |    |                          |
|     opportunity to clarify    |     |    |                          |
|     counselor's perceived     |     |    |                          |
|     feelings about            |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Affirm participant's      |     |    |                          |
|     goals?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Preview next session?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Interpersonal Skills:         |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Arrange office or space   |     |    |                          |
|     to                        |     |    |                          |
|                               |     |    |                          |
| facilitate communication?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Make eye contact?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Remain non-judgmental?    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Praise strengths?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Exhibit appropriate       |     |    |                          |
|     non-verbal communication? |     |    |                          |
+-------------------------------+-----+----+--------------------------+

What were the counselor's strongest skills?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

What counseling skill area, if any, does the counselor feel the need to
improve in the next three months?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

Other comments?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

**Large Group Discussion of Observation\
**

1.  How did the group participants feel about being in this session?

2.  What were the facilitator's strengths during this discussion
    session? What kinds of facilitation skills did you observe?

3.  What were some areas for improvement and practice?

*REMEMBER...facilitation skills are developed over time. The more you do
it, the better you get -- especially when you have someone observe and
provide feedback and suggestions.*

**Review Common Difficulties and Strategies to Address:**

-   Silence -- no one wants to talk

-   Getting off topic

-   Someone monopolizes the conversation

-   Misinformation

**Planning a Group Discussion**

1.  Randomly set-up small groups of approximately 4-6 members.

2.  As a team, select a topic for discussion (5 minutes). You can use
    the list of potential topics generated during the earlier
    discussion. Plan a group discussion for this topic. Select a team
    reporter to write the plan on the Template (see next page). Choose a
    member of your group to share your plan with the larger group.

3.  Here are some questions to help you plan your session:

> Who is your target audience?
>
> How will the facilitator introduce him/herself?
>
> What are three simple, behavior-based, factual messages that you might
> use during the discussion?
>
> What are your first three open-ended questions to lead the discussion?
>
> How will you summarize the key points at the end of the session?
>
> How will you find out what the participants are willing to try or do
> differently?

The Mentoring Workshop

## Planning Template

Topic:

Audience:

Objective for the session:

Icebreaker:

Discussion Questions (3):

-   
-   
-   

Factual Messages (3):

-   
-   
-   

Summarize Key Discussion Points/Suggestions:

Evaluation Question:

Materials Needed (if any):

The Mentoring Workshop

Planning Template

*EXAMPLE\**

**Topic:** *Picky Eaters*

**Audience:** *Caretakers/Parents of young children/toddlers*

Objective for the session: *Session participants will be able to state 2
ways to help their children try new foods.\
*

**Icebreaker:** *Ask each participant to say their first name and share
any problems they have in getting their kids to eat new foods, or one
method that has worked for them in getting their kids to eat healthy
foods.\
*

**Discussion Questions (3):\
***First, offer seaweed to parents as a snack (new food most have not
tried). Encourage them to try a piece then ask:*

-   *Why do you think you might not be willing to sample the seaweed?*

-   *What would encourage you to try it?*

-   *What ideas do you have for encouraging kids to try new foods?
    (Write ideas down on flipchart or board so that everyone can see)*

**Factual Messages (3):**

-   *Adults may not be open to trying new foods, but expect kids to be
    willing.*

-   *You can do many things to help kids try new foods.*

-   *There are many things we do (and say) that don't help kids try new
    foods.*

**Summarize Key Discussion Points/Suggestions:**

*Ask participants what they have learned from this discussion?*

**Evaluation Question:**

*What two new ideas will you try within the next couple of days to help
your picky eater?*

**Materials Needed (if any***): seaweed, plate, napkins, flipchart paper
and markers*

\* Adapted from U. Minnesota -- EFNEP Nutrition Education Project

Practice Discussion Groups

1.  Each small group will need to draw numbers to determine in what
    order each member will be the group facilitator. After you choose
    numbers, list the group members in the order of the number drawn.
    Remember this is a workshop to train observers, not facilitators.

2.  Three to five members will be "participants" and at least two
    members will be observers.

3.  The "participants" may need to assume some different roles depending
    upon the target audience and topic for the discussion.

4.  The observers will use the Counseling Skills Check List to record
    their observations and suggestions for each group leader.

5.  You will have about 5 minutes to prepare for the group discussion
    and 20 minutes to actually facilitate the group discussion.

6.  After the group discussion is over, talk about what it was like to
    facilitate, to participate and to observe the group session.

7.  Be prepared to share your thoughts with the larger group.

#   

# WIC Counseling Skills Checklist

For evaluation of Nutrition Counselor's skills during nutrition
education contact

Name of Nutrition Education
Provider:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of
Reviewer:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

County/Clinic:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Participant WIC Status: (circle all that apply) 1 2 3 4 5 6 7

Chart
Number(s):\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Type of Education Contact: (circle one) Individual Group

  ---------------------------- ---------------------------- -----------------------------------------
  Time Session                 Ended:\_\_\_\_\_\_\_\_\_\_   Total Time in
  Began:\_\_\_\_\_\_\_\_\_\_                                Session:\_\_\_\_\_\_\_\_\_\_

  ---------------------------- ---------------------------- -----------------------------------------

Instructions: Place a (√) in the appropriate column for each behavior
observed. Write NA

for a behavior unable to evaluate or not appropriate for a specific
situation.

