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1
Wardale, Dorothy. „Managers' and facilitators' perceptions of effective group facilitation“. University of Western Australia. Graduate School of Management, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0010.
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This research examines managers’ and facilitators’ perceptions of effective facilitation. A review of the literature revealed that practitioners have written much of the existing information regarding the practice of facilitation. There has been little validation of findings by independent researchers and little empirical research. None of the claimed outcomes on facilitation effectiveness had been confirmed by managers. Further, where research had been conducted it had focused on immediate, rather than longer term issues and outcomes. This research seeks to rectify the lack of robust research into perceptions of effective facilitation by both the facilitators involved and the managers who seek to use facilitators. In this research 40 people were individually interviewed: 20 managers and 20 facilitators. Interviewees were asked to comment on both their positive and negative experiences of facilitation. The data was transcribed and QSR NVivo was used to assist with the analysis. Combinations of a priori and inductive codes were used to analyse the data. The a priori model (Brinkerhoff, 1986) had six stages, namely: Goal Setting and Needs Analysis; Program Design; Intervention; Immediate Outcomes; Intermediate or Usage Outcomes; and Impacts on the Organisation. It was found that only four of the six stages were helpful in explaining perceptions of effective facilitation; and additional themes emerged that did not fit within this predetermined model.
2
Proudfoot, Candice. „The role of cooperative group work in reducing communication apprehension amongst grade 7 learners / Candice Livingston“. Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8984.
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The research deals with an aspect of communication which could effect the teaching/learning
situation, namely communication apprehension. The research also deals with
cooperative group work, and the role that it plays in reducing communication
apprehension.
A review of literature concerning cooperative group work, communication apprehension
and the role of the educator was conducted in order to establish which factors could
affect the role that these variables play in the classroom situation.
A general survey of educators was distributed to all the English first language schools
in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North
West province, and the data was analysed by the researcher.
The Personal Report of Communication Apprehension (PRCA) was used as an
instrument to measure the learners communication apprehension. The responses were
analysed with the assistance of the Statistical Consultant Service of Potchefstroom
University for Christian Higher Education.
The study was two-fold: to determine if educators in the English first language primary
schools in the KOSH area of the North West province, were implementing cooperative
group work models in their classrooms, and to determine if the Grade 7 learners in
these schools experienced communication apprehension. The study also aimed to
determine if cooperative group work lessened the degree of communication
apprehension experienced.
The first section of the study indicated that the educators in these schools were indeed
implementing cooperative group work models, although 36.6% of these educators had
not received any formal training in the implementation of cooperative group work in
their classrooms.
The second section of the study, the empirical study, indicated that the study
population experienced an average communication apprehension of 47.7%. Afrikaans
female learners experienced the lowest average communication apprehension of
44.2%, while Afrikaans male learners experienced the highest average communication
apprehension of 54.8%.
The study indicated that L1 learners and ESL (English second language) learners
experience comparative levels of communication apprehension.
The study also indicated that for each of the L1 and ESL groups, group work
communication apprehension was lower than all other communication apprehension
contexts.Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002
3
Cook, Susan. „A personal description of small group facilitation“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0003/MQ58421.pdf.
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4
Edwards, Quinton T. „Member perceptions and the relationship between leader behavior, gender and group climate /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953856.
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5
Sheehan, Michael James. „Learning and Implementing Group Process Facilitation: Individual Experiences“. Thesis, Griffith University, 2000. http://hdl.handle.net/10072/366069.
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The study reported here addressed the research question, How do individuals experience the learning and implementing of group process facilitation? It utilised a case-study approach, because such an approach was seen as being particularly useful for exploring the processes and actions that were hard to define for people who were learning and implementing group process facilitation. The study sought to move beyond a reliance on theories of knowledge formulated by positivistic processes, and into the realm of interpretivism and constructivism, in order to explore individual experiences. The literature reviewed indicated that there seemed to be little public knowledge of the implications of learning programs for the individual, from the unique perspective of the individual, particularly as they relate to learning and implementing group process facilitation. It suggested the need for research to address the issue by examining how the participants made sense of, and gave meaning to, their learning experiences. It further suggested the potential value of research into how individuals learning and implementing group process facilitation adapt to their new role, and how they cope with the new realities in their lives as a result of their learning and implementing experiences.
The intention in this study was to use a grounded approach that gave adequate recognition to the stories of the participants learning and implementing experiences, and to the meanings attributed by the participants to those experiences. It was intended to draw those stories together so that the commonalities and differences between and among them could be integrated in a reformulated statement of participants' experiences. Thus, a methodology that was both interpretive and constructivist was deemed appropriate, and Denzin's (1989a) 'interpretive interactionism' was selected. As I worked through the analytical phase of the study, I discovered that the chosen methodology did not always provide me with a clear guideline as to how I might follow a logical and coherent process to achieve my intentions. I found that I needed to extend and deepen Denzin's (1989a) model, particularly in the analysis of the data collected. The model (developed and described in Chapter 6) may prove to be useful to other researchers working within a qualitative paradigm. The following substantive findings emerged. Most participants identified the experience of learning and implementing group process facilitation as a turning point in their life and as one that helped them to construct new identities as part of their lived experience. Through reflection and critical reflection, some participants were better able to understand that experience and they were better able to conceptualise it. In light of that conceptualisation, they then made determinations about future work and personal goals. Thus, personal change was an important outcome of their experience. They were more self-aware and more open to learning, although such a process of change involved risk taking. Risk taking sometimes meant that they were fearful or anxious about personal change and were inhibited by self-doubt. Once they worked through their fears, they felt excited about the personal change, and challenged to further their personal learning journey. Participants were also challenged by their experiences of implementing their learning in the workplace. They were able to recognise the significance of the social milieu of the workplace, including the expectations of support about the implementing of their learning from management and peers. That milieu was governed by the novelty of the learning environment, the flexible approach to learning, and the way they, and others, were chosen to attend the learning program. The learning experience helped them to value difference and to recognise the importance of becoming more self-aware, as part of their change process. At times, that process was painful; at other times it was pleasurable - pointing to the paradoxical nature of the learning experience. To undertake the construction of new identities, trust also was recognised as an important issue. Implications for practice are identified within a framework of environmental uncertainty and continuous learning. It is argued