Facilitating humanitarian learning activity

For the aid workers to learn, the “ Learning Activity” should bear equal importance to process and outcome which is focused on experiences and stories shared with the wider humanitarian community. Informal exchange of feedbacks between facilitators and participants are indicators of a successful Learning Activity. Facilitator’s aim is to provide a learning space where experience is shared with a sense of purpose. It will be up to the facilitator to guide the group in order for participants to be able to strike an adequate balance between focusing exclusively on a “Case Study” approach (e.g. facts, figures, concrete situations, predominantly rational, linear in narrative terms, with explicit learning points, etc.) and focusing exclusively on a “Telling Stories” (e.g. complete spontaneity, improvisation, emotional, entertaining, etc.) approach. Facilitator can introduce criteria for a good story to help participants to focus on the context of activities. The paradigm that “seriousness equals productivity” in a learning environment has been reconsidered. It can be replaced by participants feeling relaxed, comfortable, safe, and without any pressure to perform. Facilitator effort and creativity to instigate a productive yet “informal” setting bestows an air of collective enthusiasm for learning and discovering the significance of involvements in humanitarian works.

The key is to facilitate a process that will be ultimately owned by participants. The role involves to allow the process to unfold and gain a life of its own, keeping the safety of the learning environment and empowering of the participants as your principal task at all times. Facilitator awareness of personal and professional limitations is highlighted and of being transformed into a therapist, counsellor or support group leader. And facilitating storytelling sessions does not mean to be a performer of master storyteller. It is important to create a space where people can learn from each other in a “natural”, “relaxed” and “effortless” way. Creating informal learning environments should be carefully adapted to the cultural norms and the context in which the activity is taking place. Encouragement methods for keeping the environment informal can be used such as: telling an oversight, sit on the floor; witness and listen in comfortable positions; informal language; encouraging question raising; use spaces beyond the traditional training room; offer participants something to drink or eat (small quantities) while telling each other stories or sharing experiences; and facilitator’s not “too dominant” monitoring attitude while not to let go of the main purpose.

Source: Sphere Project