Facilitated Group Learning

Too often, group coaching is dismissed as a “lighter” or “cheaper” version of 1:1 coaching. But that couldn’t be further from the truth. Group coaching is a distinct, evidence-based practice with unique benefits - especially powerful when it comes to leadership, inclusion, and equity in organisations. Here are 5 of the most common myths I hear - and why they hold companies back: 1️⃣ “It’s just a cheaper version of 1:1” In reality, group coaching creates something individual coaching cannot: peer learning, shared accountability, and the validating experience of hearing others speak openly about similar challenges. This can be transformational for confidence and resilience. 2️⃣ “It’s only for junior employees” Group coaching is powerful at every level - especially for senior leaders. It builds social capital, creates cross-functional connections, and helps leaders see challenges through multiple perspectives. 3️⃣ “People won’t open up in a group” Confidentiality and trust are not barriers when sessions are skilfully facilitated. With the right contracting and psychological safety in place, people often share more openly than they expect - and the depth of reflection can be extraordinary. 4️⃣ “It’s basically training” Unlike training, which follows a fixed curriculum, group coaching is adaptive and participant-led. It creates space for reflection, exploration, and personalised learning that is sustained over time. 5️⃣ “You can’t get individual attention” While it’s not 1:1, group coaching ensures every voice is heard. Participants also gain something they can’t get in a private coaching room: multiple perspectives and the support of peers who ‘get it’. Why does this matter for equity and inclusion? Because so many leadership challenges - especially those faced by women and underrepresented groups - are collective, systemic, and relational. Group coaching makes those dynamics visible, creates belonging, and helps participants see they are not alone. ✅ It’s not second-best.  ✅ It’s not a downgrade.  ✅ It’s a powerful developmental experience in its own right. If your organisation is serious about equity, inclusion, and sustainable leadership development - group coaching should be part of your strategy.    And if you’d like to dive deeper into the research and practice, you can download our white paper on “The Power of Group Coaching for Women” here: https://lnkd.in/eFPXH468    I’d love to hear: what has surprised you most about group coaching?    

We don't separate flowers into "fast bloomers" and "slow bloomers." So why do we do it to children? Walk into any classroom and you'll hear it: "Advanced learners over here." "Struggling students in this group." "These ones are still catching up." We call it "differentiated learning." We think we're being compassionate. But this is what really happens: The labels stick. The "lower group" rarely climbs out. We've quietly told them where they belong. The irony? Research shows children learn fastest not when separated by ability, but when learning WITH peers of different strengths. That's why approaches like ALfA (Accelerating Learning for All) flip the entire logic upside down. Instead of meeting children "at their level," ALfA pairs students to teach, question, and correct one another. The classroom becomes a living laboratory where every child teaches, every child learns, and every child grows. The results? Children who were "behind" catch up faster than expected. "Advanced" students stop coasting and start thinking critically. The labels blur. Differentiation assumes gaps are fixed and must be accommodated. ALfA-style collaboration assumes gaps are fluid and can be bridged. When we always give a child "simplified" material, we deny them the chance to struggle, and growth only comes through struggle. The future of education won't be decided by how well we separate learners. It will be decided by how courageously we unite them. When did we decide that sorting children was kinder than believing in their collective potential? #Education

“Train-the-trainers” (TTT) is one of the most common methods used to scale up improvement & change capability across organisations, yet we often fail to set it up for success. A recent article, drawing on teacher professional development & transfer-of-training research, argues TTT should always be based on an “offer-and-use” model: OFFER: what the programme provides—facilitator expertise, session design, practice opportunities, feedback, follow-up support & evaluation. USE: what participants do with those opportunities—what they notice, how they make sense of it, how much they engage, what they learn, & whether they apply it in real work. How to design TTT that works & sticks: 1. Design for real-world use: Clarify the practical outcome - what trainers should do differently in their next sessions & what that should improve for the organisation. Plan beyond the classroom with post-course support so people can apply learning. Space learning over time rather than delivering it in one intensive block, because spacing & follow-ups support sustained use. 2. Use strong facilitators: Select facilitators who know the topic & how adults learn, how groups work & how to give useful feedback. Ensure they teach “how to make this stick at work” (apply & sustain practices), not only “how to deliver a session.” 3. Make practice central: Build the programme around realistic rehearsal: deliver, get feedback, & practise again until skills become automatic. Use participants’ real scenarios (especially change situations) to strengthen transfer. Include safe practice for difficult moments (challenge, unexpected questions) & treat mistakes as learning. Build peer learning so participants learn with & from each other, not just the facilitator. 4. Prepare participants to succeed: Assess what participants already know & can do, then tailor the learning. Build confidence to use skills at work (confidence predicts application). Help each person create a simple, specific plan for when & how they will use the approaches in their next training sessions. 5. Ensure workplace transfer support: Enable quick application (opportunities to deliver training soon after the course), plus time & resources to do it well. Provide ongoing support (feedback, coaching, & encouragement) from leaders, peers &/or the wider organisation. 6. Evaluate what matters: Go beyond satisfaction scores - assess whether trainers changed their practice & whether this improved outcomes for learners & the organisation. Use findings to improve the next iteration as a continuous improvement cycle, not a one-off event. https://lnkd.in/eJ-Xrxwm. By Prof. Dr. Susanne Wisshak & colleagues, sourced via John Whitfield MBA

