Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Introduction
The ‘British Council Trainer’ 360 diagnostic tool is a core element of the self and peer
assessment involved in all participants’ validation – used within the initial ‘Orientation Stage’,
and revisited during ‘Consolidation’.
Through a reflective discussion with a nominated ‘Sponsor/Referee’, you will decide what
level you feel you are working at for each competency – identifying those which are a
strength and those that need developing. You will need to think about what evidence you, as
a trainer, would use to show that are working at a particular level.
The outcomes of the 360 diagnostic will help the participant to make informed choices
regarding their development as a British Council Trainer. The tool examines a number of
facilitation competencies that are linked directly to successful facilitation of the British
Council core modules. The competencies were defined after careful analysis as the
behaviours that are essential for effective facilitation of the British Council’s core modules.
They allow self-assessment (from the participant) and peer assessment (from a nominated
sponsor), rating the participants perceived competencies on a scale from a level that requires
development to a level of strength.
Ratings on each competency are to be given by the participant (with input from their
‘Sponsor/Referee’), meaning the tool can provide a full 360 degree feedback.
This task is not part of the final assessment decision on validation, however the
competencies are identical to those used in final assessment for validation of a British
Council Trainer. Although each of the competencies is important, it is not necessary on
outset to demonstrate a strength against each one in order to be successful and in some
cases strong evidence of potential will be sufficient.
During the ‘Orientation Stage’, a reflective discussion (360˚ diagnosis) between the
participant and their sponsor will need to consider some key questions such as:
How is the trainer currently performing against the competencies?
What are the trainers’ strengths and how can they continue to demonstrate them?
What are the trainers’ current areas for development?
What competencies does the trainer need to work on to help them succeed as a
‘British Council Trainer’?
Page 1 of 6
The tool is intended to raise the awareness of competency strengths and areas for
development, and so to help in considering an appropriate development pathway.
Facilitation Competencies
The 360 diagnostic tool is based around a range of 21 facilitation competencies are the
validation criteria for all British Council Trainers.
The competencies are grouped into 3 groups: ‘Facilitation Competency groupings’.
Page 2 of 6
16. Ability to recognise the different experiences, views and approaches that course
participants can bring;
17. Encourage participants to take a responsible and conscientious attitude to their
learning and development;
18. Willingness to learn from and actively support others;
19. Ability to create a safe learning environment within which participants feel they can
raise issues and share experiences;
20. Capacity to create and nurture an enabling learning environment;
21. Work effectively as part of a ‘facilitation team’.
Guidance on levels
Each competency has four levels and you need to decide for each competency which level
you are working at. It is expected that you will have a range of competencies at different
levels.
Overall, levels are summarised as follows:
Page 3 of 6
competencies as a facilitator), and will take the form of an evaluative discussion of your
competencies.
Sponsor/Referee:
The role of the ‘Sponsor/Referee’ is to assist in the reflection of the Trainer (during the
‘Orientation Stage’ 360˚ diagnostic discussion) in their capacity to meet the competencies
within each of the ‘Facilitation Competency Groupings’. They will need to share their
perceived outlooks on the capacity of the Trainer to meet the levels of each competency.
Sponsor/Referees will also take on a key role during the ‘Consolidation Stage’, whereby they
will participate in a review of the facilitation competencies developed during the ‘Exploration
Stage’. This review will mirror that of the ‘Orientation Stage’, in the form of assisting the
Trainer completing a ‘Consolidation 360˚ Diagnosis’.
Sponsors/Referee should be a line manager or someone who has a detailed overview of the
Trainers competencies as a facilitator.
GROW Model:
GOAL REALITY
Choose 2 goals for your next validation Why have your selected these as points you
workshop, 1 based on the validation criteria and want to focus on in the next workshop?
1 personal goal, e.g. I want to make accurate
and productive use of formative assessment and
I want to develop more group work activities.
OBSTACLES / OPTIONS WAY FORWARD
What were some of the challenges you faced What would you do in future workshops to
when delivering the workshop which could help you meet your goals?
prevent you from achieving your goal?
Page 4 of 6
The ‘GROW Model’ will form a useful tool in providing an ideal starting point during the
‘Consolidation Stage’ (see below).
Achieving Validation:
Although each of the competencies is important, it is not necessary on completion to
demonstrate that you are able to apply with confidence (Lv3) in order to be successful. In
some cases strong evidence of potential will be sufficient.
However, it is important to note that there are key competencies within each grouping
where an ‘ability to apply with confidence ‘(Level 3) must be consistently
demonstrated throughout the ‘Exploration Stage’ in order to achieve validation.
Page 5 of 6
C: PERSONAL AND Knowledge and understanding of the content and ethos of the
PROFESSIONAL core skills development offer.
CONDUCT Demonstrate knowledge and understanding of effective teaching
(all Grouping ‘C’ and learning strategies.
competencies) Leadership and mentoring capacities to train and support others to
deliver the core skills professional development offer.
Contribution to the design and provision of engaging teaching and
learning material.
Ability to organise and deliver well-structured activities related to
course learning outcomes and local context.
Reflect systematically on the effectiveness of delivered teaching
and learning.
Page 6 of 6