Facilitator Development and Support

Facilitation

Connecting pedagogy to practice and long-term behavior change

Expert facilitation was key to the success of every WoW course. WoW facilitators did more than deliver content: they created the conditions for Slow Learning by intentionally fostering inclusive learning environments where different perspectives were encouraged and where participants were given opportunities to reflect, discuss, and practice applying their newly learned skills, behaviors, and ways of working over time.

Consistent, High Quality Delivery

WoW Facilitation teams invested time to master both the course content and its underlying pedagogy. This ensured a consistent, high-quality learning experience across contexts, reflected in consistently strong participant satisfaction with facilitators.

Facilitator Satisfaction

All courses · 2021–2025

96–99%

Positive responses across every learning environment survey item in 2025, including facilitation quality, psychological safety, and peer-to-peer learning.

90%

Of respondents agreed the Facilitation team was responsive when they had questions.

Participants repeatedly named the inclusive facilitation style as a defining strength of the WoW program.

Facilitator Training and Support

The facilitator and technical producer pool was intentionally diverse, reflecting MSF's global workforce across gender, job families, and nationalities. In 2024, the pool grew by 37% to 67 active facilitators, representing 31 nationalities. Continued diversification remained a priority, particularly as demand increased for onsite programs that required careful matching of facilitators to complex operational contexts.

To support growth and maintain quality, the WoW team developed a five-day Training of Facilitators (ToF) program. This onsite program strengthened facilitator recruitment and retention efforts while creating a shared foundation of facilitation skills and reinforcing consistency in program delivery across WoW programs.

As the WoW evolved, facilitators were continuously supported to develop and grow in their profession, enabling them to confidently lead active and engaging learning experiences that embodied the Slow Learning approach.

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