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Journal articles on the topic 'Facilitation'

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Author: Grafiati

Published: 4 June 2021

Last updated: 7 July 2024

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1

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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2

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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5

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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6

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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7

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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9

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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11

Wikström, Ewa, Jonathan Severin, Ingibjorg H. Jonsdottir, and Magnus Akerstrom. "Process facilitators shifting between the support and expert roles in a complex work environment intervention in the Swedish healthcare sector." Journal of Health Organization and Management 36, no. 9 (December 27, 2021): 25–47. http://dx.doi.org/10.1108/jhom-10-2021-0382.

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PurposeProcess facilitation as part of a complex intervention for changing or improving practices within workplaces is becoming a common work method. The aim of this study was to investigate what characterizes the process-facilitating role in a complex intervention.Design/methodology/approachThe present study focuses on a complex work environment intervention targeting eight organizational units (workplaces) in the Swedish healthcare sector. The study applies a mixed-method approach and has been carried out in two steps. First, a qualitative process evaluation was performed. Secondly, an evaluation was conducted to see to what extent these identified conditions and mechanisms affected the quantitative intervention effect in term of sickness absence.FindingsThe analysis shows that the facilitating role consisted of three overlapping and partially iterative phases. These phases involved different activities for the facilitating role. Depending on how the facilitating role and the intervention were designed, various supporting conditions were found to significantly affect the outcome of the intervention measured as the total sickness absence.Research limitations/implicationsIt is concluded that the facilitation is not static or fixed during the change process. Instead, the facilitation role develops and emerges through the process of support during the different implementation phases.Practical implicationsThe facilitative role of performing support is based on a combination of support role activities and expert role activities. The support role focuses on support activities, while the expert role includes capacity building through knowledge- and legitimacy-oriented activities.Originality/valueThis study contributes to earlier research by developing a methodological approach for carrying out process facilitation in complex interventions.

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12

Elliot, Sue. "Toward equal participation: An auto-ethnography of facilitating consultations in the refugee sector." Aotearoa New Zealand Social Work 27, no. 3 (September 1, 2015): 57–67. http://dx.doi.org/10.11157/anzswj-vol27iss3id6.

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This article uses an auto-ethnographic approach to exploring how one positions oneself as a facilitator in a layered and power-laden context in the refugee sector in New Zealand to ensure just and collaborative negotiations. It reflects on my facilitation practice based during a series of annual consultations between UNHCR, NGOs and refugee community representatives over a period of five years. The article begins by providing a brief overview of the New Zealand refugee system. This is followed by a review of relevant literature on the role of the facilitator and the role of facilitation within community development, an acknowledged field of social work. Reflections on facilitation practice within an ethnically diverse situation makes up the bulk of the article, which is written from the perspective of a Pakeha woman who has worked in the refugee sector for nearly 35 years, most recently in community development and capacity building of refugee-based organisations. This paper adopts a relatively descriptive style to a personal reflection on facilitating large consultations in the refugee sector in New Zealand. For ease of reading, the term refugee is used throughout, although the consultations focus on both refugee and asylum issues. As presented here, my reflexive analysis is interwoven with research and literature on facilitation and reflects who I am and what I value, in a myriad of tacit and overt ways. It focuses on the facilitation process and the role of the facilitator rather than on the outcomes of the consultations. I have deliberately focused on my own story as I consider this is the story I can ethically tell.

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van Laere, Joeri, Jessica Lindblom, and Marieke de Wijse-van Heeswijk. "Complexifying Facilitation by Immersing in Lived Experiences of on-the-fly Facilitation." Simulation & Gaming 52, no. 3 (April 15, 2021): 346–63. http://dx.doi.org/10.1177/10468781211006751.

