Facilitator Training Manual

This Facilitator Training Programme is conceived as an intensive training programme of a small group of facilitators (joint staff training programme), in a blended mode, in order to prepare them for the development and delivery of the student auditor training programme that prepares students for completing a university social responsibility (USR) audit through the ESSA Project. 

The Facilitator Training programme was developed to be delivered in three different but interconnected phases, and incorporates methodological guidance on promoting reflective experiential learning amongst students completing the auditor training: 

Phase 1 – online pre-course: 

This includes a preparatory package with a personal presentation; identification of three practices of social responsibility that trainee facilitators consider to be “good” practice; initiation of an "Individual Training Journal" and key reading and videos recommended on the topics. 

Phase 2 - face-to-face training week: 

The week is divided into three main topics: the USR concept and benchmarking; the Social Responsibility Audit; and the pedagogical preparation for the student auditor training.  

Phase 3 - online post-course activities: 

This phase begins one week after the end of the face-to-face training week with a training evaluation questionnaire. In addition to assessing and measuring the impact of training, this also provides a forum for discussion and sharing of materials between facilitators within the development of the subsequent training of student auditors. It was composed by a series of tasks which are launched every other week, between the end of the Facilitator Training and the beginning of the student Auditor Training Programme. This is a tool which is available to the facilitator group throughout the duration of the ESSA project.  

The pedagogical strategies focused on during the training mirror those adopted in the Auditor Training Programme.  These include promoting group work, debate, problem resolution, and individual reflection, balanced with structured coverage of new contents, by the trainers, and the systematisation of the results achieved at the end of each activity, both by the trainees and the trainers.