Relevant bibliographies by topics / Facilitation

Academic literature on the topic 'Facilitation'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 July 2024

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Journal articles on the topic "Facilitation"

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Yushchyshyna, Larysa, and Kateryna Turkin. "FACILITATIVE TECHNIQUES AS AN EFFECTIVE MEANS ADJUSTMENT OF GROUP DISCUSSION." Economic journal of Lesya Ukrainka Volyn National University 2, no. 30 (June 30, 2022): 72–80. http://dx.doi.org/10.29038/2786-4618-2022-02-72-80.

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The article reveals the practical effectiveness of facilitation. The main methods of the facilitator work are singled out. Facilitation mechanisms are proposed, which are focused on individual motivation, comfortable work in a group, providing the opportunity to express one's opinion, and improving approaches through discussion. The main tasks of the facilitator are defined and recommendations on intensification of group work are given. It is proved that the key to facilitating the communication process is the organization of space, attracting and promoting the potential of individual students and the group as a whole, as well as supporting participants in achieving their goals. The effectiveness of the transition to facilitative methods in order to effectively establish group discussion and increase the efficiency of any group on the way to achieving goals.
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Gren, Larysa, Andrii Cherkashyn, and Serhii Karlyuk. "A PEDAGOGUE’S FACILITATION COMPETENCY IN TEACHING FOREIGN STUDENTS." Theory and practice of social systems management, no. 2 (June 30, 2022): 62–75. http://dx.doi.org/10.20998/2078-7782.2022.2.05.

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On the outcomes of analyzing the scientific literature on pedagogic facilitation, it is proved in the article that no issues concerning a higher education institution pedagogue’s facilitative competence in foreign students training have been raised by scientists; the notions of “competence”, “professional interests”, “facilitation”, “facilitator pedagogue”, “facilitation competence” are defined; the role of a facilitator pedagogue in forming persistent interest in foreign students to their future professional activity is disclosed, as well as requirements for his or her personality and professional traits; on the experience of work with foreign students, conclusion is made concerning the use of interactive methods of teaching at the lectures and in practical classes; an example is given of possible topics and questions to be discussed at trainings, pedagogical workshops on facilitation pedagogy; it is noted that a facilitator pedagogue is to apply creative approach to teaching foreign students, forming in them not only interest in future professional activity, but also the pedagogue’s facilitative competence.
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Трухан, Г. В. "ФАСИЛІТАТИВНІ ВМІННЯ СУЧАСНОГО ВЧИТЕЛЯ: СУТЬ, СТРУКТУРА, МІСЦЕ В СИСТЕМІ ПЕДАГОГІЧНОЇ ФАСИЛІТАЦІЇ." Теорія та методика навчання та виховання, no. 47 (2019): 148–58. http://dx.doi.org/10.34142/23128046.2019.47.13.

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The relevance of the research of the facilitation was indicated in the article and it was also established that this term is widely used in modern pedagogical and psychological literature, the modern interpretations of the concept of «facilitation» was considered. The scientific approaches to the definition of the terms «pedagogical facilitation» and «facilitation skills of the pedagogue» have been analyzed. The pedagogical facilitation was considered as a specific type of activity, which promotes the awareness of the personality of one’s own self-worth, self-development and self-perfection. It was found out that the pedagogical facilitation manifests itself in stimulating, initiating, encouraging the subjects of the educational process to independently search for answers to the question, and the conditions of its effectiveness were indicated. It has been established that the pedagogical skills of the teacher are the ability to organize the process of conscious learning and personal growth. It was noted, that the skills that should be possessed by the teacher-facilitator include: the ability to organize educational dialogue, as a facilitation of the processes of conscious learning and personal growth, the ability to listen to somebody carefully, to analyze and correct students’ actions, to promote the creation of effective behavior, to provide apositive attitude of psychological mood, act preventively, conceptually think and predict the results of their own pedagogical activity. It was revealed the importance of such pedagogical interaction that will make every student will feel accepted and heard. It has been established that the pedagogical orientation and flexible approach in the realization of the activity these are characteristic features of the teacher’s facultative skills. It has been found out that the formation of facilitation skills is possible if they work on themselves and their self-development. It was noted that this is due to the getting and bringing to the automatism of certain knowledge and skills.
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Park, Chang-Gyoon. "Facilitation Strategies for Facilitating Discussion Class." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 1 (January 1, 2020): 993–1013. http://dx.doi.org/10.22251/jlcci.2020.20.1.993.