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Background: Describing the role of a facilitator often results in to-do lists resembling a recipe or a laundry list to follow. Such lists fail to grasp the inherent complexity of facilitation and are not very useful in guiding facilitators when, why and if they should intervene in the unfolding live performance of that day. Aim: To develop a deeper understanding of on-the-fly facilitation by analyzing rich empirical accounts of in-situ facilitation episodes. Intervention: Six facilitation episodes were through purposeful sampling selected from a body of hundreds of interventions in forty-seven performed crisis management training exercises in Swedish municipalities. Each full-day crisis management simulation-game had between fifteen and fifty participants involving politicians, administrative managers and crisis management staff. Method: An auto-hermeneutical phenomenological analysis of six lived experiences of facilitation episodes was conducted to understand what the facilitator observed and how a facilitation intervention was applied. Results: On-the-fly-facilitation is instantaneous, but draws simultaneously on awareness of the past, present and future. Facilitation needs are foreseen during design and they influence current attentiveness and coaching. Unfolding game-play needs to be grasped quickly. Potential future consequences of intervening or not intervening are evaluated within a limited window of opportunity. Due to these circumstances, facilitation is multi-skilled, arbitrary and fallible. Such muddiness of on-the-fly facilitation requires courage from the facilitator. Conclusions: In order to better understand how facilitation skills and roles actually are performed, the facilitation literature desperately needs a larger number of rich empirical accounts of interesting in-situ facilitation. Elaborate analysis of such lived experiences could develop understanding as to how available skills, situational circumstances as well as the unfolding interaction between players and facilitators actually develop into a facilitation intervention. This could generate more complex theoretical understanding of how to apply facilitation skills, in addition to theories that list what skills a facilitator should master.

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Keltner, John (Sam). "Facilitation." Management Communication Quarterly 3, no. 1 (August 1989): 8–32. http://dx.doi.org/10.1177/0893318989003001002.

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Khaludorova, L. E. "FACILITATION AS A MEANS OF EFFECTIVE INTERACTION AMONG TEACHERS IN THE PROCESS OF STUDYING." Pedagogical IMAGE 16, no. 4 (2022): 451–59. http://dx.doi.org/10.32343/2409-5052-2022-16-4-451-459.

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Introduction. The relevance of considering the concept of facilitation in additional professional pedagogical education is due to the ongoing socio-cultural transformations in the world, and in society. The global challenges of the time dictate many paradigms and approaches to continuously improve the professional skills of teachers. These processes, in turn, entail changes in building the personality-oriented effective interaction of teachers on the advanced training courses. The study aims to examine the issues of awareness (reflection) by the teacher of their activity through the facilitating position of the teacher in the organization of training in additional professional education and productive interaction based on the principles of cooperation. Methods. The paper deals with the theoretical aspect that reveals the features of the phenomenon of facilitation, the qualities and skills inherent in the facilitator. The study relies on the methods of questioning, conversations, and the method of questions to one’s self (C. Rogers). Research results. The theoretical material on facilitation has been analyzed, a working definition of the “facilitation” concept has been given, the specific features of the facilitation as an effective means of interaction between teachers in the learning process have been identified. Conclusions. The introduction of facilitation in the process of training teachers helps to improve their professional skills, rethink their role in a constantly changing environment and build their interaction following the principles of cooperation (trust, empathy, mutual understanding and acceptance of others).

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Bakhicha, Eleonora E. "Facilitative orientation of continuing education courses as a means of preschool teachers’ professional competence development." Samara Journal of Science 9, no. 2 (May 29, 2020): 222–26. http://dx.doi.org/10.17816/snv202301.

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The paper discusses the features of implementation of additional professional training programs for preschool teachers. The author reveals a facilitative approach in organizing and teaching classes as models of a teacher and students relationship, based on care, organization and encouragement of teachers process of self-development. The paper describes two types of facilitation: social facilitation, which is seen as facilitating or reinforcing influence of social factors on the quality of the individual performance in the learning process, and pedagogical facilitation as a synergy (cooperation), the interdependence of the teacher and the group taking into account each students personal autonomy. The essence of pedagogical facilitation of additional professional education is presented as an active job in the group, as a result of which students will be able to analyze the problem and to make unconventional decision as professionals. In this regard, the task of the teacher is to involve students in the educational process and to share some managerial functions with the aim of creating conditions for a revival of deep interest to the subject (module) and promoting positive attitude to educational activity. Facilitative orientation of training courses for preschool teachers includes: creating conditions for a positive mood and understanding of prospects of professional improvement and personal growth; getting specific educational product that can move to a situation of professional activity (project, program, technology, etc.); providing prospects for further progress opportunities in the area of professional activities.