that, based on the experiences of the participants, learners may optimise their learning within an appropriate learning environment, and where attention is paid to the use of reflection and critical reflection as part of the learning and development process. Learning programs need to embrace a range of specific activities to enable learners to strengthen their self-belief. Consideration needs to be given to the importance of emotion as part of the learning and development experience. Individuals need to be aware of the importance of the social milieu, and they need to be able to understand their learning experience as an epiphany. For organisations, there is identified a need to attend to learning how to learn. There also appears to be a need for the development of key aspects of organisational functioning to support continual learning. Such aspects include: thinking processes, understanding of the social context in which learning occurs, the need to ensure management and supervisory support for change, and the need to identify and resolve individual, group and organisational conflict. Some participants appeared to be fearful of the reactions of managers and colleagues to their attempts to implement their new learning. Such fears could be overcome at an organisational level by enabling people to apply their learning and to provide meaningful and informative feedback to them. A learning program of the type reported in this study may be useful in helping organisations cope with some of the change processes with which they are faced, and in particular, it may be used to enhance those processes. A number of recommendations for further research may be drawn from this study. Participants in the study reported a transformational change process that has been identified as an epiphany. Further research, therefore, should address the importance of epiphany for the participants in the light of the passage of time. Similar studies need to be conducted in other organisations. The findings of the study are drawn together in two explanatory models: one designated Platforms of Understanding; the other designated Model of Managing Learning in an Organisational Context. Research is needed to explore the interrelationships between the models; the meanings for individuals and organisations of those interrelationships; and how such relationships might be used for the enhancement of learning and development strategies in organisations. Specifically, research focussing on the importance of the historical, political and socio-cultural environment, and into the role played by the organisational and social milieu in which learning and development occurs, needs to be addressed. While there are a number of studies relating to the importance of management and peer support for the transfer of learning in the workplace, research into the cultural significance of such support should be undertaken. Further research should extend to identifying and recognising the impact that such an understanding may have for the culture of the organisation. Learning and implementing group process facilitation is not necessarily a 'behavioural' experience. The part played by emotion in a learning and development program, and later in the organisational context, remains to be addressed. Understanding emotion and emotional responses to organisational change programs, of the type undertaken by participants in the study, should provide significant learning for individuals and organisations as they attempt to cope with organisational change. Most importantly, what this study suggested is that group process facilitation is a social and interactive process that calls for post-positivist research. This study has exposed the richness that may be gained from a constructivist, interpretivist, and progressive-humanist approach in an environment where the identification and recognition of how individuals make sense of, and give meaning to, their learning and implementing experiences, may be seen to have positive organisational and individual benefits. Further research would ideally focus on group process facilitation as the core concept, and be conducted within a constructivist epistemology that reflects progressive-humanistic approaches.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Management
Griffith Business School
Full Text
6
Ball, Dianne Lesley School of Industrial Relations & Organisational Behaviour UNSW. „Facilitation of action learning groups: an action research investigation“. Awarded by:University of New South Wales. School of Industrial Relations & Organisational Behaviour, 2004. http://handle.unsw.edu.au/1959.4/23407.
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The aim of this thesis is to better understand the role of the facilitator in action learning groups. In particular, it focuses on groups established within an organisation, in which the facilitator is a member of the organisation. The two central research questions are: (1) How did the facilitator influence problem solving and group interactions, and how did this vary over time and between each group, and (2) How did the facilitator's role in the organisation impact on the action learning groups? The methodology of action research and a number of principles of grounded theory are employed. The investigation was conducted within a large public teaching hospital over a two year period. Four groups volunteered to participate in the project. Two of these groups were already established and two were newly created for the purpose of the research project. The groups came from different departments and members represented a range of professional backgrounds. The size of the groups ranged from 5 to 12 participants. Each group identified a real and significant project to work through using an action learning approach. The researcher negotiated with each group what it wanted from a facilitator role, and then facilitated each meeting. All group meetings and individual interviews were audiotaped and the facilitator kept journal notes after each meeting or interview. Two potential methodological issues arose. The first related to the application of some of the principles of grounded theory to the action research investigation. The second was that the study was conducted in the researcher???s own organisation while the researcher was employed full-time, and this posed particular issues. Literature related to action learning, process consultation and small group facilitation was explored in the literature review. The purpose of this review was to critically evaluate different perspectives and approaches by frequently cited authors in these subjects, and to understand the uses and limitations of existing models. This gave the researcher an understanding of gaps in the literature related to (1) the role of the facilitator of action learning groups, and (2) conducting research in one???s organisation. Data were analysed for each group separately and then compared and contrasted in the final chapter. The objectives of the analysis were to (1) examine how the findings for each individual group address the research questions, (2) explore how the findings in each group change over time, and (2) examine how and why the findings in the groups were similar and different to each other. The findings across each of the groups have similarities and differences. There were seven interventions used by the facilitator that were common across the groups. The interventions changed over the duration of the project. Process skills were required to different degrees and at different times. Nine hypotheses were developed as the theory. Some key findings are as follows. First, it was found that groups that have not had prior experience in action learning do not understand the concept and process of facilitation and are unable to articulate in advance what they want from the facilitator. Second, the role of the facilitator cannot be separated from the skills, values and understandings of the individual facilitator. Third, a major role of the facilitator in this investigation was sharing knowledge of the organisation, the broader health care sector, and general management. In each group the facilitator performed both process and content roles, and a further role that can be called ????????????contextualising???. The findings show there is a distinction between the theoretical role and the role of an individual facilitator in practice. Further research opportunities are identified. These include (1) understanding how participants who have been involved in a facilitated action learning group may be able to apply their experience in a non-facilitated action learning group; (2) comparing the needs and expectations of participants in a facilitated action learning group within an organisation with action learning participants who are not part of an organisation; (3) understanding how facilitation of an action learning group within an organisation may change if the facilitator is in a management role, or in a peer position with participants.
7
Hunter, Dale, University of Western Sydney, of Arts Education and Social Sciences College und School of Social Ecology and Lifelong Learning. „Facilitation of sustainable co-operative processes in organisations“. THESIS_CAESS_SELL_Hunter_D.xml, 2003. http://handle.uws.edu.au:8081/1959.7/482.