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Introduction:                 |     |    |                          |
|                               |     |    |                          |
| Did Counselor....             |     |    |                          |
|                               |     |    |                          |
| -   Greet participant?        |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Introduce self?           |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Try to establish rapport? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Counseling:                   |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Ask open-ended questions? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Take appropriate diet     |     |    |                          |
|     history?                  |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Practice active           |     |    |                          |
|     listening?                |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Use facilitated           |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Address participant's     |     |    |                          |
|     needs?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Counsel according to      |     |    |                          |
|     participant's stage of    |     |    |                          |
|     change?                   |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Ask about barriers to     |     |    |                          |
|     compliance?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Ending the Session:           |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Summarize the             |     |    |                          |
|     participant's feelings    |     |    |                          |
|     about the discussion?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Allow participant the     |     |    |                          |
|     opportunity to clarify    |     |    |                          |
|     counselor's perceived     |     |    |                          |
|     feelings about            |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Affirm participant's      |     |    |                          |
|     goals?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Preview next session?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Interpersonal Skills:         |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Arrange office or space   |     |    |                          |
|     to                        |     |    |                          |
|                               |     |    |                          |
| facilitate communication?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Make eye contact?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Remain non-judgmental?    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Praise strengths?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Exhibit appropriate       |     |    |                          |
|     non-verbal communication? |     |    |                          |
+-------------------------------+-----+----+--------------------------+

What were the counselor's strongest skills?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

What counseling skill area, if any, does the counselor feel the need to
improve in the next three months?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

Other comments?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

# WIC Counseling Skills Checklist

For evaluation of Nutrition Counselor's skills during nutrition
education contact

Name of Nutrition Education
Provider:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of
Reviewer:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

County/Clinic:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Participant WIC Status: (circle all that apply) 1 2 3 4 5 6 7

Chart
Number(s):\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Type of Education Contact: (circle one) Individual Group

  ---------------------------- ---------------------------- -----------------------------------------
  Time Session                 Ended:\_\_\_\_\_\_\_\_\_\_   Total Time in
  Began:\_\_\_\_\_\_\_\_\_\_                                Session:\_\_\_\_\_\_\_\_\_\_

  ---------------------------- ---------------------------- -----------------------------------------

Instructions: Place a (√) in the appropriate column for each behavior
observed. Write NA

for a behavior unable to evaluate or not appropriate for a specific
situation.

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Introduction:                 |     |    |                          |
|                               |     |    |                          |
| Did Counselor....             |     |    |                          |
|                               |     |    |                          |
| -   Greet participant?        |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Introduce self?           |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Try to establish rapport? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Counseling:                   |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Ask open-ended questions? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Take appropriate diet     |     |    |                          |
|     history?                  |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Practice active           |     |    |                          |
|     listening?                |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Use facilitated           |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Address participant's     |     |    |                          |
|     needs?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Counsel according to      |     |    |                          |
|     participant's stage of    |     |    |                          |
|     change?                   |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Ask about barriers to     |     |    |                          |
|     compliance?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Ending the Session:           |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Summarize the             |     |    |                          |
|     participant's feelings    |     |    |                          |
|     about the discussion?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Allow participant the     |     |    |                          |
|     opportunity to clarify    |     |    |                          |
|     counselor's perceived     |     |    |                          |
|     feelings about            |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Affirm participant's      |     |    |                          |
|     goals?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Preview next session?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Interpersonal Skills:         |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Arrange office or space   |     |    |                          |
|     to                        |     |    |                          |
|                               |     |    |                          |
| facilitate communication?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Make eye contact?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Remain non-judgmental?    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Praise strengths?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Exhibit appropriate       |     |    |                          |
|     non-verbal communication? |     |    |                          |
+-------------------------------+-----+----+--------------------------+

What were the counselor's strongest skills?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

What counseling skill area, if any, does the counselor feel the need to
improve in the next three months?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

Other comments?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

# WIC Counseling Skills Checklist

For evaluation of Nutrition Counselor's skills during nutrition
education contact

Name of Nutrition Education
Provider:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of
Reviewer:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

County/Clinic:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Participant WIC Status: (circle all that apply) 1 2 3 4 5 6 7

Chart
Number(s):\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Type of Education Contact: (circle one) Individual Group

  ---------------------------- ---------------------------- -----------------------------------------
  Time Session                 Ended:\_\_\_\_\_\_\_\_\_\_   Total Time in
  Began:\_\_\_\_\_\_\_\_\_\_                                Session:\_\_\_\_\_\_\_\_\_\_

  ---------------------------- ---------------------------- -----------------------------------------

Instructions: Place a (√) in the appropriate column for each behavior
observed. Write NA

for a behavior unable to evaluate or not appropriate for a specific
situation.