Using Case Method in trainings? I've recently started using the Case Method in our training programs at The Learning Group and it has been really rewarding. Wrapping up a discussion and hearing learners say, "It felt like we were talking about our own business in this case!" That's the magic of it. For those unfamiliar, the case method is a pedagogical approach where participants analyze real-world business scenarios or dilemmas presented as structured "cases." Instead of just hearing lectures, you step into the shoes of decision-makers, debating strategies, and grappling with the complexities of a situation. When these cases are meticulously crafted to mirror a business's actual challenges, employees can immerse themselves in the situation. I've personally seen seven key benefits emerge from this approach: 1. 𝗜𝗺𝗺𝗲𝗿𝘀𝗶𝘃𝗲 𝗥𝗼𝗹𝗲-𝗣𝗹𝗮𝘆𝗶𝗻𝗴: It helps participants assume roles and fully immerse themselves in the problem, making learning more personal and memorable. 2. 𝗗𝗶𝘃𝗲𝗿𝘀𝗲 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗢𝘂𝘁𝗰𝗼𝗺𝗲𝘀: Different learners take away different insights, tailored to their individual needs and perspectives. 𝟯. 𝗖𝗿𝗼𝘀𝘀-𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗔𝗰𝗿𝗼𝘀𝘀 𝗘𝘅𝗽𝗲𝗿𝗶𝗲𝗻𝗰𝗲 𝗟𝗲𝘃𝗲𝗹𝘀: In a mixed-ability and mixed-experience training room, it fosters invaluable peer-to-peer learning. Experienced employees can share their wisdom, while newer ones gain practical context. 𝟰. 𝗟𝗲𝘃𝗲𝗿𝗮𝗴𝗶𝗻𝗴 𝗘𝘅𝗽𝗲𝗿𝗶𝗲𝗻𝗰𝗲: It provides a platform for seasoned employees to contribute their practical expertise directly to the discussion. 𝟱. 𝗗𝗲𝗺𝗼𝗰𝗿𝗮𝘁𝗶𝘇𝗲𝗱 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴: Everyone's voice is heard and valued, promoting a more inclusive and collaborative learning environment. 𝟲. 𝗙𝗼𝘀𝘁𝗲𝗿𝗶𝗻𝗴 𝗢𝘂𝘁𝘀𝗶𝗱𝗲-𝘁𝗵𝗲-𝗕𝗼𝘅 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴: It pushes participants beyond purely conceptual or theoretical learning, encouraging creative problem-solving. 𝟳. 𝗘𝗻𝗵𝗮𝗻𝗰𝗲𝗱 𝗗𝗲𝗰𝗶𝘀𝗶𝗼𝗻-𝗠𝗮𝗸𝗶𝗻𝗴 𝗨𝗻𝗱𝗲𝗿 𝗣𝗿𝗲𝘀𝘀𝘂𝗿𝗲: Trainees develop the ability to analyze complex information and make sound judgments, much like they would in their daily roles. Of course, getting it right requires deep thought. The cases need to be written meticulously, with a full understanding of the business context. While training time is often limited, the results make this investment worthwhile. It also demands excellent instructional design techniques and thoughtful participant grouping to maximize the learning impact. Would love to hear other people's experiences or perspectives on this...

