The Human-focused Facilitation (HFF) program was evaluated to provide evidence of the effectiveness of the processes used to build facilitator knowledge, skills, and dispositions. This study used an explanatory sequential, mixed-methods design to analyze data from Human-focused Facilitation participants and a focus group that did not participate in the Human-focused Facilitation program. Qualitative data was collected through semi-structured interviews with both groups of participants and analyzed through thematic analysis. Quantitative data was generated through two surveys completed by the group of Human-focused Facilitation participants. The pre- and post-participation surveys were combined with the qualitative data from the HFF focus group to build a comprehensive understanding of the processes used in the HFF program. Trends in the focus group data determined that the processes used in the HFF program were effective and led to positive growth in the participants' knowledge, skills, and dispositions as adult learning facilitators. Data from the non-HFF focus group supported this conclusion by explaining the benefits of artifacts used in the HFF program. Successful processes included learning, practice, reflection, peer coaching, and discussion during HFF gatherings. Outcomes from these processes included an increase in the emotional intelligence of the participants in the study and the discovery of how to prioritize people in adult learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]