Make your point.

Connect” with the audience.

Similar advice on presenting is offered by Lois Geller:

1. Outline the points you want to make.
2. Think about how you're going to be creative.
3. Practice, practice, practice.
4. Watch the time.
5. Get to the meeting room early.
6. Talk to the person who will introduce you.

1. Give yourself a pep talk.
2. Have a good attitude.
3. Have fun and be enthusiastic.
4. Be engaging and interactive.
5. Never read.
6. Ask the audience questions.
7. Summarize your presentation.

The National Speaker’s Association recommends that the presenter master eight core competencies: of particular interest

Trainers and human resource development consultants sometimes do not recognize the “fuzzy line” that separates facilitation skills from presentation skills. For instance, we see a great deal of notice paid in our own “Interchange” to the presentation skills required of a competent trainer, but relatively little attention in the newsletter to what facilitation skills might be required of an adept trainer. In fact, I cannot remember the last issue where facilitation was discussed at all. Perhaps, then, there is an overemphasis on how to be an entertaining, dynamic, fun-loving, exciting presenter and trainer? If so, we need to remember that these skills are only a part of an effective trainer’s skill set.

What Are Facilitation Skills?

A useful distinction between the two is made on the group facilitation listserve website wherein training and presentation are defined as a process primarily to transfer information or skill (content) between a trainer and a participant group. Facilitation, however, is what we do when we are focusing primarily on processes in the group itself: how the group communicates, problem-solves, resolves conflicts, and makes decisions.

Janelle Brittain, author of Facilitation and the Speechless Speaker, makes the distinction this way: “Speakers view their mouth as their primary instrument. Facilitators view their ears as their primary instrument.”

Put another way, the facilitator listens without judgment, does not need to control interactions and outcomes, can think on may different levels simultaneously, and makes it possible for others to think and act.

The facilitator uses structured techniques and communication skills to “ease” this process, towards the end of the emotional and cognitive growth of the group and its members, and is neutral toward the content of the discussion, or meeting. A facilitator, then, is an expert on group process. Some examples of facilitated events are: strategic and other planning, decision making, conflict resolution, problem solving, creative development, and team initiatives.

This source further clarifies the distinction by noting that, “Where training and presenting involve telling and teaching the participants, facilitation involves helping the participants discover for themselves (emphasis added).” A facilitator must be able to read not only individuals, but the interactions between individuals, and the subtleties of group dynamics.

Michele Whitmore, a contributor to the IAF website, says that, “The facilitator notices patterns in group interaction and brings it up to the group for exploration.” A skilled presenter, too, “notices” these patterns, but at the same time is interested in knowledge and skills transfer.

Isabel Rimanoczy, another IAF contributor, suggests that the facilitator should

encourage the group to discover its own answers and solutions to issues it confronts, be attentive to group process, tactfully confront the group with its own behaviors and assumptions, use appropriate humor, and help the group to summarize and draw conclusions.

Presentation Skills:

When we turn our discussion to presentation skills, Max Messmer, CEO of Robert Half International, tells us that the presenter needs to be able to:

1. Have clear goals.
2. Tie information to the bottom-line.
3. Make sure your approach fits audience needs and characteristics.
4. Use appropriate materials in support of your presentation.
5. Make your point.
6. Connect” with the audience.

Similar advice on presenting is offered by Lois Geller:

1. Outline the points you want to make.
2. Think about how you're going to be creative.
3. Practice, practice, practice.
4. Watch the time.
5. Get to the meeting room early.
6. Talk to the person who will introduce you.

1. Give yourself a pep talk.
2. Have a good attitude.
3. Have fun and be enthusiastic.
4. Be engaging and interactive.
5. Never read.
6. Ask the audience questions.
7. Summarize your presentation.

The National Speaker’s Association recommends that the presenter master eight core competencies: of particular interest

ned as a process primarily to transfer information or skill (content) between a trainer and a participant group. Facilitation, however, is what we do when we are focusing primarily on processes in the group itself: how the group communicates, problem-solves, resolves conflicts, and makes decisions.