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Introduction:                 |     |    |                          |
|                               |     |    |                          |
| Did Counselor....             |     |    |                          |
|                               |     |    |                          |
| -   Greet participant?        |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Introduce self?           |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Try to establish rapport? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Counseling:                   |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Ask open-ended questions? |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Take appropriate diet     |     |    |                          |
|     history?                  |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Practice active           |     |    |                          |
|     listening?                |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Use facilitated           |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Address participant's     |     |    |                          |
|     needs?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Counsel according to      |     |    |                          |
|     participant's stage of    |     |    |                          |
|     change?                   |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Ask about barriers to     |     |    |                          |
|     compliance?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| Ending the Session:           |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Summarize the             |     |    |                          |
|     participant's feelings    |     |    |                          |
|     about the discussion?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Allow participant the     |     |    |                          |
|     opportunity to clarify    |     |    |                          |
|     counselor's perceived     |     |    |                          |
|     feelings about            |     |    |                          |
|     discussion?               |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Affirm participant's      |     |    |                          |
|     goals?                    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Preview next session?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+

+-------------------------------+-----+----+--------------------------+
| Behavior                      | ##  | N  | Comments                 |
|                               | *Ye | o? |                          |
|                               | s?* |    |                          |
+-------------------------------+-----+----+--------------------------+
| Interpersonal Skills:         |     |    |                          |
|                               |     |    |                          |
| Did Counselor...              |     |    |                          |
|                               |     |    |                          |
| -   Arrange office or space   |     |    |                          |
|     to                        |     |    |                          |
|                               |     |    |                          |
| facilitate communication?     |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Make eye contact?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Remain non-judgmental?    |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Praise strengths?         |     |    |                          |
+-------------------------------+-----+----+--------------------------+
| -   Exhibit appropriate       |     |    |                          |
|     non-verbal communication? |     |    |                          |
+-------------------------------+-----+----+--------------------------+

What were the counselor's strongest skills?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

What counseling skill area, if any, does the counselor feel the need to
improve in the next three months?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

Other comments?

  --------------------------------- -------------------------------------
  Reviewers response:               Counselor's response

  --------------------------------- -------------------------------------

Debrief Practice Discussion Group

-   Let's hear from the facilitators first. How did it feel to be in the
    role of the facilitator? What did you find easy? What was most
    difficult?

-   Now, for the group participants. What was going through your minds
    as you were participating in the group? How were you feeling as a
    group participant?

-   Mentors, how did the facilitators do? What were some of their
    challenges with the practice group? What behaviors and skills were
    strong? What are a couple of things you learned that you will use as
    examples when you are a mentor?

Group Discussion Practice

1.  Members of each small group will rotate roles as facilitators, group
    participants and observers. Each small group member should
    facilitate the group once and be a group mentor at least twice.

2.  Using the discussion plans developed by other groups or using new
    topics, conduct several short groups. Each group should be about
    15-20 minutes with 10 minutes for group evaluation/feedback. You may
    want to have one of the observers be a timekeeper for the session.

Debrief Group Discussion Practice

-   Now that everyone has had a chance to "be" a mentor, let's talk
    about your experiences.

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-   What does it feel like to be in the mentor role?

-   What is the most difficult skill or behavior to practice during a
    session?

-   What are some of the challenges of mentoring?

-   What do you think of the Counseling Skills Checklist?

-   What did you learn from observing other group members in the
    observer role?

Mentoring Others

1.  For many of us, using the stages of change and facilitated group
    discussion is a different way to offer education and counseling.
    There may be many barriers to applying this approach in your
    regions. Let's think through some of the barriers or challenges.

2.  In your group, [brainstorm as many barriers and
    challenges]{.underline} to the process as possible in 10 minutes.
    Pick a recorder to write your thoughts on the chart. Don't evaluate
    or critique the thoughts while you are brainstorming just focus on
    getting all of your thoughts and concerns on paper.

3.  Now, [brainstorm all the advantages]{.underline} of the process for
    your work environment, your clients/participants, your co-workers,
    and you. Write these thoughts on a second piece of chart paper.

4.  Have each small group share one barrier and then work to address the
    barrier, make suggestions, and strategize solutions. Have each small
    group share a challenge or barrier in this way with the larger group
    until you have addressed the most frequently mentioned issues.

5.  End with small groups sharing their most important advantages of
    using the process and talk about incorporating these advantages into
    marketing messages to decision-makers, supervisors, co-workers, and
    participants.

**Next Steps, Wrap-up & Workshop Evaluation \
**

1.  Staff will share the plan/next steps for providing regional
    training.

2.  Have trainees complete their evaluation forms.

3.  Have each participant verbally share the next step they will do to
    implement what they have learned in the Mentoring Workshop.