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Rajeswari, K., and G. Ananthi. "Facilitating Portfolio for holistic Engineering Education: An alternative Perspective." Journal of Engineering Education Transformations 36, S1 (December 1, 2022): 89–94. http://dx.doi.org/10.16920/jeet/2022/v36is1/22180.

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Portfolios provide evidence of facilitation from various sources in terms of student ratings context. It is the process of selecting and organizing material for a portfolio that can reflect facilitation. Facilitating portfolio capture facilitating career that can be called as facilitating portfolios that capture evidence related to the course. Using portfolios, facilitators can share in virtual mode and invite their comments from peers to share facilitating successes and accordingly build their careers. The components of facilitating portfolio are facilitating statement, documentation, effectiveness, demonstration of student learning using materials, activities, contribution to the Institution and recognition. The facilitating portfolio contains student’s reflection in terms of context, knowledge and growth. The advantage of preparing this facilitation portfolio is to engage the students in an active manner. It deals with bringing the students to the classroom. This portfolio is useful for developing student knowledge in an effective manner. The facilitator can address the problems of students through preparedness in the curriculum. It also deals with curriculum structure and provides sufficient support for students. The curriculum structure and facilitation techniques can be used to develop social framework inside the classroom. The facilitation process is affected by means of the contextual issues arises from professional, Institutional, student body, national and international agencies. This portfolio is useful for developing the student knowledge. The technology has been used for the improvement of student experience and enables better understanding of core concepts. This paper deals with the implementation of facilitating portfolio for the curriculum and student learning through activities. Keywords— Active learning Strategies; Course Outcome; Curriculum Structure; Facilitating Portfolio; Student learning
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de Wijse-van Heeswijk, Marieke. "Ethics and the Simulation Facilitator: Taking your Professional Role Seriously." Simulation & Gaming 52, no. 3 (June 2021): 312–32. http://dx.doi.org/10.1177/10468781211015707.

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Background: When selecting, managing, and debriefing simulations, facilitators wishing to maintain appropriate standards, face demanding ethical challenges especially in learning contexts. Aim: This article considers why facilitators need to attend to ethical issues in facilitating simulation games. Issues examined include the influence of complexity in socio-technical system simulation games, perceptions of both facilitator and participants’ behaviors by including belief systems. Intervention: A multidisciplinary integrative view of ethical facilitation from a reflective perspective has been used in this article. Method: Literature, interviews and case descriptions were employed to examine what might constitute ethical facilitation. Results: A three layered framework of perspectives on ethical facilitation is proposed and two case study examples are used to describe its application. Further research is being conducted on facilitator tools for dealing with ethical issues. Conclusions: While ethical facilitation is undoubtedly complex, tangible perspectives with scientific foundations can be established and applied on the continuum of open and closed simulation games.
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Husakova, Oksana. "Pedagogical Facilitation in the Context of Professional Training of Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 88–96. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-88-96.