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This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisationsDoctor of Philosophy (PhD)
8
Burger, C. H. (Charles Hamman). „Facilitation : coaching guidelines towards leadership development“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53420.
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Thesis (MBA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: Facilitation is considered one of the core leadership skills needed for young managers today. In order to master the principles of facilitation, it is necessary for potential facilitators to have a thorough understanding of the four main elements of facilitation namely, The Task at hand, the personal characteristics, skills and techniques required of facilitators, the group dynamics that come into play in the facilitation process and the facilitation process itself. In the continuously changing environment of business, it is important that managers lead their organisations and teams through change with a facilitation management style. In order to cope with change, it is necessary to understand what change is and how it will affect the organisation and the people working for the organisation. This study intends to give young, talented managers the skills to be effective facilitators in their organisations. It is intended to give talented managers a working document to help them manage in a constantly changing environment where much is expected of them regarding management styles and social interaction.
AFRIKAANSE OPSOMMING: Fasilitering word beskou as een van die kern leierskapsvaardighede wat van vandag se jong bestuurders verwag word. Ten einde die beginsels van fasilitering baas te raak, is dit belangrik dat voornemende fasiliteerders 'n deeglike begrip moet hê van die vier basiese beginsels van fasilitering naamlik, Die Taak wat afgehandel moet word, die eienskappe waaroor fasiliteerders moet beskik, die groepsdinamika betrokke in fasilitering en die proses van fasilitering self. In die voortdurend veranderende besigheidsomgewing is dit belangrik dat bestuurders hul organisasies en spanne lei aan die hand van 'n fasiliterende bestuurstyl. Ten einde verandering te kan hanteer, is dit nodig om te verstaan wat verandering behels en hoe dit die organisasie en die mense wat vir die organisasie werk beïnvloed. Dit is die doelwit van hierdie studie om jong, talentvolle fasiliteerders die vaardigheid te gee om effektiewe fasiliteerders in hul organisasies te wees. Dit is die bedoeling om talentvolle bestuurders 'n werksdokument te gee om hulle te help om te bestuur in 'n konstante veranderende omgewing waar baie van hulle verwag word rakende bestuurstyle en die interaksie met mense.
9
Hunter, Dale. „Facilitation of sustainable co-operative processes in organisations“. Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/482.
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This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisations
10
Sanford, Rebecca L. „An Exploratory Factor Analysis of the Survivor of Suicide Support Group Facilitator Scale: Identifying Meaningful Factors for Group Facilitation and Outcomes“. UKnowledge, 2016. http://uknowledge.uky.edu/csw_etds/12.
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Support groups for suicide loss survivors are a relatively common resource used by those who are left to cope in the aftermath of a suicide death. Though descriptive studies have been used to provide an overview of support groups in the past, there have been no efforts to understand nuances of these groups and the impact of these groups and differing facilitation styles on the bereavement experience for attendees. This study explores primary data collected between March 2015 and December 2015 with a sample of 138 survivor of suicide loss support group facilitators in the United States and several other countries.
Meaning making and meaning reconstruction is presented as the primary theory used to examine the attitudes of support group facilitators. Basic analytic procedures were used to explore sample descriptives, and an Exploratory Factor Analysis (EFA) with an oblique rotation was used to identify the factors within the Survivor of Suicide Loss Support Group Facilitator Scale. Three factors were revealed with a simple structure, representing the latent themes of (1) Facilitator Perspective on the Role of the Story (α=.73), (2) Facilitator Perspective on the Role of the Facilitator (α=.63), and (3) Facilitator Perspective on Role of the Loss Survivor (α.59). Bivariate analyses revealed that factors 1 and 2 both had a significant relationship with length of time the facilitator had been leading the group, facilitator’s level of compassion satisfaction, and facilitator’s level of burnout.
The findings of the EFA support the use of the scale as a tool to discern differences in attitudes about the role of meaning making and sharing of stories in the group as well as the role of the facilitator in aiding this process. The findings provide important information for understanding variation in support group facilitation styles and have implications for future exploration of outcomes for group attendees based on facilitator attitude and style. Implications for practice and future research are discussed.
11
Hunter, Dale. „Facilitation of sustainable co-operative processes in organisations /“. View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031107.153926/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003."A thesis presented to the University of Western Sydney School of Social Ecology and Lifelong Learning in fulfilment of the requirements for the degree of Doctor of Philosophy" "March 2003" Bibliography: 238 - 249.
12
Andenoro, Anthony Clyde. „Competencies of leadership professionals: a national study of premier leadership degree programs“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/4858.
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This study examined formal leadership degree programs and their ability to
prepare professionals for leadership positions. This study provided data outlining the
necessary competencies for leadership positions and examined the current activities and
formal curriculum included in three premier formal leadership degree programs. This
study also provided recommendations for the enhancement of current curriculum and
methods in formal leadership degree programs to better facilitate the learning and
empowerment of student populations interested in pursuing leadership positions.
This study utilized qualitative research in order to study the interrelationships
holistically. The data collected in this study provided insight into what leadership
competencies were valued and taught by highly ranked diverse undergraduate and
graduate academic programs. These programs were selected based on their reputation of
excellence, faculty, and overall program experience. The gatekeepers and graduates of
these highly motivated academic programs identified the necessary competencies for
success after graduation in the leadership work force. This examination allowed for
holistic impressions to be made about curriculum revision and enhancement that added to
the foundation and future of leadership education. A purposive sample was used to maximize the range of specific information that
could be attained from and about the context. The purposive sample allowed the
researcher to purposely seek typical and divergent data and insights to capture the
essence of the situation.
The major findings of this study include the development of two competency sets
necessary for successful practice within leadership positions. Etic competencies refer to
those competencies relating to features or items targeted for development which can be
considered outside of their role within a leadership system. Emic competencies refer to
those competencies relating to features or items targeted for development with respect to
their role within a leadership system.
Based on the literature and respondent perspectives four recommendations can be
made for the revision of leadership education. These revisions are expansion of current
curricula, renewed focus and attention to global perspective, enhanced faculty
development opportunities, and grounding in moral and ethical purpose. These four
recommendations are solidified and integrated into practice through the Foundational
Approach to Leadership Development Model.
13
Arnold, Robin Stephanie. „The development of an effective facilitator an interim curriculum director's journey /“. Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/arnold/ArnoldR0507.pdf.