4.  Provide certificates of completion.

5.  ADJOURN

######### Evaluation

1\. What two specific steps will you take to begin the mentoring
process?

-   
-   

2\. Circle the number that best represents your reaction to this
training program.

a.  I feel that I will be able to use what I have learned.\
    (not at all) 1 2 3 4 5 (a lot)

b.  The program was presented in an interesting manner.\
    (never) 1 2 3 4 5 (often)

c.  The training facilities met my needs.\
    (not at all) 1 2 3 4 5 (very well)

d.  The program covered the promised objectives.\
    (not at all) 1 2 3 4 5 (very well)

e.  The trainers encouraged participation and questions.\
    (never) 1 2 3 4 5 (often)

-   What did you find most useful in the program?

-   What did you find least useful in the program?

-   What could be improved?

-   What would you like for follow-up or technical assistance as you
    begin your role as a mentor**\
    **

-   What are your thoughts about the satellite conference method used
    for this meeting? (Satellite Video Conference)

    **Training Others To Be Facilitators of Change**

Ways to use this training and materials to train others to be
Facilitators of Change:*\
*

Welcome, Introductions, Review Training Objectives\
Adult Learning Theory

Key Concepts for Facilitators

Practice Discussion Groups

Wrap Up and Evaluations

Trainer Tips

Audio Visual Training Equipment and Supplies

Training Needs Assessment

Climate Setting / Icebreakers

Working with Co-Trainers

Wrap-Up and Evaluation

Evaluating Your Training

Resources

You can also

-   use practice/observation sessions,

-   conduct mock group discussions,

-   complete Counseling Checklist,

-   observe actual sessions,

-   mentor new discussion leaders.

    Welcome, Introductions, Review Training Objectives

1.  Prepare a brief opening statement welcoming the training
    participants to this exciting training. Include any of the following
    specific points on why the training will be relevant to their work
    --

    -   make their nutrition education efforts more successful

    -   increase variety for your clients and staff

    -   provide better outcomes for behavior change

    -   expand their communication, group facilitation and trainer
        skills

    -   enable them to contribute to the transformation/ revitalization
        of nutrition education/counseling services

2.  Introduce yourself and say a few words about your training
    experience, for instance...

    -   Let the training participants know that you have participated in
        a "train-the-trainer" program on mentoring

> and that you are excited about sharing what you've learned.

-   Tell them about your own experiences in using the stages of change
    and group facilitation techniques with clients/program participants.

-   Share a humorous or insightful experience from a recent group
    discussion with clients/participants.

-   

3.  Choose a quick and easy way for the training participants to
    introduce themselves to the larger group. Keep it light and upbeat.

    -   Have each training participant share their name, the region they
        work in and one nutrition-related problem/issue that comes up
        frequently when working with their community, clients, or
        participants.

    -   Use a flipchart and marker to record the nutrition-related
        problems that come up frequently in their work. You will use
        this list later in the training to help trainees generate
        topics.

4.  Use the Training Objectives Overhead and briefly review each
    objective with participants. Questions to ask include:

    -   Which objectives are the most interesting/applicable to your
        particular program/professional needs?

    -   Are there any objectives that are unclear?

    -   Would you like to cover anything else that you do not see in one
        of these objectives?

###### 

###### Adult Learning Theory

Adults Learn Best When:

-   They receive information in manageable amounts

-   There are clear expectations

-   They can see immediate results

-   They participate

-   There is repetition

-   They can see a "model"

-   They anticipate follow-up

-   They relate the information to previous experiences

Continuum of Educational Approaches

1.  Structured lecture, no questions and answers

2.  Lecture with questions and answers at the end

3.  Lecture with questions and answers throughout

4.  Mix

5.  Questions and answers -- facilitator initiated

6.  Questions and answers -- client initiated

7.  Facilitated Group Discussion

Key Concepts for Facilitators

\*\* Adapted from New Mexico Facilitated Group Discussion Guide

-   Build the Group from Within

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-   Assure members that this is their group, and that it will be
    structured to fit their needs and concerns.

-   Always sit with the group members. Don't stand up in "lecture"
    style.

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-   Establish "Ground Rules"

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-   Set/share the time, agenda, and length of session.

-   Establish rules on confidentiality and sharing group responsibility.

-   Share importance of listening to others and respecting ideas or
    comments of others.

-   Allow the group to establish its own norms, which need to be
    acceptable to all members.

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-   Begin with an Ice Breaker or a "Check-In"

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-   Main objective is to help participants feel comfortable and safe
    expressing their concerns.

-   Ask a question that allows participants to share something about
    themselves in a non-threatening, enjoyable way.

-   Avoid asking factual questions that may have a "right" or "wrong"
    answer.

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-   Delivering the Opening Question

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-   Silence and hesitancy are normal in the early stages of a
    discussion.

-   Before or after delivering your first open-ended question, let the
    group know that silence is OK and it's okay to take a moment to
    think of their response.

