Relevant bibliographies by topics / Group facilitation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Group facilitation'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Group 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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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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Hirokawa, Randy Y., and Dennis S. Gouran. "Facilitation of Group Communication." Management Communication Quarterly 3, no. 1 (August 1989): 71–92. http://dx.doi.org/10.1177/0893318989003001005.

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Broome, Benjamin J., and David B. Keever. "Next Generation Group Facilitation." Management Communication Quarterly 3, no. 1 (August 1989): 107–27. http://dx.doi.org/10.1177/0893318989003001007.

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Westley, Frances, and James A. Waters. "Group Facilitation Skills for Managers." Management Education and Development 19, no. 2 (June 1988): 134–43. http://dx.doi.org/10.1177/135050768801900207.

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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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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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Beck, Stephenson J., and Keri DeSutter. "An Examination of Group Facilitator Challenges and Problem-Solving Techniques During IEP Team Meetings." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 2 (April 4, 2019): 127–43. http://dx.doi.org/10.1177/0888406419839766.

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Special education professionals serve as facilitators of Individualized Education Plan (IEP) team meetings. As special educators serve on many IEP teams during the course of an academic year, and as the member composition for each team varies, facilitators are confronted with a unique set of challenges to managing successful meetings. In this study, the authors investigate the specific types of problems and facilitator techniques occurring in IEP meetings. Findings suggest that facilitation issues and techniques are varied across special education professionals. In addition, facilitator training is needed to review and introduce facilitation techniques that may improve meeting member contributions.
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Franco, L. Alberto, and Mie Femø Nielsen. "Examining Group Facilitation In Situ: The Use of Formulations in Facilitation Practice." Group Decision and Negotiation 27, no. 5 (May 29, 2018): 735–56. http://dx.doi.org/10.1007/s10726-018-9577-7.

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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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Dissertations / Theses on the topic "Group facilitation"

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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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Proudfoot, Candice. "The role of cooperative group work in reducing communication apprehension amongst grade 7 learners / Candice Livingston." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8984.

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The research deals with an aspect of communication which could effect the teaching/learning situation, namely communication apprehension. The research also deals with cooperative group work, and the role that it plays in reducing communication apprehension. A review of literature concerning cooperative group work, communication apprehension and the role of the educator was conducted in order to establish which factors could affect the role that these variables play in the classroom situation. A general survey of educators was distributed to all the English first language schools in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North West province, and the data was analysed by the researcher. The Personal Report of Communication Apprehension (PRCA) was used as an instrument to measure the learners communication apprehension. The responses were analysed with the assistance of the Statistical Consultant Service of Potchefstroom University for Christian Higher Education. The study was two-fold: to determine if educators in the English first language primary schools in the KOSH area of the North West province, were implementing cooperative group work models in their classrooms, and to determine if the Grade 7 learners in these schools experienced communication apprehension. The study also aimed to determine if cooperative group work lessened the degree of communication apprehension experienced. The first section of the study indicated that the educators in these schools were indeed implementing cooperative group work models, although 36.6% of these educators had not received any formal training in the implementation of cooperative group work in their classrooms. The second section of the study, the empirical study, indicated that the study population experienced an average communication apprehension of 47.7%. Afrikaans female learners experienced the lowest average communication apprehension of 44.2%, while Afrikaans male learners experienced the highest average communication apprehension of 54.8%. The study indicated that L1 learners and ESL (English second language) learners experience comparative levels of communication apprehension. The study also indicated that for each of the L1 and ESL groups, group work communication apprehension was lower than all other communication apprehension contexts.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002
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Cook, Susan. "A personal description of small group facilitation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0003/MQ58421.pdf.

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Edwards, Quinton T. "Member perceptions and the relationship between leader behavior, gender and group climate /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953856.

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Sheehan, Michael James. "Learning and Implementing Group Process Facilitation: Individual Experiences." Thesis, Griffith University, 2000. http://hdl.handle.net/10072/366069.