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The article considers the phenomenon of pedagogical facilitation in the context of professional training of future foreign language teachers. Analysis of research has shown that the term “pedagogical facilitation” comes from the English word facilitate and means “easy, convenient”. Based on this, a facilitator is considered to be a person who helps to make the process of communication with other people simpler and easier. Despite the existing research on the terms “facilitation” and “pedagogical facilitation”, these terms need additional research in the context of professional training of future foreign language teachers due to the fact that in today's world learning foreign languages is one of the most important places in education. It was determined that a communicative approach that is leading in the study and teaching of a foreign language and requires the future professional to have facilitation skills. It was determined that effective facilitative pedagogical interaction involves the presence of the following stages in the work of teachers, including foreign language teachers: approval; adoption; trust. The article analyzes the experience of domestic and foreign scientists who defined the concepts of “social facilitation”, “psychological facilitation”, “pedagogical facilitation”.
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Ritchie, Mona J., JoAnn E. Kirchner, James C. Townsend, Jeffery A. Pitcock, Katherine M. Dollar, and Chuan-Fen Liu. "Time and Organizational Cost for Facilitating Implementation of Primary Care Mental Health Integration." Journal of General Internal Medicine 35, no. 4 (December 2, 2019): 1001–10. http://dx.doi.org/10.1007/s11606-019-05537-y.

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Abstract Background Integrating mental health services into primary care settings is complex and challenging. Although facilitation strategies have successfully supported implementation of primary care mental health integration and other complex innovations, we know little about the time required or its cost. Objective To examine the time and organizational cost of facilitating implementation of primary care mental health integration. Design Descriptive analysis. Participants One expert external facilitator and two internal regional facilitators who helped healthcare system stakeholders, e.g., leaders, managers, clinicians, and non-clinical staff, implement primary care mental health integration at eight clinics. Intervention Implementation facilitation tailored to the needs and resources of the setting and its stakeholders. Main Measures We documented facilitators’ and stakeholders’ time and types of activities using a structured spreadsheet collected from facilitators on a weekly basis. We obtained travel costs and salary information. We conducted descriptive analysis of time data and estimated organizational cost. Key Results The external facilitator devoted 263 h (0.09 FTE), including travel, across all 8 clinics over 28 months. Internal facilitator time varied across networks (1792 h versus 1169 h), as well as clinics. Stakeholder participation time was similar across networks (1280.6 versus 1363.4 person hours) but the number of stakeholders varied (133 versus 199 stakeholders). The organizational cost of providing implementation facilitation also varied across networks ($263,490 versus $258,127). Stakeholder participation accounted for 35% of the cost of facilitation activities in one network and 47% of the cost in the other. Conclusions Although facilitation can improve implementation of primary care mental health integration, it requires substantial organizational investments that may vary by site and implementation effort. Furthermore, the cost of using an external expert to transfer facilitation skills and build capacity for implementation efforts appears to be minimal.
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Petkov, Petko. "FACILITATION IN EDUCATION." Education and Technologies Journal 14, no. 2 (August 1, 2023): 255–58. http://dx.doi.org/10.26883/2010.232.4892.

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Today, it is generally accepted that pedagogical science is going through a transitional stage related to the renewal of both the content and the forms of the educational process. Education is one of the most important subsystems of the social sphere of the state, which provides the process of obtaining by a person systematized knowledge, skills and abilities in order to use them effectively in his professional activity. In the conditions of an information-saturated space and new educational technologies, a person-oriented learning paradigm, teachers are faced with a situation where the purpose of education is to facilitate change and teaching. Facilitation in learning is an issue that entered didactics for theoretical discussion in the 1990s. It means supporting, creating opportunities for the cooperation of learners in their efforts for effective learning, through it the facilitation, flexibility and accessibility of learning is achieved. The process of collecting information is simplified. A facilitative approach requires assisting students to collaborate and independently carry out activities with an expected synergistic effect. The teacher-facilitator is again a key player in learning, but not at the expense of student learning and responsibilities. He does not rule, but facilitates others to do this for themselves. The following qualities are necessary for the formation of the innovative culture of a teacher-facilitator: 1) attitude towards children as developing subjects; 2) culture of human interaction; 3) relation to oneself as a developing subject. Facilitation is believed to be more effective in group learning or in stimulating students’ creativity.
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Kortmann, Rens, and Vincent Peters. "Becoming the Unseen Helmsman - Game facilitator competencies for novice, experienced, and non-game facilitators." Simulation & Gaming 52, no. 3 (June 2021): 255–72. http://dx.doi.org/10.1177/10468781211020792.