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14
Park, Sung Jun. „Social facilitation effects of virtual humans“. Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-07102006-132005/.
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15
Schuitevoerder, Ingrid Rose, of Western Sydney Hawkesbury University, Faculty of Social Inquiry und School of Social Ecology. „Process-oriented dialogue : an inquiry into group work and conflict facilitation“. THESIS_FSI_SEL_Schuitevoerder_I.xml, 2000. http://handle.uws.edu.au:8081/1959.7/349.
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This is an exploration of process-oriented dialogue and how it is applied in group work and conflict facilitation. It encompasses a range of group-work applications, beginning with an investigation of useful approaches in bringing opposing parties together in dialogue situations. From there it unfolds the ways in which dialogue, in the midst of conflict, contributes to greater understanding of others' positions, and the creation of community spirit. A number of dynamics inherent in conflicting situations are explored, including the belief systems and dynamics present which deter parties from coming together to dialogue after conflict, whether interventions can help shift the attitudes of conflicting parties, whether discussion of the conflict can be useful, and the role of the facilitator. Models of conflict resolution, community building, and dialogue are introduced, and the Process Work model of group work is explored. Various case studies are described, along with surveys from two groups. The findings are analysed in the light of different paradigms and the application of process-oriented ideologies and methods and their effectiveness are critiquedDoctor of Philosophy (PhD)
16
Schuitevoerder, Ingrid Rose. „Process-oriented dialogue : an inquiry into group work and conflict facilitation“. Thesis, View thesis View thesis, 2000. http://handle.uws.edu.au:8081/1959.7/349.
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This is an exploration of process-oriented dialogue and how it is applied in group work and conflict facilitation. It encompasses a range of group-work applications, beginning with an investigation of useful approaches in bringing opposing parties together in dialogue situations. From there it unfolds the ways in which dialogue, in the midst of conflict, contributes to greater understanding of others' positions, and the creation of community spirit. A number of dynamics inherent in conflicting situations are explored, including the belief systems and dynamics present which deter parties from coming together to dialogue after conflict, whether interventions can help shift the attitudes of conflicting parties, whether discussion of the conflict can be useful, and the role of the facilitator. Models of conflict resolution, community building, and dialogue are introduced, and the Process Work model of group work is explored. Various case studies are described, along with surveys from two groups. The findings are analysed in the light of different paradigms and the application of process-oriented ideologies and methods and their effectiveness are critiqued
17
Schuitevoerder, Ingrid Rose. „Process-oriented dialogue : an inquiry into group work and conflict facilitation /“. View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030509.133332/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, Hawkesbury, 2000.A thesis submitted in completion of the degree of Doctor of Philosophy, Department of Social Ecology, University of Western Sydney, Hawkesbury, November, 2000. Bibliography : leaves 351-358.
18
Ferreira, Judite. „Exploring facilitation skills in asset-based transdisciplinary teamwork“. Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03172005-143440.
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Hudson, Jill Sophia. „Facilitator's guide to critical friends group work /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7860.
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20
Bell, Daniel M. „An evaluative case report of the group decision manager : a look at the communication and coordination issues facing online group facilitation /“. free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901215.
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21
Jay, Leighton. „An analysis of the critical contingency factors influencing the use of group facilitation in organisations /“. Connect to this title, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0069.
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22
Jay, Leighton. „An analysis of the critical contingency factors influencing the use of group facilitation in organisations“. University of Western Australia. Faculty of Business, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0069.
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This study adds to the limited empirical research evidence about the use of group facilitation in organisations. It analyses data collected from managers and facilitators to identify the critical contingency factors that influence the use of group facilitation. The data was analysed using an iterative process of grounded content analysis. The findings identify four primary contingency factors that influence the use of group facilitation. Chief among these is the 'outcomes-oriented' worldview that characterises the theories-in-use of both managers and facilitators. Group facilitation is used when managers perceive that it is likely to be an appropriate intervention which will enable the achievement of certain desired organisational goals. A parallel finding is that the relationship between managers and external facilitators is frequently 'instrumental' in nature. These findings have significant implications for both the theory and practice of group facilitation, especially concerning the field's dominant view of facilitation as a 'neutral' intervention. It extends the perspective proffered by a minority of scholars and writers in this field. The other primary contingency factors identified in this study include the complexity of the group's task; the need to challenge or otherwise alter the way a group is thinking in relation to its task; and the need to have open discussions about issues pertaining to the work or life of the group when the expertise to enable such discussions is not otherwise available. In addition to the implications regarding the neutrality of facilitation, the findings of this study have implications for the management of groups within organisations. Facilitation is demonstrably a useful means of building trust and enhancing relationships in numerous situations. It is also clearly perceived to be an appropriate means of enabling groups to structure and manage complex tasks. This includes tasks that are both objectively complex in nature, and those that group members subjectively experience as complex tasks. Given the increasing complexity of business environments, the complexity of many group tasks, and the increasing propensity for organisations to utilise teams and groups to get work done, facilitation is emerging as an important means of assisting organisational effectiveness.
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TRIBBE, THERESA MESEROLL. „WE ARE ALL LEARNERS: STUDY GROUP FACILITATION OF A MIDDLE LEVEL LITERACY PROGRAM“. University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990629622.
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Sloat, Daniel Lewis. „Indirect collaborative evolution for the facilitation of group intelligence in nursing care plan development“. Diss., Online access via UMI:, 2009.
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Thesis (Ph. D.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrical Engineering, 2009.Includes bibliographical references.
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Spinazola, Lisa Pia Zonni. „Lives on the (story)Line: Group Facilitation with Men in Recovery at The Salvation Army“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7366.
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In this dissertation, I seek to examine the effects of purposeful journaling and guided storytelling on past traumas, perception of current lives, and the development of new coping skills among men at The Salvation Army’s residential adult rehabilitation center (ARC). All residents of the ARC must attend Christian-based devotional services, go to Alcoholics Anonymous (A.A.) meetings, follow the A.A. 12-step program, and sign up for several weekly counseling and educational groups, one of which is the “Guided Journaling and Storytelling” group I lead. The men who attended this group are (1) addicted to drugs and/or alcohol, (2) face homelessness, (3) cope with some form of mental or physical health issue, (4) may have criminal records, and (5) have alienated most of their social support.