-   If silence continues, you can ask or guess aloud what it might mean.

-   You can voice the fact that "it's sometimes hard to be the first to
    respond," or pick someone you know will be comfortable answering the
    question.

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-   Ask Open-Ended Questions

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-   This is a skill that gets people involved in describing their own
    experiences as they relate to the session objectives.

-   Aim is to get a conversation started.

-   Asking open-ended questions is the most direct way to find out what
    it is that group members need to talk about.

-   There is no right or wrong answer to open-ended questions.

-   Start an open-ended question with Who, What, When, Where, Why, How,
    How Much, How Often.

Key Concepts for Facilitators - CONTINUED

-   Guide Conversation

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-   Facilitate means -- allow things to happen and make them easy.

-   The facilitator is a moderator, allowing others to speak and then
    gently bringing topics to a conclusion.

-   Need to be sure all members have an opportunity to participate.

-   Actively encourage participants to give more information and better
    define their situations.

-   Recognize fears, prejudices, and disagreements and bring them out
    into the open.

-   Look for feedback -- yawns, stretching to indicate whether or not
    people are listening.

-   Avoid letting group members monopolize "air time". Use techniques
    like:

> "your points are really interesting, but lets move on and discuss...."
> or "maybe we can talk about this a little more after our group today."

-   Avoid strong agreement or disagreement over a subject -- this leaves
    the impression that there's no sense discussing it. Use question
    like: "What do others think or feel about this issue?" or "Who has
    another (or different) idea for solving this problem?"

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-   Encourage Participation

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-   Reinforce the importance of each participant's contribution and
    encourage them to take part.

-   Focus on the person who is speaking and pay attention to them.

-   If someone speaks too softly, repeat their questions and/or comments
    to the group.

-   Give positive reinforcement and feedback to every person who speaks;
    a nod or a word of praise will encourage him or her to speak again.

-   Watch for non-verbal signs that may indicate someone else's desire
    to respond or ask a question.

-   Use words everyone is familiar with; avoid technical or medical
    terms.

-   Check seating arrangements to make sure the circle includes
    everyone.

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-   Focus on Topic

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-   Focus on a particular subject that you think would be helpful to the
    group to explore.

-   Commonly, a specific topic repeatedly surfaces in the flow of
    conversation, in which case it may seem natural to further discuss
    and clarify.

-   The conversation may happen spontaneously or the facilitator may
    need to ask more open-ended questions relating to the specific
    issue.

-   To get back in focus, select one point to repeat or condense a
    number of points into a selective summary to concentrate on how the
    participants are feeling.

Key Concepts for Facilitators - CONTINUED

-   Focus on Feelings

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-   Place primary emphasis on the feelings and experiences of each group
    member. Avoid debating ideas; this is a place for support and
    information sharing.

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-   Practice Active Listening (nonverbal, eye contact, silence)

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-   Listen and allow participants to talk.

-   Avoid the temptation to intervene with your own thoughts and
    interests.

-   Encourage group members to listen to and understand what other group
    members are saying.

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-   Clarify (make points clear, probe)

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-   Use your listening skills to gather enough information about what a
    person has said to clearly understand their message then restate
    what you heard.

-   Encourage people to respond to your interpretation of their
    statement and then show acceptance for what they have said.

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-   Accept and Respect the Feelings of Others

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-   Learn to accept and respect someone's feelings without necessarily
    agreeing with their point of view.

-   Respond to the feelings that are behind the comments being made.

-   Realize that you will be spending more time listening and talk with
    participants about their experiences.

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-   Deal with Misinformation

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-   You can make a statement that emphasizes the worth of their
    experience and your respect for their decision, whether you agree
    with it or not.

-   Some possible responses which avoid embarrassing the person are:

> "You've brought up an interesting issue. Has anyone had a different
> experience or different information?"
>
> "I'm glad you brought that up. It "used" to be what was generally
> recommended, but now new research has found that ..."
>
> "I'm sorry you had that experience. What could you have done
> differently if you had the information we have talked about today?"

-   Summarize the Discussion (i.e. what have you learned)

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-   Bring ideas together; highlight certain points made in conversation.

-   Have members share one thing new they learned or something they may
    do differently.

Practice Discussion Groups

(To be used when training staff to become Facilitators of Change)

> Each small group will need to draw numbers to determine in what order
> each member will have their opportunity to be the group facilitator
> and practice their skills. After you choose numbers, list the group
> members in the order of the number drawn.
>
> Four to five members will be "participants" and two members will be
> observers.
>
> The "participants" may need to assume some different roles depending
> upon the target audience and topic for the discussion.
>
> The observers will use the Counseling Skills Checklist to record their
> observations and suggestions for each group leader.
>
> You will have about 5 minutes to prepare for the group discussion and
> 20 minutes to actually facilitate the group discussion.
>
> Take a few minutes after the group discussion is over and talk about
> what it was like to facilitate, to participate and to observe the
> group session.
>
> Be prepared to share your thoughts with the larger group.