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Cranley, Lisa A., Greta G. Cummings, Joanne Profetto-McGrath, Ferenc Toth, and Carole A. Estabrooks. "Facilitation roles and characteristics associated with research use by healthcare professionals: a scoping review." BMJ Open 7, no. 8 (August 2017): e014384. http://dx.doi.org/10.1136/bmjopen-2016-014384.

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BackgroundImplementing research findings into practice is a complex process that is not well understood. Facilitation has been described as a key component of getting research findings into practice. The literature on facilitation as a practice innovation is growing. This review aimed to identify facilitator roles and to describe characteristics of facilitation that may be associated with successful research use by healthcare professionals.MethodsWe searched 10 electronic databases up to December 2016 and used predefined criteria to select articles. We included conceptual papers and empirical studies that described facilitator roles, facilitation processes or interventions, and that focused on healthcare professionals and research use. We used content and thematic analysis to summarise data. Rogers’ five main attributes of an innovation guided our synthesis of facilitation characteristics.ResultsOf the 38 488 articles identified from our online and manual search, we included 195 predominantly research studies. We identified nine facilitator roles: opinion leaders, coaches, champions, research facilitators, clinical/practice facilitators, outreach facilitators, linking agents, knowledge brokers and external-internal facilitators. Fifteen facilitation characteristics were associated with research use, which we grouped into five categories using Rogers’ innovation attributes: relative advantage, compatibility, complexity, trialability and observability.ConclusionsWe found a diverse and broad literature on the concept of facilitation that can expand our current thinking about facilitation as an innovation and its potential to support an integrated, collaborative approach to improving healthcare delivery.

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Rosairo, H. S. R., and M. Esham. "Pitfalls of External Institutional Facilitation of Farmer Organizations: Insights from Farmer Companies in Sri Lanka." Millennial Asia 12, no. 3 (November 25, 2021): 367–89. http://dx.doi.org/10.1177/09763996211060772.

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Farmer companies (FCs) were a form of farmer-owned firms established in Sri Lanka during the mid-1990s. These have been facilitated by state institutions. Maximization of returns through commercial agriculture has been the main objective of FCs. However, no FCs were operating by the year 2010. This article explains that the institutional facilitation is a strong ingredient in the establishment of FCs in Sri Lanka. This article explainfs how the institutional and governance arrangements of FCs were influenced by the facilitating institutions during the institutional facilitation. It also suggests that institutional facilitation affected the performance of FCs. Six failed FCs were studied. Strategic facilitation was responsible for the performance and sustainability of FCs while operative facilitation provided the basis for direction and operations. Results indicate that poor performance and failure of FCs were due to institutional facilitation that has introduced weak institutional and governance arrangements. There was non-shareholder influence on the Boards of Directors; geographically restricted shareholding; democratic voting rights; and shareholder rights not linked to equity or patronage. Governance problems included voting by the raise of hand; managers not reporting to the Boards directly; shareholders did not elect all the directors. Institutional facilitation of FCs in Sri Lanka has been done by the state facilitating institutions. They have been excessively authoritative on their respective FCs. Therefore, changing the label from cooperatives to companies would not result in better performance. Some recommendations are that facilitating institutions empower FCs through capacity-building; participatory approach in facilitation; remove the geographical restriction in shareholding; install variable shareholding; build capacity of managerial staff; use secret ballots at voting, and practice proportional voting. Understanding the role of facilitating institutions and the dynamics of facilitation would be useful to promote farmer collectives in smallholder farmer dominant developing countries.

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Riabets, Diana. "FACILITATION IN THE CONTEXT OF TRAINING FUTURE PRIMARY TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 249–51. http://dx.doi.org/10.24144/2524-0609.2022.50.249-251.

