Aspire2 Lead facilitation is based on the central purpose as propositioned by Priest & Gass’ (1997):  to enhance the quality of the learning experience, to assist participants in finding directions and sources for functional change, and to create changes that are lasting and transferable. 

Facilitation methods include practical experiences, activities, questioning techniques, framing, debriefing and reflection. The outcomes of effective facilitation include demonstration of broadened reflection, changes in thinking & behaviour, and changed practice. To enhance reflective learning there are two interrelated concepts:

• Appropriate focus or “depth” of the reflective experiences
• Appropriate ethical decision making processes – including following agreed protocols

The link between experiential and emotional learning processes provides the depth of thinking and feeling through dialogue. If being challenged to maximise learning and meaning , and to stimulate fulfilment and motivation, emotions will be provoked. Beland (2007) suggested that integrating social and emotional learning processes would enable people to develop skills to recognise and manage emotions, form positive relationships, solve problems, become motivated to accomplish a goal, make responsible decisions, and avoid risky behaviour – in all in a collaborative learning environment.

Gustafson (2006) developed a more complex model of comparing the challenge level and ability of a participant through facilitation, to where & when optimal experiential learning would occur. It incorporates effective coaching practices, social and emotional competencies, and refers more to the mental consciousness in relation to holistic life experiences. Striving to achieve optimal flow is a key aspect of effective facilitation.