Debrief Practice Discussion Group

> The trainer brings everyone together to discuss and share experiences
> from the practice discussion groups.
>
> Ask some of these questions:

-   Let's hear from the facilitators first. How did it feel to be in the
    role of the facilitator? What did you find easy? What was most
    difficult?

-   Now, for the group participants. What was going through your minds
    as you were participating in the group? How were you feeling as a
    group participant

-   Observers, how did the facilitators do? What were some of their
    challenges with the practice group? What behaviors and skills were
    strong? What are a couple of things you learned that you will use
    when you facilitate a practice session?

    Using the large "Post-it" notes on the tables, jot down your
    thoughts to the following questions and put "post" these on the
    easels provided:

    If you could describe this morning's session in 2 words or less,
    what would you say?

    Is there anything that you wish we could do after lunch to make sure
    you feel comfortable and confident?

    **Review.** Focus is on practicing, planning, and facilitating.
    Strategizing on how to incorporate stages of change and facilitated
    group discussions into your current work environment and education
    offerings.

    Briefly review agenda for the rest of the day. Give a few comments
    on the summary from morning debrief (Post-it note comments) and
    discuss any changes made to agenda, content or activities based on
    these comments.

Wrap-up & Workshop Evaluation 

> Share the plan/next steps for providing training.
>
> Have trainees complete their evaluation forms.
>
> Have each participant verbally share the next step they will do to
> implement what they have learned in the Workshop.
>
> Provide certificates of completion.
>
> ADJOURN

**Trainer Tips**

 

***Planning and Logistics***

**Training Site**

-   Centrally located and as convenient as possible for all participants

-   Adequate and low cost or free parking

-   If some participants must travel, you may need to plan the training
    days accordingly

###### Number of Participants

-   A good size group averages between 20-25 -- especially if you want
    an interactive training with lots of discussion and activities.

-   Recommend two trainers for every 25-50, more than 50 and it is nice
    to have 3 trainers. See the *Trainer Tips on "Working with
    Co-Trainers"* for more information.

    **Training Room**

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-   Light, bright, airy -- especially if the training is more than one
    day.

-   Should have room for table of 6-8 participants at each table.

-   Should have extra space for ease of movement between tables.

-   There should be room for a easel and flipchart at each table.

-   Ask if it is OK to use masking tape to post paper on the walls.

    **Breaks/Lunch**

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-   At least one morning break and one afternoon break of 15 minutes
    each.

-   No matter what we've tried (and whatever size group) lunch is tough
    to do in less than 45 minutes.

    **Registration**

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-   Give adequate notice of when the training will take place.

-   You can use a training needs assessment questionnaire to market your
    training and get useful planning information. See the *Trainer Tips
    on "Training Needs Assessment"* for more information.

    ***Audio Visual/Training Equipment and Supplies***

###### 

###### Audio-Visual Equipment Checklist

**KEEP IT SIMPLE!** We have found that you can do a lot with an overhead
projector and a few easels with flipcharts. If you have a laptop
computer and an LCD projector available you can use the Power Point
slide show in place of producing overhead transparencies.

-   Overhead projector

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-   Screen

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-   Easels & flipcharts (one per table works well)

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-   Wireless microphone if you have a soft voice, a larger group or if
    the room size is odd (this same wireless microphone can be used by
    participants at their tables to report out on activities,
    ask/respond to questions so that the whole group can hear.

# Supplies Checklist

Here is a basic list of supplies for almost any training program.

-   Flipchart markers (the thicker kind) in assorted colors (enough to
    give each table 2 colors and a few extras).

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-   ½" masking tape for taping up sheets of flipchart paper

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-   2 dozen blank overhead transparencies ("Write-on" variety)

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-   Overhead markers (one per table and a couple for trainers)

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-   3 packets of 3"x 5" Post-It Notes in different colors

-   Name tags or "Hello my name is..." labels

###### Training Materials

-   Copy of training program and materials for each trainee and trainers

-   Pocket folders or three-ring binders to hold training program and
    materials

    ***Training Needs Assessment\
    ***

    **Assessing the Training Group**

Gather as much information about your participants (actual or potential)
BEFORE you begin to think about what material to include.

Your opportunity to assess the training group is often limited by time
constraints and availability of data. Even in less than ideal
circumstances, however, some assessment is necessary before finalizing
the design.