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Background. To facilitate game sessions for purposes beyond mere entertainment a facilitator needs to act like an ‘Unseen Helmsman’: steering their ship clear from rocks and storms without the players in the ship realizing. Previous work laid down a competency model for game facilitation. It reviewed several competency models for facilitators of generic (non-game) group sessions. Since no such model comprehensively provided guidelines to facilitate game sessions in particular, a new competency model was proposed using a bottom-up approach with the participation of game facilitation experts. The question remains what lessons may be drawn from this model. Methods. This contribution elaborates on the competency model for game facilitation and draws lessons from it. Thus it aims to empower both novice and experienced game facilitators to become an Unseen Helmsman. Also, it presents learnings for people who are experienced in facilitating groups in general, but who are new to facilitating game sessions. Conclusions. First, lessons for novice game facilitators include familiarising themselves with the core notions of the competency model: the characteristics of a complex systems game (session), and the attitudes, knowledge, and skills for successful game facilitation. Second, experienced game facilitators may learn from existing competency models for generic (non-game) group facilitation. Third, facilitators of generic (non-game) group sessions are encouraged to study the characteristics of game sessions in addition to the specific competencies contained in the competency model for game facilitators.
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Dissertations / Theses on the topic "Facilitation"

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Freeth, Rebecca. "Just facilitation : facilitating sustainable social change in contexts of injustice." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17933.

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Cioranu, Adrian Gabriel. "Facilitation versus security." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99131.

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The aviation industry is undeniably playing a very significant role in our day-to-day life. A vast and inter-connected web of flights ensures swift passenger travel and cargo traffic. However, in the name of security, otherwise intrinsic technicalities tend now not only to hinder on further development of aviation facilitation but also take over and lead towards the exact opposite result. What are the current measures taken by the international community to streamline passenger travel? What are the new initiatives which ought to be implemented? How is the future of aviation facilitation going to look like? How is it going to affect air travel and what legal implications is it rising? Throughout this thesis we will present the legal framework applicable to aviation facilitation and discuss the main initiatives that are being considered by ICAO and IATA in this respect. While Facilitation and Security should be considered as "two faces of the same coin", in reality they appear to "compete" against each other. Hence, we will provide our arguments in support of this theory.
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Sirolli, Ernesto. "Local enterprise facilitation." Thesis, Sirolli, Ernesto (2004) Local enterprise facilitation. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/315/.

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In a rapidly globalizing economy, many communities are stranded in unemployment or work without meaning. This thesis asks the question: can local communities create economic development with fulfilling work? The experience of the author in African development projects is used to pose questions about modernist approaches to development. The alternative approaches to work and human development by Fritz Schumacher, Abraham Maslow and Carl Rogers are melded with the political insight of Robert Putnam, to suggest that the answer to the above question can be positive. Their theories are distilled into an approach called Local Enterprise Facilitation, which is based on four principles: 1. Only work with individuals or communities that invite you. 2. Do not motivate individuals to do anything they do not wish to do. 3. Trust that they are naturally drawn towards self-improvement. 4. Have faith in community and the higher social needs that bond it together. The author's experience of twenty years in applying and developing this approach is traced from its origins in rural Western Australia, through other parts of Australia and New Zealand to its extensive application in North America. The experience has created a methodology for successful Local Enterprise Facilitation based around a community Board that can provide the necessary support for networks for new enterprises. In particular the methodology uses a 'Trinity of Management' approach whereby the separate skills of production/enterprise, financial accounting and marketing are facilitated as no individual can do more than one of these skills successfully. The Local Enterprise Facilitation philosophy has many implications and some of these are suggested in terms of planning, education, bureaucracy, and conservation. Whilst an evaluation of the businesses created can only be done in the long term, Local Enterprise Facilitation has opened up some hope for communities seeking to create good work.
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Sirolli, Ernesto. "Local Enterprise Facilitation." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040820.143953.