Teaching adults? Lecture less, engage more. This guide helps you shift from information delivery to learning that sticks—by focusing on: Learner-Relevant Goals → Adults are motivated when they know why something matters. Frame each session around clear, practical outcomes they can use right away. Active Participation → Don’t just talk at them—get them thinking, questioning, and applying. Use scenarios, case studies, role plays, or small group discussion. Peer Learning → Adults bring experience to the table—use it. Let them share stories, debate ideas, and learn from one another. Immediate Application → Design exercises that mirror real-world tasks. Ask: “What will they do differently tomorrow because of this session?” Respect for Adult Learners → Avoid the “teacher knows best” tone. Adults value autonomy and want to feel respected. Build psychological safety and treat them as collaborators in the learning process. Keep It Chunked & Interactive → Break up content into digestible pieces. Follow short explanations with action: discussion, exercises, self-assessments, or problem-solving tasks. Because effective training isn’t about how much you say— It’s about how much they remember, use, and carry forward. Though the guide was written for the health sector, it applies to any context with adult learning involved. I also love how reader-friendly it is. Well worth downloading! 🔔 Follow me for similar content #AdultLearning #Facilitation

🎯 Trainer vs Facilitator: Shifting from Teaching to Guiding Learning In the evolving world of education and professional development, one question often reshapes how we think about learning: Are we training people — or facilitating their growth? Many educators and trainers begin their journey focused on delivering content, but over time, they discover something deeper — real learning happens through engagement, reflection, and shared experience. That’s where facilitation comes in. 🧩 The Trainer’s Role: Delivering Expertise A trainer is typically seen as the expert in the room. Their goal is to equip participants with knowledge, skills, and strategies. Training is structured and goal-oriented, focusing on measurable outcomes — such as mastering a new teaching technique or understanding an educational concept. Trainers: Design and deliver learning content Provide demonstrations and explanations Assess understanding through practice or feedback Ensure participants meet learning objectives This approach works best when learners need specific skills or clear procedures. However, training alone can sometimes be one-directional — focused more on teaching what to do rather than exploring why and how to do it differently. 🌱 The Facilitator’s Role: Guiding Discovery A facilitator steps away from being the “sage on the stage” and becomes the guide on the side. The facilitator’s strength lies not in delivering information, but in creating the conditions for learning to happen. Facilitators: Encourage reflection, dialogue, and collaboration Help participants connect theory to practice Draw out the group’s experiences and insights Foster ownership of learning through inquiry Facilitation is especially powerful in Communities of Practice, where educators learn through shared experiences, discussion, and collaborative problem-solving. ⚖️ Trainer and Facilitator: Two Roles, One Purpose Training and facilitation are not opposites — they are complementary. Effective educators know when to teach directly and when to step back and let learning emerge. A training session might begin with explicit instruction and then shift into reflective discussion, peer sharing, or collaborative planning. This balance ensures that learning is not only understood, but also internalised and applied. 💬 Reflection for Educators It’s worth asking: Am I delivering content or guiding thinking? Am I allowing space for reflection and discussion? How do my learners contribute to the learning process? When educators shift their mindset from instruction to facilitation, learning becomes deeper, more meaningful, and more sustainable. 🌟 Final Thought The most powerful learning moments don’t come from being told what to do — they come from discovering why it matters. By blending the roles of trainer and facilitator, we create learning spaces where participants are not just recipients of knowledge, but active contributors to it. #TrainerVsFacilitator

Earlier this year, I facilitated a strategy session where one person’s voice dominated while quiet team members retreated into their shells. Halfway through, I paused, put everyone into small groups, and gave them roles to pick up. Here's how it works: 1️⃣ Assign Roles: Each small group had a Questioner, Connector, and Synthesizer. - Questioner: Probes deeper and asks clarifying, “why?” and “how?” questions. - Connector: Links ideas across people, points out overlaps and sparks “aha” moments. - Synthesizer: Distills discussion into concise insights and next-step recommendations. 2️⃣ Clarify Focus: Groups tackled one critical topic (e.g., “How might we streamline on-boarding?”) for 10 minutes. 3️⃣ Reconvene & Share: Each group’s Synthesizer distilled insights in 60 seconds. The result? Silent participants suddenly spoke up, ideas flowed more freely, and we landed on three actionable priorities in our timebox. Next time you sense a lull in your meeting/session/workshop, try role-based breakouts. #Facilitation #Breakouts #TeamEngagement #ActiveParticipation Sutey Coaching & Consulting --------------------------------------------- ☕ Curious to dive deeper? Let’s connect. https://lnkd.in/gGJjcffw