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The urgency of the study lies in the need to change the traditional model of the teacher, because now the teacher faces additional tasks − to direct students not only to acquire knowledge but also to their creative thinking, to cultivate the ability to apply their knowledge in educational and life situations. creative personality of the child. The aim of the article is to define the essence of the concept of “facilitation” and its use of facilitation in the context of training future primary school teachers. Methods of analysis, synthesis, comparison, generalization, systematization of scientific positions are used to achieve this goal. Based on the analysis of psychological and pedagogical literature, the essence of the concept of “facilitation” is determined. The interpretation of the phenomenon of facilitation is given, connected with such aspects as: interaction of people caused by social contacts, which increases their activity, promotes the activation of mental processes, improves well-being; a specific type of communication, which involves facilitating the interaction of participants in the educational process; way to help the group in finding ways to identify and solve problems. The main tasks of the teacher - facilitator in the training of future primary school teachers are presented, the requirements for a modern teacher are determined. It was found that implementing the facilitation approach in primary school, the teacher will be able to achieve subject-subject interaction with younger students, to support the child's desire for self-improvement, self-realization, self-development. The basic skills that characterize the activities of the teacher-facilitator are identified. It is the ability to listen carefully, observation, the ability to diagnose, correct the behavior of students, the ability to establish simple and fruitful communication between members of the study group and ensures successful group communication.

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Yepikhina, Maryna. "The Essence of the Phenomenon of Facilitation in the Context of the Implementation of the Ideas of Partnership Pedagogy in Primary School." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (339) (2021): 130–39. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-2-130-139.

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The article proves the urgency of the problem of forming the readiness of future primary school teachers for facilitation interaction of teachers with all participants in the educational process, reveals the essence of the development of the research problem in the psychological and pedagogical literature. The essence of the concepts «pedagogical facilitation», «teacher-facilitator» is defined, the purpose of facilitation is revealed, the facilitation role of the primary school teacher in the context of realization of ideas of partnership pedagogy is substantiated. The basic instructions of the teacher-facilitator, as well as general methods that can be used in various modifications are analyzed. It is proved that pedagogical facilitation creates the best conditions for the implementation of the ideas of partnership pedagogy in the modern educational process, and is also a more effective tool for partnership pedagogy.

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Saidjalalova, S. "Innovative Education: Facilitation as an Effective Method of Educational Process Organization." Bulletin of Science and Practice 6, no. 5 (May 15, 2020): 483–90. http://dx.doi.org/10.33619/2414-2948/54/66.

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The article treats the phenomenon of facilitation in teaching Russian language and Literature. Having defined social and pedagogical facilitation, the authors describe their use in educational process, provide the characteristics of facilitating atmosphere, determine the teacher’s role and his main tasks. It is found that the use of facilitation can significantly intensify students’ training activities when learning Russian language and Literature.

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Husakova, Oksana. "Facilitative Skills of Future Foreign Language Teachers: Characteristics and Structure." Education and Pedagogical Sciences, no. 1 (176) (2021): 53–62. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-53-62.

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The article defines the essential characteristics and structure of facilitative skills of future foreign language teachers. In modern science, there is a large number of effective approaches to teaching foreign languages, but the communicative one can be considered as the most relevant. It has been proven that successful acquisition of foreign languages through the communicative approach requires the use of modern educational technologies and facilitative skills by future foreign language teachers. The activity of a facilitator, which is successfully used in psychology, adapted and applied in the educational process, in particular in the process of teaching a foreign language, has been considered. It has been determined that the main task of a future foreign language teacher-facilitator is to convey the idea of successful language learning, individual information retrieval and personal changes that directly affect the learning process. It has been proven that facilitation of the process of learning a foreign language promotes creative assimilation of information, the formation of critical thinking and cooperation with students. In order to make facilitation successful, a foreign language teacher must have such skills as providing support for students, understanding their inner world, interaction and assistance in learning a foreign language, as well as be friendly, create the atmosphere conducive to self-education and self-expression.

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NELSON, RANDY J. "Social Facilitation." BioScience 56, no. 7 (2006): 620. http://dx.doi.org/10.1641/0006-3568(2006)56[620:sf]2.0.co;2.

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Thornbory, Greta. "Professional facilitation." Nursing Standard 14, no. 12 (December 8, 1999): 31. http://dx.doi.org/10.7748/ns.14.12.31.s44.

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Leigh, Elyssebeth, Elena Likhacheva, Elizabeth Tipton, Marieke de Wijse-van Heeswijk, and Birgit Zürn. "Why Facilitation?" Simulation & Gaming 52, no. 3 (June 2021): 247–54. http://dx.doi.org/10.1177/10468781211016914.

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Fiebig, Wolfgang, Markus Götsch, Kristina Henry, Günther Kopperger, Astrid Köppel, and Tanja Schnetzer. "Dynamic Facilitation." perspektive mediation 16, no. 1 (2019): 34. http://dx.doi.org/10.33196/pm201901003401.