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In a rapidly globalizing economy, many communities are stranded in unemployment or work without meaning. This thesis asks the question: can local communities create economic development with fulfilling work? The experience of the author in African development projects is used to pose questions about modernist approaches to development. The alternative approaches to work and human development by Fritz Schumacher, Abraham Maslow and Carl Rogers are melded with the political insight of Robert Putnam, to suggest that the answer to the above question can be positive. Their theories are distilled into an approach called Local Enterprise Facilitation, which is based on four principles: 1. Only work with individuals or communities that invite you. 2. Do not motivate individuals to do anything they do not wish to do. 3. Trust that they are naturally drawn towards self-improvement. 4. Have faith in community and the higher social needs that bond it together. The author’s experience of twenty years in applying and developing this approach is traced from its origins in rural Western Australia, through other parts of Australia and New Zealand to its extensive application in North America. The experience has created a methodology for successful Local Enterprise Facilitation based around a community Board that can provide the necessary support for networks for new enterprises. In particular the methodology uses a “Trinity of Management” approach whereby the separate skills of production/enterprise, financial accounting and marketing are facilitated as no individual can do more than one of these skills successfully. The Local Enterprise Facilitation philosophy has many implications and some of these are suggested in terms of planning, education, bureaucracy, and conservation. Whilst an evaluation of the businesses created can only be done in the long term, Local Enterprise Facilitation has opened up some hope for communities seeking to create good work.
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McIlveen, Rob. "Studies in social facilitation." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379938.

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Shepstone, Laura Louise. "Compassion-facilitation after trauma." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29516.

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Literature Review: Background: Compassion-facilitating interventions (CFIs) seek to increase feelings of reassurance, safeness and well-being, and are suggested as a new psychotherapeutic approach to treat post-traumatic stress. Objectives: This review summarises and synthesises the literature investigating CFIs for post-traumatic stress disorder (PTSD) in clinical adult populations. Method: A systematic review of the experimental and intervention literature to date was completed using PubMed, PsycINFO, and Web of Knowledge databases. Results: CFIs show large to medium effect sizes in reducing PTSD in traumatised populations. However, many studies did not compare these interventions to active control conditions, and for the few studies that did, compassion-facilitating interventions were not better at reducing PTSD than the active control conditions. There was also not enough evidence in these studies to indicate a mechanism of change in these interventions. Conclusions: CFIs may be an effective intervention in PTSD, but more high quality research is needed to establish their efficacy over and above well established PTSD treatments. More research is also needed to identify the psychological mechanisms at work in decreasing PTSD symptoms Empirical Paper: Objective: Compassion-facilitating interventions are thought to be promising for treating post-traumatic stress disorder (PTSD). It is theorised that inducing self compassion through a compassion-facilitating meditation task would interrupt the psychological processes that cause emotional distress and trauma-related intrusions that form post-trauma. Methods: A student sample (n = 72) was exposed to a trauma-film and then either listened to a neutral-emotion audio mediation or a compassion-facilitating meditation (CFM). Self-reported distress, self-compassion and self-criticism were measured at baseline, post-film, post-audio meditation and for seven days following the experiment. Measures of sympathetic arousal and parasympathetic activation were measured at baseline and during the trauma film and audio meditation. Trauma-related intrusions were measured for seven days following the experiment. Results: Lower self-reported distress and higher self-compassion were reported over the seven day follow-up, but not directly after the meditation. No statistical differences between conditions over time were found for any of the physiological measures but skin conductance was higher in the CFM group, contrary to predictions. There were also no statistical differences found between the two conditions in terms of sum daily intrusions following trauma-exposure. Conclusions: This research supports the hypothesis that facilitating self compassion can disrupt some of the observed processes post-trauma, namely felt distress, although only after a delay. These findings are relevant to the theoretical models of PTSD and future clinical interventions.
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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.
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Johnson, Brian Edward. "Pedagogical methodology & architectural facilitation." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/johnson/JohnsonB0510.pdf.