Through a twelve-week curriculum I developed, I introduced coping skills—building resilience, expressive writing, and deep breathing—while incorporating art, music, and poetry in the groups. I elicited participants’ stories through prompts, using my own experiences to model vulnerability and demonstrate concepts, such as: narrative reframing; how memories can be uncertain, partial, and elusive; how storytelling can prompt forgotten stories; and the efficacy of including emotion and rich details in the stories we tell. Knowing the value of writing and storytelling, I set out to see if the communicative practices I had learned in the past that had improved my life situation might assist others to write themselves out of destructive patterns, desperation, and trauma, and into sober and more fulfilling lives.
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Dyer, Antoinette B. „Conditioned taste and visual aversions in chicks: effects of social transmission of acquired behavior“. Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/76323.
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Studies involving social learning have shown that social interactions are influential in directing an individual's behavior toward relatively neutral stimuli. The present study investigated the possibility that social interactions direct an individual's behavior toward aversive stimuli. Following aversion conditioning to a visual (red water) or taste (3% vinegar) CS, 80 chicks individually observed an audience of two conspecifics ingest the aversive CS or observed a nondrinking audience in the presence of the CS. Observation of a drinking audience reduced the magnitude of the aversion to the visual CS but not to the taste CS. This effect was demonstrated in latency to respond and in log intake. The differences in observational training effects found for the visual CS but not for the taste CS may have been due to differences in visual appearance between red water and vinegar. Percent intake data revealed no differences in strength of conditioning between red water and vinegar. Subjects were retested five days following the last day of initial testing. No evidence was found for observational training effects in retention. Findings were interpreted by the classical conditioning model.Ph. D.
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Yuen, Sze-ling, und 阮思玲. „An empirical investigation of the effects of coaction facilitation on task outcomes and process perceptions of decision-making groups withinthe group support system context“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31064425.
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Yuen, Sze-ling. „An empirical investigation of the effects of coaction facilitation on task outcomes and process perceptions of decision-making groups within the group support system context“. Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31064425.
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Kristbaum, Joseph Patrick. „Strategic Decision Facilitation: An Exploration of Alternative Anchoring and Scale Distortion Optimization in Multi-Attribute Group Decision Making“. Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1566290559370868.
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Escovar, Peggy L. „Social facilitation effects on automatic and effortful processing in children with attention deficit/hyperactivity disorder“. FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/3153.
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This dissertation investigated the effects of social facilitation theory, specifically mere presence of a peer, on automatic and effortful processing in boys (ages 7 to 12 years) diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The sample (N=61) was comprised of ADHD and Normals who were matched by chronological age (+ /- 9 months) and IQ (1 standard deviation). Forty-eight percent of the sample was Hispanic. Each pair was randomly assigned to one of two conditions to test social facilitation effects. The conditions were Alone (subject worked alone in room) and Presence (subject worked in the presence of confederate). All subjects performed seven information processing tasks which varied in attentional demands from automatic, to acquired automatic, to effortfu1. Automatic processing was measured by two tasks, initial vigilance and frequency monitoring of a word list; acquired automatic was measured by a visual discrimination activity presented twice; and effortful processing was measured by three tasks, free recall of words and two listening comprehension activities.
Results support the concept that ADHD is a developmental disorder involving the inability to invest, organize and maintain attention and modulate impulsive responding. Diagnostic effects were applicable across both ethnic (Anglo and Hispanic) groups and emphasizes the significance of the disorder across cultures. There were several significant effects for diagnosis with ADHD subjects performing significantly worse on the frequency monitoring task, on the second administration of the visual discrimination task, and on one effortfu1 task, Free Recall of Related Words. No main effect for social facilitation was found, disconfirming Zajonc's mere presence hypothesis, for both ADHD and Normal children, Cottrell's learning theory model which states that more direct involvement of the peer or a threat of evaluation is needed to elicit social facilitation effects is discussed. Additional analysis indicated that the ADHD subjects were significantly more likely to engage in extraneous and non-task related verbal and motor activity on nine out of twelve behavioral indices. Results are discussed in terms of the effects of the experimental context on the performance of ADHD subjects, observed deficits in sustained attention, and other motivational factors. Educational implications, emphasizing group monitoring effects and instructional design are discussed.
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Nga, Nguyen Thu. „Neonatal Mortality in Vietnam : Challenges and Effects of a Community-Based Participatory Intervention“. Doctoral thesis, Uppsala universitet, Internationell mödra- och barnhälsovård (IMCH), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-188252.
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Globally neonatal mortality accounts for 40% of under-five deaths. Participatory interventions where the local problems are addressed have been successful in some settings. The aim of this thesis was to describe challenges in perinatal health in a Vietnamese province, and to evaluate the effect of a facilitated intervention with local stakeholder groups that used a problem-solving approach to neonatal survival during three years. The NeoKIP trial (Neonatal Knowledge Into Practice, ISRCTN44599712) had a cluster-randomized design (44 intervention communes, 46 control). Laywomen facilitated Maternal-and-Newborn Health Groups (MNHGs) and used Plan-Do-Study-Act cycles to address perinatal health problems. Births and neonatal deaths were monitored. Interviews were performed in households of neonatal deaths and randomly selected live births. Use of health services was mapped. The primary healthcare staff’s knowledge on newborn care was assessed before and after the intervention. Neonatal mortality rate (NMR) was 16/1000 live births (variation 10 - 44/1000 between districts). Home deliveries accounted for one fifth of neonatal deaths, and health facilities with least deliveries had higher NMR. Main causes of death were prematurity/low birth-weight (37.8 %), intrapartum-related deaths (33.2 %) and infections (13.0 %). Annual NMR was 19.1, 19.0 and 11.6/1000 live births in intervention communes (18.0, 15.9 and 21.1 in control communes); adjusted OR 1.08 [0.66-1.77], 1.23 [0.75-2.01], and 0.51 [0.30-0.89], respectively. Women in intervention communes more frequently attended antenatal care, prepared for delivery and gave birth at institutions. Primary healthcare staff’s knowledge on newborn care increased slightly in intervention communes. This model of facilitation of local stakeholder groups using a perinatal problem-solving approach was successful and may be feasible to scale-up in other settings.NeoKIP project in Vietnam
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Adendorff, Debra Elizabeth. „An investigation into the roles and competencies of an online facilitator“. Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08232004-071632/.