At the very least, you should try to answer as best you can the
following questions about your proposed training group:

1.  How many participants will there be?

2.  What roles and tasks do the participants perform?

3.  How familiar are the participants with the subject matter of the
    training program?

4.  What are the backgrounds, professional experiences and other
    descriptive factors of the participants?

5.  What are their attitudes and beliefs (relevant to the training
    topic)?

6.  What successes and problems have the participants encountered?

7.  What is the skill level of the participants?

8.  Is the training voluntary or mandatory?

9.  How well do the participants know one another?

10. What, if any, expectations do the participants' supervisors have
    with regard to the training program?

    ***Training Needs Assessment***

# Assessing the Training Group - continued

# Techniques for Collecting Needs Assessment Information

1.  Observation

2.  Questionnaires (hard-copy, email, fax)

3.  Key Consultants

4.  Print Media (professional journals, legislative news, list serves,
    in-house publications

5.  Interviews (phone or in person)

6.  Group Discussion

7.  Records, Reports

8.  Work Samples

9.  Managers/Supervisors

# What if there is little or no time to do a proper assessment?

1.  Phone contact with person who may have some familiarity with the
    participants and ask the basic questions listed above.

2.  Phone a few participants, introduce yourself, and ask them some key
    questions. Hope that their responses are representative and treat
    them as a sample of the larger group. Or ask a contact person to set
    up a phone interview schedule for you.

3.  Have any relevant materials (e.g. surveys, meeting notes, records)
    faxed, emailed or express mailed to you.

4.  Contact other trainers who have worked with your training group to
    get their impressions.

5.  Talk to participants who arrive early and obtain whatever
    information you can.

6.  Design some activities to enable you to make some assessments of the
    group at the beginning of the program.

    ***Getting the Training Group "Warmed Up"***

# 

# Climate Setting/Icebreakers

**Icebreakers:**

-   Allow all participants to get involved right away.

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-   Include activities that allow everyone to feel like they have
    something to contribute (no knowledge questions, quizzes involved).
    The focus is on sharing information about you with others in the
    group. Here are some examples of activities you might use depending
    upon your audience:

    a.  Have each training participant share their name, agency/program
        and one thing they hope to get out of the training.

    b.  Have each training participant share their name and their "area
        of expertise" with nutrition, health or breastfeeding
        education/counseling.

    c.  Have each training participant share their name and their
        favorite food.

    d.  Have each training participant share their name and one
        innovative strategy they have used to provide nutrition, health
        or breastfeeding information with clients/participants.

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-   Help group members feel more comfortable with one another.

-   Help set a friendly, fun, sharing tone for the training.

-   Use a variety of icebreakers depending on the audience and the focus
    of the training. Sometimes an icebreaker that is totally unrelated
    to content can work well.

    **Trainer Tips for Setting Group Norms**

1.  Encourage participants to express themselves honestly.

2.  Ask that confidentiality be respected.

3.  Urge risk taking.

4.  Expect participation from everyone.

5.  Promote the value of performance feedback.

6.  Require participants to sit in different spots.

7.  Reassure participants that their questions are welcomed.

8.  Insist on punctuality.

    ***Working with Co-Trainers***

Working as a team of 2-3 trainers is an excellent way to design and
deliver a training program. The most effective approach to co-training
is when the trainers work together to design, plan and share the
training responsibilities. Effective co-trainers need a great deal of
openness and honesty.

Keep these things in mind:

-   Co-training works best when both trainers are in the room providing
    input to trainees.

-   While one trainer delivers the *content,* the other trainer focuses
    on the *process*

*(Watching the trainees for reactions and undercurrents).\
*

-   If the *process trainer* notices some body language indicating that
    something is wrong, he or she should speak up -- "Excuse me, I think
    we've got a question here."

-   The *process trainer* should also pay attention to the content
    through the eyes and ears of the trainees and address this with the
    content trainer. This gives the trainees the assurance that you are
    listening and you are with them.

-   Who's In Charge?

> Someone has to make decisions like when to move on to the next topic
> or dropping a segment of the training when time is tight. Whoever is
> delivering the *content* is "in charge" for that segment. The role of
> *content trainer* and *process trainer* should shift between trainers
> throughout a training program. Plan this out ahead of time so that
> each trainer knows their responsibilities and there are no gaps or
> power struggles. The result is a smoother, well-organized training
> that provides variety for the trainees and the trainers.

-   What should the process person do if the content person leaves
    something out?

> The most effective trainers will pause for a minute in case the
> content trainer is approaching the item from a different direction. If
> it is apparent that something was skipped, you can raise a question;
> for example, "Helen, are you going to cover item number 7 now or in
> the next segment?" This provides a cue without being a putdown.
>
> It is also useful for the content trainer to occasionally ask the
> other trainers if they have additional comments or thoughts to add to
> the content or any examples to share.

Wrap-up & Workshop Evaluation 

> Share the plan/next steps for providing regional training.
>
> Have trainees complete their evaluation forms.
>
> Have each participant verbally share one thing they will do to become
> a Facilitator of Change.
>
> Provide certificates of completion.
>
> ADJOURN

######### Evaluation

1\. What two specific steps will you take to start sharing these
resources and

training in your work environment/area?