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Pedagogical methodology has rarely been considered as a driving force in educational facilities planning and design. Because of constantly changing learning modalities, state standardization of learning and incredibly diverse educational demographic, designing learning spaces that support various pedagogies is paramount if our students are to succeed in the knowledge-based economy. From its beginnings as the rural one-room school house to the contemporary single volume, teaching and learning methodologies are continually changing and adapting to contemporary necessity. Little emphasis has been placed over the qualitative aspects of facilities planning, and how children may benefit from varying spatial environments. No practical and consistent concept of open-space learning has ever been established when considering open-concept education. This is the fundamental tenet to this master's thesis. This thesis will analyze contemporary learning methodologies with particular emphasis on physical learning and the transition to digital learning. Through the analysis of varying pedagogies specific qualitative themes, modalities, and hierarchical mechanisms will be made known and the architectural design strategies will draw upon these themes. The thesis presents information necessary to designing within a neighborhood sensitive to history and place. The rich significance of place in the Mississippi/Yazoo Delta will be a driving force in the design of a K-6 Elementary school to replace the existing school. The thesis will additionally draw upon the analysis of various precedents, demographic studies, site analyses, and code analyses to establish an architecture rich in character and performative qualities necessary for growing minds.
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Knutson, James Foster. "Learning facilitation through intercorrelated cues." Thesis, Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/28783.

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Hodge, Simon. "Interspecific facilitation in Drosophila systems." Thesis, University of Sunderland, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262236.

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Books on the topic "Facilitation"

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Currie, Sylvia. FLO Facilitation Guide: Facilitating Learning Online. Portland, OR?]: [Open Oregon Pressbooks], 2019.

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Facilitation. 2nd ed. Stroud: Space Between Pub., 2000.

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Hart, Lois Borland. Faultless facilitation. New Delhi: Viva Books, 1999.

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D, Tobey Deborah, and American Society for Training and Development, eds. Facilitation basics. Alexandria, VA: ASTD Press, 2004.

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Hart, Lois Borland. Faultless facilitation. London: Kogan Page, 1992.

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Social facilitation. Cambridge [England]: Cambridge University Press, 1993.

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Guerin, Bernard. Social facilitation. Cambridge: Cambridge University Press, 2009.

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Gross, Stefan. Facilitation Skills. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40015-6.

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The twelve-step facilitation outpatient program: Facilitator guide. Center City, Minn: Hazelden, 2006.

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Cook, Sarah. The facilitation toolkit: 24 tried and tested sessions, including the role of the facilitator, the skills of facilitation and facilitation in practice. Ely, Cambs: Fenman Training, 1997.

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Book chapters on the topic "Facilitation"

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Cohen, Ronald A. "Facilitation." In Encyclopedia of Clinical Neuropsychology, 1012–13. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1301.

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Cohen, Ronald. "Facilitation." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-56782-2_1301-2.

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Cohen, Ronald A. "Facilitation." In Encyclopedia of Clinical Neuropsychology, 1386–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1301.

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Koppensteiner, Norbert. "Facilitation." In Transrational Peace Research and Elicitive Facilitation, 161–217. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46067-9_5.

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Fisher, Teresa A. "Facilitation." In Post-Show Discussions in New Play Development, 45–53. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137410962_5.

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Liu, Claire. "Facilitation." In Encyclopedia of Tourism, 345–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-01384-8_649.

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Tharp, D. Scott, and Roger A. Moreano. "Facilitation." In Doing Social Justice Education, 52–62. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444336-7.

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Vinardi, Carine. "Facilitation." In Business Strategy with Hoshin Kanri, 87–96. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20963-5_10.

