The essay reviews major components of the mentor role that a facilitator of adult learning should consider in the process of helping adults to learn. It contains suggestions about ways in which a facilitator can reflect on his practices and identify ideas that will help him to be more effective. To help the facilitator better understand adult learners, generalizations about the dynamics of adult learning are presented, and some of the organized knowledge regarding educational needs of adults is reviewed, grouped in relation to four concerns of facilitators: attraction, intake, support, and retention. Considerations related to the setting for learning are offered, and suggestions are made for the development of educational objectives. To assist the facilitator's selection of appropriate learning activities, a table presents a classification of continuing education learning-teaching methods, and several types of learning episodes are described: seminars, workshops, case studies, buzz sessions, role-playing, T-groups, and simulation. The process of organizing learning activities is explored, and evaluation procedures are described. Eighteen steps are given that a facilitator might follow to obtain a comprehensive overview of a learning episode. In his conclusion, the author lists eight ways program administrators can assist facilitators of learning to become more effective. (Author/AJ)