Janelle Brittain, author of Facilitation and the Speechless Speaker, makes the distinction this way: “Speakers view their mouth as their primary instrument. Facilitators view their ears as their primary instrument.”

Put another way, the facilitator listens without judgment, does not need to control interactions and outcomes, can think on may different levels simultaneously, and makes it possible for others to think and act.

The facilitator uses structured techniques and communication skills to “ease” this process, towards the end of the emotional and cognitive growth of the group and its members, and is neutral toward the content of the discussion, or meeting. A facilitator, then, is an expert on group process. Some examples of facilitated events are: strategic and other planning, decision making, conflict resolution, problem solving, creative development, and team initiatives.

This source further clarifies the distinction by noting that, “Where training and presenting involve telling and teaching the participants, facilitation involves helping the participants discover for themselves (emphasis added).” A facilitator must be able to read not only individuals, but the interactions between individuals, and the subtleties of group dynamics.

Michele Whitmore, a contributor to the IAF website, says that, “The facilitator notices patterns in group interaction and brings it up to the group for exploration.” A skilled presenter, too, “notices” these patterns, but at the same time is interested in knowledge and skills transfer.

Isabel Rimanoczy, another IAF contributor, suggests that the facilitator should

encourage the group to discover its own answers and solutions to issues it confronts, be attentive to group process, tactfully confront the group with its own behaviors and assumptions, use appropriate humor, and help the group to summarize and draw conclusions.

Presentation Skills:

When we turn our discussion to presentation skills, Max Messmer, CEO of Robert Half International, tells us that the presenter needs to be able to:

1. Have clear goals.
2. Tie information to the bottom-line.
3. Make sure your approach fits audience needs and characteristics.
4. Use appropriate materials in support of your presentation.
5. Make your point.
6. Connect” with the audience.

Similar advice on presenting is offered by Lois Geller:

1. Outline the points you want to make.
2. Think about how you're going to be creative.
3. Practice, practice, practice.
4. Watch the time.
5. Get to the meeting room early.
6. Talk to the person who will introduce you.

1. Give yourself a pep talk.
2. Have a good attitude.
3. Have fun and be enthusiastic.
4. Be engaging and interactive.
5. Never read.
6. Ask the audience questions.
7. Summarize your presentation.

The National Speaker’s Association recommends that the presenter master eight core competencies: of particular interest

f the group and its members, and is neutral toward the content of the discussion, or meeting. A facilitator, then, is an expert on group process. Some examples of facilitated events are: strategic and other planning, decision making, conflict resolution, problem solving, creative development, and team initiatives.

This source further clarifies the distinction by noting that, “Where training and presenting involve telling and teaching the participants, facilitation involves helping the participants discover for themselves (emphasis added).” A facilitator must be able to read not only individuals, but the interactions between individuals, and the subtleties of group dynamics.

Michele Whitmore, a contributor to the IAF website, says that, “The facilitator notices patterns in group interaction and brings it up to the group for exploration.” A skilled presenter, too, “notices” these patterns, but at the same time is interested in knowledge and skills transfer.

Isabel Rimanoczy, another IAF contributor, suggests that the facilitator should

encourage the group to discover its own answers and solutions to issues it confronts, be attentive to group process, tactfully confront the group with its own behaviors and assumptions, use appropriate humor, and help the group to summarize and draw conclusions.

Presentation Skills:

When we turn our discussion to presentation skills, Max Messmer, CEO of Robert Half International, tells us that the presenter needs to be able to:

1. Have clear goals.
2. Tie information to the bottom-line.
3. Make sure your approach fits audience needs and characteristics.
4. Use appropriate materials in support of your presentation.
5. Make your point.
6. Connect” with the audience.

Similar advice on presenting is offered by Lois Geller:

1. Outline the points you want to make.
2. Think about how you're going to be creative.
3. Practice, practice, practice.
4. Watch the time.
5. Get to the meeting room early.
6. Talk to the person who will introduce you.