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Aakhus, Mark Alan 1964. „The communication logics of computer-supported facilitative interventions: A study of the community of practice and social technologies surrounding the use of group decision support systems in process facilitation“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288721.
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Computer supported facilitation is a form of third party intervention that uses advanced information technology to deliver non-authoritative intervention on organizational decision making. The goal of this type of intervention is to create communication events where decision making and decision outcomes are collaboratively produced by those who have a stake in the decision. The facilitator's role is to assure decision making progress without taking sides or rendering a final decision. The obligations of facilitation form competing injunctions for practicing facilitation. Facilitative intervention must be performed so that it influences decision activity without influencing decision outcomes, facilitators must participate in decision making without becoming a party to the decision, and facilitators must enforce decision procedures without coercing participant acceptance of the procedures. The evolution of the field is marked by innovations in practice and role definitions that seek more effective means to reconcile the competing demands of the role and the changing circumstances of the intervention context. Computer supported facilitation is a technologically advanced form of intervention that combine skills of facilitators with the capacities of collaborative computing technology to more efficiently and effectively deliver decisions for organizations facing a choice. The facilitator designs and carries out interventions by using group decision support systems that enable anonymous participation, simultaneous communication of ideas, geographic and chronological distribution of participation, and the electronic storage of contributions. This investigation finds that while technical advances help facilitators overcome the numerous barriers to decision making communication, the advances in technique and technology are prescriptions for decision making communication built on inadequate descriptive assumptions about the nature of communication. The community of facilitation practice and its technologies operate on the dubious assumption that communication process and content are in fact distinct. The community of practice, however, is caught up in preserving this distinction as its solution to the paradoxes of doing non-authoritative intervention. The dissertation demonstrates this state of affairs by showing the set of premises for facilitative action embodied in the process management view of the practice, the methods of transparency work which uphold intervention neutrality, and the way the community treats an innovation on practice.
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Seymour, Lisa. „We women matter, feminist co-facilitation of a mutual aid group for survivors of woman abuse within a second stage shelter“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23493.pdf.
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King, Christine Anne. „Systemic processes for facilitating social learning : challenging the legacy /“. Uppsala : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 2000. http://epsilon.slu.se/avh/2000/91-576-5776-9.pdf.
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Ambrosino, Julien. „Apports de l’hybridation de méthodes de créativité pour l’émergence de projets collaboratifs d’innovation dans les pôles et clusters : proposition de la méthodologie de facilitation d’ateliers STAR et de l’outil de brainstorming électronique IdeaValuation“. Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0094/document.
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Dans le contexte spécifique de coopétition entre les membres des clusters, l'émergence de projets collaboratifs innovants est une question clé pour les adhérents et les structures permanentes des clusters. Compte-tenu des écosystèmes hétérogènes qui évoluent au sein des clusters, la stratégie d'Interclustering qui est menée pour créer de nouveaux types de projets intersectoriels nécessite de nouveaux outils appropriés pour soutenir l'émergence d'idées innovantes et créatives. De fortes synergies sont mises en évidence grâce à l'animation de clubs d'innovation impliquant des participants provenant des milieux industriels, académiques, scientifiques et des structures de développement économiqueIn the specific context of coopetition between members of clusters, innovative collaborative projects emergence is a key issue for members and clusters. Given the heterogeneous ecosystems that evolve within the clusters, the interclustering strategy which is conducted to create new types of cross-sectoral projects require new appropriate tools to support creative and new ideas emergence. Strong synergies are highlighted through the use of the discovering matrix and 9 screens tools. These links help facilitators of clusters to optimize the preparation and animation of creative sessions. Strong synergies are highlighted through the animation of innovative clubs involving participants from industrial, academic, scientific and economic development organizations
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Van, der Merwe Elizabeth, und der Merwe Lize Van. „Die rol en persoon van die fasiliteerder van 'n christelike tienergespreksgroep“. Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52221.
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Thesis (MEdPsych) -- University of Stellenbosch, 2001.ENGLISH ABSTRACT: This study addresses the role and person of the facilitator of a Christian teen discussion group. From the literature study it is evident that there are specific requirements concerning the role and person of the facilitator of a teen discussion group. These requirements and definitions should only serve as guidelines for the success of a teen discussion group The empirical study investigated the role and person of the facilitator of a teen discussion group. According to the results it seems that the most important characteristics of a facilitator, according to the teen discussion groups, are that of warmth as a person, caring and insight and that he must be a role model. The study also showed that the role and person of a facilitator of a teen discussion group to a great extent contributes to the success of these groups.
AFRIKAANSE OPSOMMING: In hierdie studie is die rol en persoon van die fasiliteerder van n Christelike tienergespreksgroep ondersoek Uit die literatuurstudie blyk dit dat daar baie spesifieke vereistes bestaan wat betref die rol en persoon van die fasiliteerder van "n tienergespreksgroep. Hierdie vereistes en definisies behoort egter net as riglyne te dien vir die sukses van' n tienergespreksgroep. In die ernpmese ondersoek IS die rol en persoon van die fasiliteerder van "n tienergespreksgroep verken. Volgens die resultate blyk dit dat die belangrikste eienskappe van 'n fasiliteerder, volgens die groeplede, is dat hy "n omgee-persoon moet wees wat oor insig beskik, warmte oordra en "n rolmodel moet wees Die ondersoek het verder getoon dat die rol en persoon van die fasiliteerder van' n tienergespreksgroep grootliks bydra tot die sukses van hierdie groepe.
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Dunne, Caroline. „Dialog, engagemang & neutralitet : Vad gör en professionell facilitator?“ Thesis, Linnéuniversitetet, Institutionen för fysik och elektroteknik (IFE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28333.