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Sullivan, Mare, and Jennifer Loertscher. "Facilitation." In POGIL, 171–94. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446330-10.

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Gross, Stefan. "Why Facilitation?" In Facilitation Skills, 1–7. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40015-6_1.

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Conference papers on the topic "Facilitation"

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Frederiksen, John R., and Barbara Y. White. "Cognitive facilitation." In the 2nd international conference. Morristown, NJ, USA: Association for Computational Linguistics, 1997. http://dx.doi.org/10.3115/1599773.1599780.

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Dubs, Shelli, and Stephen C. Hayne. "Distributed facilitation." In the 1992 ACM conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/143457.143538.

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Murphy, Alexander R., Emily Moseley, Morgan Weaver, and Julie S. Linsey. "The Impact of Facilitation During Idea Generation in Engineering Design." In ASME 2023 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/detc2023-113583.

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Abstract During the engineering design process, group idea generation is often used to search the solution space before committing resources to the development of new products and services. The study presented investigates how trained facilitation using a brainstorming approach impacts the idea generation process. Three conditions are presented: a facilitated condition, unfacilitated condition, and nominal condition. Participants in these experimental conditions were tasked with generating ideas to a design problem leveraging a morphological matrix to record and organize their ideas. Specifically, the quantity of generated ideas, perceived task load, and psychological safety are measured when a trained facilitator is present or not present during the idea generation process. Results suggest that a trained facilitator has a positive impact on the quantity of generated ideas in an engineering context but is not as effective as nominal groups (individuals working independently), which is consistent with prior literature. However, results suggest that trained facilitation may have other benefits during idea generation such as reduced perceived task load and increased psychological safety of group members. This study shows the significant impact of trained facilitation on idea generation during engineering design and provides a foundation for future work that expands these results into how facilitation may impact other stages of the engineering design process.
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Litts, Breanne K. "Resources, facilitation, and partnerships." In IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771913.

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Javed, Amna, and Youji Kohda. "Facilitation Engineering: A realization of Dense Learning Through Facilitation Embedded in Serious Game." In 2020 6th International Conference on Information Management (ICIM). IEEE, 2020. http://dx.doi.org/10.1109/icim49319.2020.244716.

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Agarwal, Rajesh, Pinakpani Nayak, Manickam Malarvizhi, P. Suresh, and Nina Modi. "Virtual Quality Assurance Facilitation Model." In International Conference on Global Software Engineering (ICGSE 2007). IEEE, 2007. http://dx.doi.org/10.1109/icgse.2007.46.

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Riether, Nina, Frank Hegel, Britta Wrede, and Gernot Horstmann. "Social facilitation with social robots?" In the seventh annual ACM/IEEE international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157689.2157697.

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Christopher, Jason, Aaron Culich, Quinn Dombrowski, Debra McCaffrey, Amy Neeser, and Andrew Wiedlea. "Research Facilitation on a Budget." In PEARC '18: Practice and Experience in Advanced Research Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3219104.3219137.

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Clegg, Eileen. "Visual Facilitation for Design Groups." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2851581.2856691.

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Brown, David A. "Facilitation for law enforcement technologies." In Enabling Technologies for Law Enforcement and Security, edited by A. Trent DePersia, Suzan Yeager, and Steve M. Ortiz. SPIE, 1997. http://dx.doi.org/10.1117/12.266789.

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Reports on the topic "Facilitation"

1

Staples, Brian Rankin. Origin & the SME: Trade Facilitation Disaster or Trade Facilitation Opportunity? Inter-American Development Bank, July 2009. http://dx.doi.org/10.18235/0006865.