1. Give yourself a pep talk.
2. Have a good attitude.
3. Have fun and be enthusiastic.
4. Be engaging and interactive.
5. Never read.
6. Ask the audience questions.
7. Summarize your presentation.

The National Speaker’s Association recommends that the presenter master eight core competencies: of particular interest

led presenter, too, “notices” these patterns, but at the same time is interested in knowledge and skills transfer.

Isabel Rimanoczy, another IAF contributor, suggests that the facilitator should

encourage the group to discover its own answers and solutions to issues it confronts, be attentive to group process, tactfully confront the group with its own behaviors and assumptions, use appropriate humor, and help the group to summarize and draw conclusions.

Presentation Skills:

When we turn our discussion to presentation skills, Max Messmer, CEO of Robert Half International, tells us that the presenter needs to be able to:

1. Have clear goals.
2. Tie information to the bottom-line.
3. Make sure your approach fits audience needs and characteristics.
4. Use appropriate materials in support of your presentation.
5. Make your point.
6. Connect” with the audience.

Similar advice on presenting is offered by Lois Geller:

1. Outline the points you want to make.
2. Think about how you're going to be creative.
3. Practice, practice, practice.
4. Watch the time.
5. Get to the meeting room early.
6. Talk to the person who will introduce you.

1. Give yourself a pep talk.
2. Have a good attitude.
3. Have fun and be enthusiastic.
4. Be engaging and interactive.
5. Never read.
6. Ask the audience questions.
7. Summarize your presentation.

The National Speaker’s Association recommends that the presenter master eight core competencies: of particular interest

Make your point.

Connect” with the audience.

Similar advice on presenting is offered by Lois Geller:

1. Outline the points you want to make.
2. Think about how you're going to be creative.
3. Practice, practice, practice.
4. Watch the time.
5. Get to the meeting room early.
6. Talk to the person who will introduce you.

1. Give yourself a pep talk.
2. Have a good attitude.
3. Have fun and be enthusiastic.
4. Be engaging and interactive.
5. Never read.
6. Ask the audience questions.
7. Summarize your presentation.

The National Speaker’s Association recommends that the presenter master eight core competencies: of particular interest here is the “Presenting and Performing Competency,” which is defined as being able to communicate and work with audiences, mastering the mechanics of a presentation, acknowledging that the needs and interest of each audience vary, adapting the presenter’s role to the needs of the audience, and staying abreast of developments in technology and state-of-the-art presentation techniques.

Tom McCarthy, a former sales professional with Marriott and Hilton Hotels, makes these points about presenting effectively:

Say it simply.Talk to their backgrounds.Use brochures, pictures and demonstrations.

Present benefits, not just features Use trial closes to see where you stand.

While also in agreement with the above, Trevor Zieglestein, discusses the importance of using non-verbal communication to be effective as a presenter:

Be aware of and use your posture to effectively communicate.Don’t speak in monotones: vary the pitch and volume of your voice.Make sure your movements are relaxed.

Comparing Similarities:

While the differences between the two skill sets may be readily apparent, there are some important similarities:

Both must find ways to identify with and relate to the audience, or group.

Both require skillfullness.

Both require knowledge – although to differing degrees - of group process.

Both utilize similar – but not identical – tools (e.g., needs assessment, Socratic dialogue, summary, questioning, small group work, similar audio-visual media, action planning, etc.).

Both depend on a similar body of knowledge.

Final Thoughts:

The intent he is to both distinguish facilitation from training, and to draw parallels between them. We see that each shares interventions and a body of knowledge and techniques, but that being competent in one does not presume competence in the other.

This Chapter, I believe, owes it to its members to seriously examine facilitation separate and apart from the presentation aspect of training because being an excellent presenter does not equate to excellent training. Chapter membership, too, may profit from developing their facilitator competencies, which can only strengthen their presentation and training delivery.