-   
-   

2\. Circle the number that best represents your reaction to this
training program.

f.  I feel that I will be able to use what I have learned.\
    (not at all) 1 2 3 4 5 (a lot)

g.  The program was presented in an interesting manner.\
    (never) 1 2 3 4 5 (often)

h.  The training facilities met my needs.\
    (not at all) 1 2 3 4 5 (very well)

i.  The program covered the promised objectives.\
    (not at all) 1 2 3 4 5 (very well)

j.  The trainers encouraged participation and questions.\
    (never) 1 2 3 4 5 (often)

-   What did you find most useful in the program?

-   What did you find least useful in the program?

-   What could be improved?

-   What would you like for follow-up or technical assistance as you
    plan your training?**\
    **

    ***Evaluating Your Training***

    **Before --**

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-   Use your needs assessment and draft review process to make sure you
    are on track.

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-   This formative evaluation is important as you work through the task
    of designing and delivering training.

    **During -**

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-   Regularly ask participants if you are on track

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-   Keep an eye on your timing and the material covered. If it looks
    likes you are in a time crunch or you have extra time in your
    agenda, ask the participants what is most important for them and
    adjust the schedule accordingly.

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-   Mini-evaluations after a morning session or at the end of the day
    can be fun, risk-free activities. Provide brightly colored post-it
    notes and have the participants answer a couple of quick questions
    like:

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-   How will you use what you have learned this morning?

-   What is one thing you learned that you will be able to use
    immediately?

-   What else would you like to focus on in the training?

-   "During the rest of the training I hope we......"

Have participants "post" their notes up on a blank piece of flipchart
paper as they leave the room for lunch or a break. You can read over the
comments and suggestions and when the participants come back for the
next session, you can discuss any issues and come to agreement on any
changes for the afternoon.

**After-**

In addition to an evaluation form at the end of the session, you may
want to consider other options to find out the training has had an
impact on participants' work, decision-making and behaviors.

-   Send 4-5 short evaluation questions by email summarize the responses
    and share back with the group. These questions should focus on
    application of the training materials rather than knowledge-based
    questions.

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-   Set-up a web-based "resource chart room" for training participants
    to share their successes and challenges with implementing change.

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-   A short follow-up survey can be administered by mail or by phone.
    One advantage of a phone call would be an opportunity to provide
    technical assistance and support to the training participant.

A follow-up survey (no matter how it is administered) can get at the
application of the information and skills gained through training. A
follow-up can also help identify barriers, like lack of agency or
supervisory support or lack of an important resource that is making it
difficult to follow-through on intended plans.

**References -- Resources**

Abusabha R., Kiel M.L., & Achterberg, C. (1997). Evaluation of a
mixed-model teleconference approach for distance education in nutrition
and dietetics. [Topics in Clinical Nutrition]{.underline}, 12(2), 27-37.

Abusabha R., Kiel M.L., & Achterberg, C. (1998). Training for
facilitated group discussions: Impact on practice in community nutrition
setting. [Australian Journal of Nutrition and Dietetics]{.underline},
55(3), 108-114.

Abusabha R., Peacock J., & Achterberg, C. (1999). How to make nutrition
education more meaningful through facilitated group discussion. [Journal
of the American Dietetic Association]{.underline}. 99, 72-76.

Brandt J, Hoelscher, L., Thompson, A. (1995). *Group Education and Other
Methods to Facilitate WIC Certifications*. Wisconsin Special
Supplemental Nutrition Program for Women, Infants and Children, Madison,
WI.

Britten P, Editor. (1997). *The Nutrition Idea Book: Innovative
Nutrition Strategies and Resources for Many Audiences and Settings*.
Society for Nutrition Education Foundation, Washington, DC.

Gibson C Nitzke S, Welch C, Thompson M. (1990). *Nutrition Education in
Small Groups: Developing a Learning Community*, Madison, WI: University
of WI-Extension, Coop Ext Service.

Glanz K, Lewis FM, Rimer BK. (1990). *Health Behavior and Health
Education. Research, Theory and Practice.* San Francisco, CA:
Jossey-Bass.

Hartman, TJ, et al. (1994). Focus group responses of potential
participants in a nutrition education program for individuals with
limited literacy skills. [J Am Diet Assoc]{.underline}. 1994;94:744-748.

Hollie B, Calabrese R. (1998). Communications and Education Skills for
Dietetics Professionals, Third Edition, Chicago, IL: [J Am Diet
Assoc]{.underline}. 1998: pp 149-161.

Kaner, S. (1996). *Facilitators Guide to Participatory Decision-Making*.
Philadelphia: New Society Publishers.

Krueger, R.A. (1988). *Focus Groups: A practical guide for applied
research.* Newbury Park, CA: Sage.

New Mexico WIC Program, (1994). *Facilitator's Guide for Nutrition
Education: Listen, Share, Support*. New Mexico: Quintock Publications.

Virginia Department of Health, WIC Program. (2000). *Operation Big Ears
-- Testing Unique Education Messages and Concepts with WIC Consumers --
Final Report; 2000.* <http://www.vahealth.org/wic>