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Anderson, L. Frances, and Sharon E. Robertson. "Group Facilitation." Small Group Behavior 16, no. 2 (May 1985): 139–56. http://dx.doi.org/10.1177/104649648501600202.

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Friedman, Paul G. "Upstream Facilitation." Management Communication Quarterly 3, no. 1 (August 1989): 33–50. http://dx.doi.org/10.1177/0893318989003001003.

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Follett, Grant. "Facilitation Payments." Alternative Law Journal 40, no. 2 (June 2015): 123–26. http://dx.doi.org/10.1177/1037969x1504000213.

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Potish, Marc. "On Facilitation." Adult Learning 3, no. 6 (April 1992): 9. http://dx.doi.org/10.1177/104515959200300603.

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Zhuo, Min. "Descending facilitation." Molecular Pain 13 (January 2017): 174480691769921. http://dx.doi.org/10.1177/1744806917699212.

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Lamadrid, Lucas. "Over Facilitation." About Campus: Enriching the Student Learning Experience 7, no. 1 (March 2002): 25–27. http://dx.doi.org/10.1177/108648220200700106.

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Gaumer, Carol J., and William C. LaFief. "Social Facilitation." Journal of Food Products Marketing 11, no. 1 (April 13, 2005): 75–82. http://dx.doi.org/10.1300/j038v11n01_05.

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Oreto, Giuseppe, Gaetano Satullo, Francesco Luzza, and Leo Schamroth. "Wedensky Facilitation." Chest 89, no. 4 (April 1986): 557–60. http://dx.doi.org/10.1378/chest.89.4.557.

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Mueller, Tracy G. "IEP Facilitation." TEACHING Exceptional Children 41, no. 3 (January 2009): 60–67. http://dx.doi.org/10.1177/004005990904100307.

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Crane, Darlene. "Graphic facilitation." Communications of the ACM 36, no. 6 (June 1993): 64. http://dx.doi.org/10.1145/153571.214820.

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Stainback, Susan B., William C. Stainback, and Kathleen C. Harris. "Support Facilitation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 4 (October 1989): 148–53. http://dx.doi.org/10.1177/088840648901200403.

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King, J. "Effective facilitation." BMJ 324, no. 7332 (February 2, 2002): 36S—36. http://dx.doi.org/10.1136/bmj.324.7332.36s.

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Sanders, R. "Midwifery Facilitation." Obstetric Anesthesia Digest 36, no. 3 (September 2016): 158–59. http://dx.doi.org/10.1097/01.aoa.0000489484.60521.0b.

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Penrod, Steven. "Covert Facilitation: A Necessary Adjunct to Overt Facilitation?" Journal of Social Issues 43, no. 3 (October 1987): 71–78. http://dx.doi.org/10.1111/j.1540-4560.1987.tb02348.x.

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Kim, Hyun-Kyoung. "A Hermeneutic Study for Exploring the Meaning of ‘Relations-Convergence Facilitating’." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 2 (January 31, 2023): 213–38. http://dx.doi.org/10.22251/jlcci.2023.23.2.213.

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Objectives This study tried to achieve two objectives by exploring the meaning of ‘Relations-Convergence Facilitating’. First, it is to suggest the meaning of relations-based, essence-centered facilitating that can realize convergence in the era of VUCA. Second, it is to suggest implications for facilitation or facilitator education that can more appropriately respond to the changes in the times of VUCA. Methods To explore the meaning of ‘Relations-Convergence Facilitating’, the hermeneutical method in the form of literature was taken to interpret the meaning of the theoretical text as accurately as possible. To explore the meaning of ‘facilitating’, ‘relations’, and ‘convergence’, Schleiermacher’s hermeneutical cycle was repeated, centering on the theoretical text selected as each interpretation frame, going back and forth among the parts and the whole. Results The meaning of ‘Relations-Convergence Facilitating’ revealed the multilayered meaning in three aspects. First, ‘ontological integration’ means integrated facilitating that superimposes inter-subjective and inter-objective teaching behaviors. Second, ‘epistemological scalability’ means expanding compatible recursive relations by expanding awareness of relations in the facilitating context and by practicing authentic relationships. Third, ‘methodological insight’ means deconstructing the binary oppositional structure related to the problem situation at the macro level and insight into various meanings revealed in the center and the periphery. At the micro level, it means insight into the practical methods of relational perspective that coordinates the diversification of interpretation, the convergence of meaning, and the characteristics of each type of empathy. Conclusions The meaning of ‘Relations-Convergence Facilitating’ is to solve the problems of real life that require convergence in the era of VUCA. It is to practice the meaning in life through hermetical circle and fusion of horizon(structural coupling). This study presented the implications of two aspects of the existing facilitation and facilitator education.