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I denna uppsats ställer jag mig frågan vilken praktisk kunskap jag har, i min yrkesroll som professionell facilitator. En professionell facilitator är en för gruppen neutral mötesledare vars huvudsakliga syfte är att planera, förbereda och genomföra arbetsmöten och workshops som bygger på dialog, engagemang och delaktighet. Inte sällan med inriktning på erfarenhetsutbyte och kunskapsutveckling. Men, vad är det jag gör när jag skapar delaktighet och engagemang i en grupp, när jag får deltagarna att se sakfrågan i ett större sammanhang och genom olika metodval ger dem förutsättningar till konstruktiva dialoger? När jag underlättar för deltagare att inte bara närvara fysiskt under ett möte utan säkerställer att alla i gruppen aktivt deltar och bidrar till ett konkret resultat. Uppsatsen har skrivits inom ramen för magisterprogrammet i yrkeskunnande och professionsutveckling vid Linnéuniversitetet i Växjö under våren 2013. Empirin utgörs av de reflekterande texter som jag har skrivit inom ramen för kurserna mellan åren 2011-2013, baserade på 18 års erfarenhet av att leda och facilitera arbetsmöten och workshops. Mina erfarenheter har jag kopplat ihop med de olika teorierna inom ämnesområdet yrkeskunnande och professionsutveckling. Resultatet av uppsatsen vittnar om att mina erfarenheter och min praktiska kunskap har jag fått genom att öva och utveckla en känsla för olika människors och gruppers beteenden. Jag har också utvecklat en förtrogenhetskunskap beträffande vilka metoder och tekniker som fungerar i olika situationer och för olika sakfrågor. Varje möte som jag leder är direktsändning och det finns aldrig någon möjlighet att generalrepetera några repliker. I realtid reflekterar och analyserar jag vad som händer i gruppen. Jag använder olika metoder och tekniker. Planerat eller improviserat. Jag kallar det ibland för planerad improvisation. Jag kommer nämligen alltid väl förberedd och med en skräddarsydd mötesplan i handen, för att i själva mötessituationen kunna improvisera. Det är något jag vet av erfarenhet alltid blir fallet. Vad som kommer att hända under ett möte går aldrig att förutse. För att lyckas med denna konst behöver facilitatorn tro på varje individs lika värde, bortse från förutfattade meningar, lyssna och höra, både vad som sägs, men också lyssna efter vad som inte sägs. Facilitatorn underlättar för gruppen genom att driva mötet framåt utifrån ett specifikt syfte och önskat slutresultat. Att som facilitator vara mentalt närvarande under hela mötet och förhålla sig neutral till sakfrågan, gruppen och slutresultatet, men även till uppdragsgivaren, även om det är svårt, är kärnan i facilitatorns yrkesroll. Uppdragsgivarens betydelse ska aldrig underskattas och jag har myntat följande uttryck: Jag kan aldrig facilitera ett möte bättre än vad min uppdragsgivare tillåter.This thesis explores a number of questions around the skills of a Professional Facilitator. It has been completed as part of the Programme on Skill and Professional Development, within the Faculty of Technology at Linneaus University, Sweden. A Professional Facilitator is a person who is both neutral to the group, and the subject under discussion. The facilitator plans, prepares, and runs workshops where dialogue, commitment and neutrality all play a central role. The practical insights presented within, are derived from the texts that I have submitted as part of the programme requirements during 2011-2013. The insights are based on my direct experience from facilitating professional workshops over the last 18 years. These insights have been presented in the context of the relevant literature and research within the areas of skill and technology. The conclusions from my work clearly show that the development of my skills is as much grounded in a structured approach to continued Professional Development as it is in experiential learning. I have developed skills regarding group dynamics, as well as methods and tools that can be appropriately applied in different contexts, subjects and groups. Every meeting I facilitate is completed in real-time, which means that I do not have the opportunity to rehearse or prepare for all eventualities. However, I am always very well prepared and have a tailor-made plan for every meeting. Improvisation is key, and is always required no matter what level of planning has been completed. My experience clearly shows that a Professional Facilitator needs to believe in the individuals potential, show no prejudice, and listen and hear what is being said both directly and indirectly. A facilitator needs to be alert throughout the whole meeting and take a neutral stance in relation to the group, the subject and the Meeting Sponsor.
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Glasper, Erica Renee. „Psychobiological factors alter health outcome“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148415999.
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Sabo, Imre. „The role of the facilitator in the work with groups in the business model innovation process“. Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44744.
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This master’s thesis explores the role of the facilitator in business model innovation [BMI]. In the last 15 years BMI has gained increasing importance for companies to establish a competitive advantage. Yet, BMI is considered to be marked by high complexity and phases of uncertainty in the process of creating it. Equipped with the skills and characteristics, a facilitator may support groups in their endeavor to create BMIs. As a result of a qualitative study including expert interviews and observations of facilitated workshops, five aggregated dimensions describing the role of the business model facilitator are identified. The results suggest that a facilitator may contribute to BMI by leading and navigating the process, supporting the group to generate knowledge and taking ideas to actions, sharing his or her own knowledge with the team, and by providing mental support and stability. Thereby, the facilitator may contribute to BMI on three levels: the team level, the process level, and the new business model.
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Weierbach, Florence M. „Caregiver Support Group Facilitator“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7406.
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Tice, Amy. „Reimagining Ourselves at Madison (ROAM) : an innovative adventure-based peer counseling program for university students demonstrating high risk alcohol-related behaviors /“. Full-text of dissertation on the Internet (2.13 MB), 2009. http://www.lib.jmu.edu/general/etd/2009/Masters/Tice_Amy/ticeal_masters_11-13-2009.pdf.
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Phillips, Susan R. „Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study“. University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1287086564.
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Dunne, Caroline. „Att främja reflektion och samarbete : En essä om facilitatorns yrkeskunnande“. Thesis, Linnéuniversitetet, Institutionen för fysik och elektroteknik (IFE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45048.