Peer learning sounds great in theory. Put a group of leaders together. Give them a shared experience. Let them learn from each other. And it can be powerful, when it works... Years ago, I was running a Leadership Development program at Buffalo Wild Wings. Two or three days off-site, high engagement, real development. To sustain momentum, we built peer learning groups into the design, gave them a structure, gave them a format, asked them to self-organize and meet regularly. They didn't. When I called a few regional leaders I knew well to find out why, one of them said something I've never forgotten: "Kent, if you schedule it, I come. But we're busy and it just doesn't seem official if you're not there." That sentence cut to the core of the problem, and I've been designing around it ever since. The issue isn't commitment. It isn't interest. It's that peer groups, left to their own devices, rarely sustain themselves. Schedules conflict. Urgency fades. The person who was supposed to organize the next meeting hasn't sent the invite. Six weeks later, the group has quietly dissolved. This is why I've moved strongly toward group coaching as my preferred model for sustained peer learning. The difference is structure and facilitation. In group coaching, I'm present. I'm not doing al the talking, in fact, the goal is the opposite. But, I'm holding the container. I'm asking the questions that surface from real issues. I'm noticing when someone is dancing around something important. I'm managing the dynamics so that one strong voice doesn't dominate and quieter perspectives get space. The peer learning still happens, often more richly than in unstructured cohorts, because the facilitation creates the psychological safety and focus that self-organized groups rarely maintain. But it doesn't depend on the group self-organizing. That's the piece that almost always breaks down. If you're building a leadership program and you want the learning to continue past the workshop, build in group coaching. Don't hand the keys to the participants and hope momentum sustains itself. Structure isn't the enemy of organic learning. Often, it's what makes organic learning possible.

I recently read an interesting educational case study by Kochis et al from the 2024 American Pediatric Surgical Association (APSA) meeting that described a major shift in instructional approach. Instead of relying only on traditional lectures, they piloted “Breakshops,” short, small-group, highly interactive workshops. https://lnkd.in/e4efdyWw The results? High learner satisfaction (8.1 / 10), 96 % rating them valuable, and clear links between interactive features and perceived value. Participants described them as distinctive and impactful. While small-group instruction is a great example, the real message is bigger. Across CPD globally, we need to design learning using methods grounded in learning science and adult learning principles. That could mean small-group learning, case-based discussions, simulations, problem-based learning, flipped classrooms, structured debates, or other active approaches. The point is to choose the format that best fits the learning objectives and the learners, not the one that’s most familiar or logistically easy. And faculty need to be prepared to facilitate this learning. This is where CPD literacy becomes critical. Educators, conference planners, and specialty societies need to understand: • the range of evidence-based instructional strategies available • how to align methods with desired and measured outcomes • how to build interaction, application, and reflection into CPD. When CPD faculty, conference committees, and professional associations embrace an approach of proven teaching strategies, learning becomes more engaging, relevant, and impactful. The APSA “Breakshops” show what can happen when we move beyond lecture-only formats. Imagine the possibilities if more CPD events worldwide applied the same principles: tailored to context, content, and learners. What’s one method you’ve used (or seen used) in CPD that made the learning stick?

Some workshops are just expensive entertainment shows tonight. The best facilitators talk less than everyone else. Real learning happens in the quiet moments. Here's why that works better than the flashy presenter who gives you that feel-good dopamine hit. You know the type - high energy, charismatic, gets everyone pumped up in the moment. They give you that feel-good dopamine hit. But here's what I've learned: that buzz fades fast. Real learning?   It happens when you sit with what you've discovered and figure out what it actually means for your daily work. In a recent workshop I conducted, we explored how to flex their communication style - finding the right "voice" for different stakeholders to get better buy-in. #soundwave The goal wasn't for me to have all the answers. Instead, I held space. I asked the right questions. I let the group work through their own challenges together. And that's where the magic happened - in the collective wisdom of the room. People sharing their real experiences, their failures, their small wins. That's the stuff you can't get from any slide deck.' 𝗟𝗲𝘃𝗲𝗿𝗮𝗴𝗶𝗻𝗴 𝘁𝗵𝗲 𝗶𝗻𝘁𝗿𝗼𝘃𝗲𝗿𝘁 𝗮𝗱𝘃𝗮𝗻𝘁𝗮𝗴𝗲 As an introvert, I don't try to be the star of the show. I listen more than I talk. I notice the quiet voices that have something valuable to add. I create room for people to think before they speak. This isn't about being less engaging - it's about being differently engaging. Sometimes the best facilitator is the one who steps back and lets the group teach each other. The workshop is just the starting point. The real transformation happens in the weeks after, when people try new approaches, reflect on what worked, and adjust their methods. That's why follow-up matters. Check-ins. Practice sessions. Space to share what's working and what isn't. Because learning isn't an event - it's a process. If you are a facilitator, how are you supporting your clients in their learning? Would love to trade notes. ♻️ Share this to drive more conversations and learnings among practitioners. Follow Adeline Tiah for content on leadership and future of work