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Masek, Alias, Kahirol Mohd Salleh, and Maizam Alias. "A Hybrid Facilitation Model For Inexperienced Students Via Integration of Teacher-Centred and Student-Centred Roles." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 156–64. http://dx.doi.org/10.16920/jeet/2022/v35is2/22126.

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Abstract: Inadequate experience in handling Student- Centred Learning (SCL) approaches may hinder teachers from demonstrating the full spectrum of the facilitation as proposed in the Heron facilitation model. Therefore, this study was undertaken to investigate the utility of the Heron facilitation model in SCL among teachers and students of higher educational institutions who are relatively inexperienced in SCL. The participants were 177 teachers from a higher engineering educational institution, and a survey using questionnaires was carried out to gauge their experience with the SCL facilitation methods. The results obtained by using the Exploratory Factor Analysis (EFA) indicate the presence of four new dimensions instead of six, as proposed in the Heron model, namely planning, shared decision-making, flexible teamwork, and shared outcome. The first construct indicates teacher-empowered teaching, while the other three indicate students’ empowered learning. The finding provides a set of new guidelines for novice teachers in planning the facilitation of SCL. Keywords: dimension of facilitation, facilitator, heron facilitation model, higher education, mode of facilitation, student-centred learning

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Судник and Anna Sudnik. "Information About Facilitation in Russia." Management of the Personnel and Intellectual Resources in Russia 4, no. 3 (June 17, 2015): 97–71. http://dx.doi.org/10.12737/12097.

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This article includes theoretical and practical issues of facilitation defined as increasing the efficiency of the group. The relevance of the chosen topic of article determine by two aspects: 1) the almost complete lack of information on this topic in Russia; 2) a number of emerging organizational procedural issues in a strategic planning, development of the image, discussing a concept of a selected campaign, in a meeting of shareholders and etc. There are «How to take into account the views of all participants?», «How to take these views into acceptable to all participants variant?», «How to create an action plan, adequate for people opportunity who should implement all developments?», «How to not delve into the discussion and never ending negotiation?», «How to avoid violent conflicts during the information exchange?», «How to find the optimal mode for all approvals?». The answer to these questions is possible to find using facilitation technology which is common in the West theory. Namely facilitation development and using facilitation technique in Russia, definition of facilitation, facilitation steps, information about facilitator and his role, methods of facilitation, criteria of facilitation methods and questionnaire for facilitation.

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Bakhmach, L. "THE CONCEPTION AND SIGNIFICANCE OF FACILITATION IN THE STUDIES OF FOREIGN SCIENTISTS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 5–8. http://dx.doi.org/10.17721/2415-3699.2019.10.01.

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The author of the article analyzes the works of foreign scientists, determines the essence of facilitation, and reveals the conception of pedagogical facilitation. In the article the role and skills of facilitative teacher are characterized. It was determined that pedagogical facilitation is a specific type of pedagogical activity of the teacher, which aims to help the student in self-development, self-realization, selfimprovement, to promote his personal growth, the disclosure of abilities, cognitive capabilities.

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Lukianova, I. O. "PEACE FACILITATION POLICY AS KEY ELEMENT OF NORWAY’S INTERNATIONAL POSITIONING." International and Political Studies, no. 35 (November 10, 2022): 55–63. http://dx.doi.org/10.18524/2707-5206.2022.35.259386.