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Den här uppsatsen handlar om facilitatorns roll och yrkeskunnande. En roll som är relativt ny och för de flesta fortfarande helt obekant. Facilitatorn anlitas för att underlätta för grupper att föra samtal och dialog, men också för att gemensamt reflektera. Viktiga förutsättningar för att hitta formerna för fruktbara samarbeten, vilket står högt på många organisationers agendor idag. I uppsatsen redogör jag inledningsvis för den möteskultur som råder inom organisationer idag. En kultur där medarbetare och chefer avsätter mycket tid i möten som vare sig ger dem själva, organisationen eller samhället något av värde. Det är många gånger envägskommunikation eller förmedling av information. I en tidsanda som ställer höga krav på rationaliseringar och effektivseringar har det dessvärre också blivit så, att tiden för samtal och genuina dialoger succesivt har reducerats till förmån för ökad kommunikation i olika digitala kanaler, inte misnt e-mail och sociala medier. Jag vill hävda att vi människor behöver träffas och samtala för att nå en gemensam och fördjupad förståelse för varandra och våra olika sakfrågor. Vad händer på sikt om vi inte ges möjlighet till gemensam reflektion? Hur ska vi kunna samarbeta om vi inte lär känna varandra och de förutsättningar som råder? I inledningen redogör jag även för delar av den kunskapsteori som finns kopplat till ämnesområdet yrkeskunnande och teknologi, men också för min mission – att återerövra samtalet som en viktig arbetsmetod. Uppsatsen är skriven i essäistisk stil och det empiriska materialet kommer från de texter jag själv har författat under masterutbildnignens två år då dialogseminariemetoden tillämpats, men också från den dialogseminarieserie som jag själv har genomfört med sex andra facilitatorskollegor. Tillsammans har vi börjat utforska vår gemensamma profession och det yrkeskunnande som vi representerar. Facilitatorns yrkeskunnande är mångfacetterat och svårfångat, men handlar i mångt och mycket om att vara öppen för människors olikheter. Se dem som berikande. Vara krockfrämjande. Bejaka olika perspektiv och infallsvinklar på saker och ting. Inte vara rädd för att konfrontera. Facilitatorn jobbar med olika tempoväxlingar och har en mängd olika metoder och tekniker till sitt förfogande för att möta olika problemställningar. Planerat eller improviserat. Det finns tydliga analogier med teatern, men också med läkar- och läraryrket. Det handlar om att skapa spänningar och väcka känslor hos deltagarna. Och sedan ta hand om och förvalta de känslor som väckts. Som facilitator blir man aldrig fullärd. Alla grupper är olika och varje ny mötessituation bjuder på nya utmaningar. För mig känns det som att resan mot bättre vetande precis har börjat. I mina texter kan jag skönja en utveckling över tid, men det finns otaliga gator kvar att utforska. Jag är fortsatt nyfiken och jag vet bestämt att jag vil fortsätta att fördjupa mina kunskaper om facilitatorns yrkeskunnande och gärna då med dialogseminariet som fortsatt forskningsmetod.This thesis explores the role and skills of a professional facilitator. A facilitator is hired to facilitate meetings and other group processes trough dialogue, conversations and active participation, with the purpose of makig reflection and collaboration within and between organisations possible.
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Wong, Chit Yu. „How can a music therapy student facilitate contributions by adolescent clients who have psychiatric disorders in group music therapy? : a thesis presented in partial fulfillment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Wellington, New Zealand“. Massey University, 2009. http://hdl.handle.net/10179/1093.
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This study explored ways in which a music therapy student could modify and improve her own clinical practice in order to facilitate client contribution in group music therapy in an acute adolescent inpatient unit. Through cycles of observation, evaluation, planning, and action, the music therapy student was able to examine her facilitation techniques in detail and modified them accordingly. There were six fortnightly cycles and in each cycle, the research journal, research notes, and video-recording were systematically reviewed by the music therapy student herself, and themes were drawn out to contribute to the planning of the next cycle. The results suggested that while direct questions predominated at the start of study, the music therapy student was able to adopt a variety of other techniques by the end of the research period, including self-disclosure, appropriate eye contact, and the shifting of responsibility. The music therapy student also found that her own anxiety level, which was often caused by periods of silence in music groups, also had an important impact on her ability to facilitate. The discussion addressed other factors that are believed to have contributed to the student?s ability to facilitate in group music therapy.
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Miller-Lane, Jonathan Whitney. „Facilitating disagreement in classroom discussion /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7647.
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Tucker, Beth. „Facilitator Guides for Grandparent Discussion Groups“. College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2009. http://hdl.handle.net/10150/156907.
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55 pp.Training resources for volunteer facilitators of grandparent discussion groups; Grandparents Raising Grandchildren
Grandparents-raising-grandchildren discussion groups may conduct their meetings by a) focusing on issues that members suggest and/or b) choosing from among a list of critical topics that are common issues to most grandparents. Sometimes, discussion group facilitators want help identifying topics that are both reliable and educational. To fill the need for conversation-starting topics, we have provided a series of discussion topics for a facilitator's reference. These discussion topics have been gathered from KKONA's experience listening to the issues grandparents bring up about raising grandchildren. Some of the best group discussions introduce a topic after grandparents have attended a related workshop or training that allows grandparents to process information that they have heard or read. Following through with a discussion topic will help the group more deeply explore the issue and gather grandparents' ideas. The themes of the discussion topics include legal issues, relationship issues, discipline, schools, accessing social services and recordkeeping. There are eighteen topics. The sources for these materials include research and parenting materials as well as practical recommendations gathered from discussion groups. As you use these sheets, remember that they are intended to spark discussion and give you some reliable references. The sheets are not meant to be a step-by-step method for conducting your discussion groups nor do they provide in-depth information.
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Chan, Pun-tak. „Facilitating learning with network discussion forum“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23373477.
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Stehn, Molly. „Dialectical Behavior Therapy Skills Group as Facilitator of Relational Growth“. University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397477538.
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Alazemi, Sami. „Evaluation of the effects of participatory methods in the teaching of ecological thinking in design in Kuwait“. Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/54490bc5-da20-4a15-9688-37f46c1021a1.
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In a world that faces global warming and other major environmental challenges, it is essential that students learn about the principles of sustainability so that they can apply these principles in their future lives and careers. This is particularly so in fields such as interior architecture and design, which will impact how well humans can move toward a sustainable way of life. The aim of the present study was to evaluate a participatory teaching approach for students of interior design that incorporates ecological thinking. It is particularly intended for use at universities and other places of higher education where such contexts are not currently available and, furthermore, where the teaching has been primarily of a didactic, teacher-centred form. The teaching approach was developed and tested through the involvement of students and staff at a technical institute in Kuwait – a country with severe environmental problems in which teaching at all levels has traditionally been rigidly didactic. A review was carried out of literature on learning theories, design principles, and sustainability paradigms that bore upon the research aim. Following this, a method was chosen, based on action research that involved running different types of workshops, in order to measure the impact of the teaching styles that are ideal to deliver ecological knowledge.