Instruction versus facilitation

Instruction is primarily a telling activity: knowledge and skills develop through direct communication or demonstration, with questions used to check understanding or reinforce messages. Facilitation helps trainees discover for themselves what is appropriate and effective in their own experience. Both are legitimate. The skill is choosing the right technique for the learning goal, then switching cleanly when the goal changes.

#When each technique wins

Trying to change attitudes by instruction usually fails. Adults do not like being told how to behave; telling implies their values are wrong. The same friction appears even when praising ("keep up the good work") if the delivery feels top-down. Facilitation does not suppress the trainee's reasoning; it exposes effects on others and on the task, then leaves the decision with the trainee.

#ICAO contrast (operational checklist)

Use this contrast as a real-time self-check mid-session.

#Dual role in the debrief room

In line-oriented simulation (LOS) debriefing you are facilitator and instructor at once. Prefer facilitation to maximise self-discovery. After the crew has finished its analysis, reinforce what went well and instruct on points they missed so training objectives are met. Integrate short instructional comments into the discussion, or instruct after the crew analysis, rather than leading with your verdict.

Do not create the impression that only your perceptions matter. A crew that believes the session has predetermined answers will not invest in participation.

#Do / avoid (LOS debrief)

Do: set participation expectations; guide only as needed to meet objectives; adjust level to maximise engagement; draw out quiet members; cover all critical topics; integrate instructional points as needed; reinforce positive behaviour.

Avoid: lecturing before the crew has analysed; interrupting (note it, return later; interrupt only for SOP or regulatory error); interrogation tone; rigid instructor-only agenda; shortchanging high-performing crews (they often do not know why they succeeded).

#Instructor use

• Default to facilitation for behaviour, CRM, and self-evaluation. Default to instruction for systems, procedures, and hard knowledge gaps.
• Use "who is talking?" as the technique diagnostic. Two-thirds instructor talk means you are instructing, whatever you planned.
• Match facilitation level to the crew (high / intermediate / low) and climb back up as soon as they can sustain it; see Facilitation.
• When you must instruct, verify understanding and agreement, then return to facilitation (ask for opinion, expansion, or a line example).
• Grade after the facilitated debrief, not instead of it. Outcome can be stated early; detailed competency discussion follows self-analysis.

#Connections

• Facilitation. Full mechanism, levels, adult-learning conditions, and toolkit.
• C-A-L model. How facilitated discussion of each LOS topic is organised once the technique is chosen.
• Active listening. Core facilitation tool; without it "questions" become interrogation.
• The briefing, conduct and debriefing loop. Where technique selection shifts across brief, conduct, and debrief phases.
• Evidence-based training. Parent methodology that privileges facilitation in debriefing.
• Questioning technique. The shared tool both techniques use for different aims.
• Teaching cognitive skills. Where structured instruction most often lives in ground school.
• Human behaviour in flight training. Climate that makes equal-relationship facilitation possible.

#Sources

• Doc 9995, Part I Ch 7 (Conduct of evidence-based training). Facilitation primary; Table I-7-2 full instruction/facilitation contrast; debrief as facilitated self-assessment.
• A4.C Facilitation Guide. Same contrast; technique-selection by knowledge gap; ten considerations.
• A1.2 Instruction vs Facilitation. Dual role, do/avoid inventory, levels continuum, effectiveness criteria.
• 7.3 General Debrief Techniques. Condensed do/avoid and levels for chapter use.