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The article analyzes the basic principles of Norway’s peace facilitation policy. Norway’s foreign policy is based on the understanding of its special role in achieving peace, which is an integral part of its positioning as a "good state". The aim of the article is to analyze the basic principles and features of the implementation of Norway’s foreign policy to promote peace. The article delves into historical aspects of the existence of the tradition of peace in Norway and suggests that Norway’s peace facilitation policy is based on historical self-awareness as a state of peace that adheres to liberal values. The article focuses on the peculiarities and institutional principles of peace facilitation policy as an integer vector of Norwegian foreign policy. It emphasizes the importance of diplomacy of values in Norway’s foreign policy strategy. The "Norwegian model" of peace facilitation policy is based on the peaceful nature of the state, a combination of peace promotion efforts with long-term humanitarian aid, and a flexible mix of actions of government and non-government actors. The article underscores the peculiarities of the “Norwegian model” which ensures confidence in Norway as a reliable and impartial facilitator and interlocutor. The article outlines the main directions of Norway’s participation in conflict resolution and concludes by characterizing Norway’s approach to the peace process as long-term and result-oriented with a pragmatic focus on its efforts to achieve maximum effectiveness in facilitating peace.

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Mizrahi, Elinor, Noa Danzig, and Goren Gordon. "vRobotator." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–22. http://dx.doi.org/10.1145/3555573.

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The COVID-19 pandemic has stressed the importance of efficient and accommodating online educational experiences. In this contribution, we present a novel system for the facilitation of small group online discussions using an avatar during video conferencing. The avatar was programmed with group facilitation best practices, whereas the content for the activities was prepared by the classes' teachers. Groups of tenth grade students interacted with the system, where we compared activities facilitated by the avatar with activities without facilitation. Our results show that students reported the activity with the avatar to be significantly more efficient, more understandable and inducing more participation compared to activities without avatar facilitation. Students also spoke significantly more with avatar facilitation. This system shows promise in future online educational activities as a facilitator of discussions with K-12 students.

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Grotenbreg, Sanne, and Arwin van Buuren. "Facilitation as a Governance Strategy: Unravelling Governments’ Facilitation Frames." Sustainability 9, no. 1 (January 22, 2017): 160. http://dx.doi.org/10.3390/su9010160.

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Weyrer, Christopher, Josef Turecek, Zachary Niday, Pin W. Liu, Evanthia Nanou, William A. Catterall, Bruce P. Bean, and Wade G. Regehr. "The Role of CaV2.1 Channel Facilitation in Synaptic Facilitation." Cell Reports 26, no. 9 (February 2019): 2289–97. http://dx.doi.org/10.1016/j.celrep.2019.01.114.

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Graef, Dana J., Nicole Motzer, and Jonathan G. Kramer. "The value of facilitation in interdisciplinary socio-environmental team research." Socio-Ecological Practice Research 3, no. 2 (May 3, 2021): 109–13. http://dx.doi.org/10.1007/s42532-021-00082-7.

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AbstractWe propose that facilitation can be used as a research method to improve the collaborative synthesis of interdisciplinary teams’ socio-environmental work. As described in this communication, our approach to facilitation adapts to teams’ practical and conceptual needs as their research develops. Our synthetic practice of facilitating interdisciplinary meetings at the US National Socio-Environmental Synthesis Center (SESYNC) further emphasizes the importance of process, intentionality, and advance preparation. By combining facilitation fundamentals with research skills, it is possible to create the conditions for effective interdisciplinary integration.

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Mughal, Farooq, Caroline Gatrell, and Valerie Stead. "Cultural politics and the role of the action learning facilitator: Analysing the negotiation of critical action learning in the Pakistani MBA through a Bourdieusian lens." Management Learning 49, no. 1 (February 2018): 69–85. http://dx.doi.org/10.1177/1350507617740273.

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This empirical study contributes to critical action learning research by theorizing the role of an action learning facilitator from a cultural perspective. Our article adds to critical action learning by conceptualizing the dynamics of facilitation in managing interpersonal politics within action learning sets. Employing Bourdieu’s notion of habitus as a theoretical lens, we explore both participant and facilitator accounts of action learning at three Pakistani business schools, shedding light on the culturally influenced social practices that shape their learning interactions. Through a critical interpretation of our data, we illuminate the challenges of facilitation by revealing how deeply ingrained power relations, within the context of gender and asymmetric relationships, influence participants’ ability to organize reflection. We contribute to critical action learning by theorizing the critical role of facilitator mediation in managing interpersonal and intra-group relations within the Pakistani MBA context, outlining the implications for the dynamics and facilitation of action learning.

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