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This presentation explores several mechanisms by which the barriers imposed by rules of origin may be reduced through effective trade facilitation efforts. Also discussed are the functional similarities of a variety of other requirements on international trade with rules of origin, including environmental, security, and consumer safety certifications. This presentation was created for the Fifth LAEBA Annual Meeting, at Singapore, on July 15th, 2009.
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Moïsé, Evdokia, and Silvia Sorescu. Indicateurs sur la facilitation des échanges. Organisation for Economic Co-Operation and Development (OECD), January 2014. http://dx.doi.org/10.1787/5jzb6f85dfq4-fr.

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Dzinotyiweyi, Monica, Rachel Chuang, Rasha Obaid, and Sara McGinty. Guidance on Facilitation of E-Learning. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0087.

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Dzinotyiweyi, Monica, Rachel Chuang, Rasha Obaid, and Sara McGinty. Guidance on Facilitation of E-Learning. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0087.

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Dzinotyiweyi, Monica, Rachel Chuang, Rasha Obaid, and Sara McGinty. Guidance on Facilitation of E-Learning. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0087.

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Hicks, Jacqueline. Trade Facilitation for Environmental Goods and Services. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.038.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how reform in customs procedures can facilitate international trade in environmental goods and services. Overall, it finds that there is a general belief in the literature from the World Trade Organization (WTO), International Trade Center and World Bank, that streamlining customs procedures supports international trade in environmental goods. There is survey evidence that firms exporting environmental goods encounter difficulties with customs procedures at the point of entry. Previous trade facilitation projects have not considered trade in environmental goods, so provide no evidence about what has or has not worked well. The evidence base identified during this literature review was extremely small, and came largely from international trade institutions such as the WTO or World Bank, or research organisations working with them. Most of the references to trade in EGS and customs procedures were mentioned in passing as mutually compatible without going into further detail. One of the few documents to combine trade in EGS with trade facilitation is not available for public viewing.
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Lucas, Brian. Impacts of Trade Facilitation on Carbon Emissions. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.039.

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There is very little evidence that trade facilitation measures have a significant impact on carbon emissions, except in the case of trucks at land border crossings, where there is good evidence that trade facilitation can lead to significant reductions in emissions. There is good evidence that trade facilitation measures at land border crossings can reduce traffic congestion and waiting times for trucks, but only limited evidence of the impact of these improvements on carbon emissions. Computer models of inspection stations at the USA-Mexico border suggest that improving the efficiency of land border crossings through the driver, vehicle, and cargo pre-registration, automating inspection and administrative processes, and carrying out joint customs inspections could potentially reduce CO2 emissions from trucks by up to 86% in some cases. There appears to be no evidence available about whether trade facilitation efforts at seaports have an impact on carbon emissions; this issue appears to not have been studied by any ports, international agencies, or researchers. Some seaports have produced estimates of their carbon footprints, but none appear to have considered customs inspection or other activities related to trade facilitation as a distinct activity. Very few studies address the impacts of trade facilitation on carbon emissions across global value chains. Two studies that have done so suggest that trade facilitation measures could lead to small increases in CO2 emissions, ranging from less than 0.1% to 2.23%. Studies examining the more general relationship between increasing trade and carbon emissions, without specifically focusing on trade facilitation measures, have found mixed results including positive, negative, and inverse U-shaped relationships in different countries and groups of countries; several of these studies suggest that a country’s level of economic development and quality of political institutions influence the relationship between trade openness and carbon emissions.
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Woolstenhulme, Eric C. Facilitation of the USHPRR Program MP-1 Shipments. Office of Scientific and Technical Information (OSTI), April 2017. http://dx.doi.org/10.2172/1376852.

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Cullen, Julie Berry, Maria Humlum, Agne Suziedelyte, and Peter Rønø Thingholm. Direct and Spillover Effects of Provider Vaccination Facilitation. Cambridge, MA: National Bureau of Economic Research, February 2023. http://dx.doi.org/10.3386/w30951.

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Taneja, Nisha. Gender Mainstreaming and Trade Facilitation in G20 Countries. Asian Development Bank Institute, November 2023. http://dx.doi.org/10.56506/wute8297.

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