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The study reported here addressed the research question, How do individuals experience the learning and implementing of group process facilitation? It utilised a case-study approach, because such an approach was seen as being particularly useful for exploring the processes and actions that were hard to define for people who were learning and implementing group process facilitation. The study sought to move beyond a reliance on theories of knowledge formulated by positivistic processes, and into the realm of interpretivism and constructivism, in order to explore individual experiences. The literature reviewed indicated that there seemed to be little public knowledge of the implications of learning programs for the individual, from the unique perspective of the individual, particularly as they relate to learning and implementing group process facilitation. It suggested the need for research to address the issue by examining how the participants made sense of, and gave meaning to, their learning experiences. It further suggested the potential value of research into how individuals learning and implementing group process facilitation adapt to their new role, and how they cope with the new realities in their lives as a result of their learning and implementing experiences. The intention in this study was to use a grounded approach that gave adequate recognition to the stories of the participants learning and implementing experiences, and to the meanings attributed by the participants to those experiences. It was intended to draw those stories together so that the commonalities and differences between and among them could be integrated in a reformulated statement of participants' experiences. Thus, a methodology that was both interpretive and constructivist was deemed appropriate, and Denzin's (1989a) 'interpretive interactionism' was selected. As I worked through the analytical phase of the study, I discovered that the chosen methodology did not always provide me with a clear guideline as to how I might follow a logical and coherent process to achieve my intentions. I found that I needed to extend and deepen Denzin's (1989a) model, particularly in the analysis of the data collected. The model (developed and described in Chapter 6) may prove to be useful to other researchers working within a qualitative paradigm. The following substantive findings emerged. Most participants identified the experience of learning and implementing group process facilitation as a turning point in their life and as one that helped them to construct new identities as part of their lived experience. Through reflection and critical reflection, some participants were better able to understand that experience and they were better able to conceptualise it. In light of that conceptualisation, they then made determinations about future work and personal goals. Thus, personal change was an important outcome of their experience. They were more self-aware and more open to learning, although such a process of change involved risk taking. Risk taking sometimes meant that they were fearful or anxious about personal change and were inhibited by self-doubt. Once they worked through their fears, they felt excited about the personal change, and challenged to further their personal learning journey. Participants were also challenged by their experiences of implementing their learning in the workplace. They were able to recognise the significance of the social milieu of the workplace, including the expectations of support about the implementing of their learning from management and peers. That milieu was governed by the novelty of the learning environment, the flexible approach to learning, and the way they, and others, were chosen to attend the learning program. The learning experience helped them to value difference and to recognise the importance of becoming more self-aware, as part of their change process. At times, that process was painful; at other times it was pleasurable - pointing to the paradoxical nature of the learning experience. To undertake the construction of new identities, trust also was recognised as an important issue. Implications for practice are identified within a framework of environmental uncertainty and continuous learning. It is argued that, based on the experiences of the participants, learners may optimise their learning within an appropriate learning environment, and where attention is paid to the use of reflection and critical reflection as part of the learning and development process. Learning programs need to embrace a range of specific activities to enable learners to strengthen their self-belief. Consideration needs to be given to the importance of emotion as part of the learning and development experience. Individuals need to be aware of the importance of the social milieu, and they need to be able to understand their learning experience as an epiphany. For organisations, there is identified a need to attend to learning how to learn. There also appears to be a need for the development of key aspects of organisational functioning to support continual learning. Such aspects include: thinking processes, understanding of the social context in which learning occurs, the need to ensure management and supervisory support for change, and the need to identify and resolve individual, group and organisational conflict. Some participants appeared to be fearful of the reactions of managers and colleagues to their attempts to implement their new learning. Such fears could be overcome at an organisational level by enabling people to apply their learning and to provide meaningful and informative feedback to them. A learning program of the type reported in this study may be useful in helping organisations cope with some of the change processes with which they are faced, and in particular, it may be used to enhance those processes. A number of recommendations for further research may be drawn from this study. Participants in the study reported a transformational change process that has been identified as an epiphany. Further research, therefore, should address the importance of epiphany for the participants in the light of the passage of time. Similar studies need to be conducted in other organisations. The findings of the study are drawn together in two explanatory models: one designated Platforms of Understanding; the other designated Model of Managing Learning in an Organisational Context. Research is needed to explore the interrelationships between the models; the meanings for individuals and organisations of those interrelationships; and how such relationships might be used for the enhancement of learning and development strategies in organisations. Specifically, research focussing on the importance of the historical, political and socio-cultural environment, and into the role played by the organisational and social milieu in which learning and development occurs, needs to be addressed. While there are a number of studies relating to the importance of management and peer support for the transfer of learning in the workplace, research into the cultural significance of such support should be undertaken. Further research should extend to identifying and recognising the impact that such an understanding may have for the culture of the organisation. Learning and implementing group process facilitation is not necessarily a 'behavioural' experience. The part played by emotion in a learning and development program, and later in the organisational context, remains to be addressed. Understanding emotion and emotional responses to organisational change programs, of the type undertaken by participants in the study, should provide significant learning for individuals and organisations as they attempt to cope with organisational change. Most importantly, what this study suggested is that group process facilitation is a social and interactive process that calls for post-positivist research. This study has exposed the richness that may be gained from a constructivist, interpretivist, and progressive-humanist approach in an environment where the identification and recognition of how individuals make sense of, and give meaning to, their learning and implementing experiences, may be seen to have positive organisational and individual benefits. Further research would ideally focus on group process facilitation as the core concept, and be conducted within a constructivist epistemology that reflects progressive-humanistic approaches.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Management
Griffith Business School
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Ball, Dianne Lesley School of Industrial Relations &amp Organisational Behaviour UNSW. "Facilitation of action learning groups: an action research investigation." Awarded by:University of New South Wales. School of Industrial Relations & Organisational Behaviour, 2004. http://handle.unsw.edu.au/1959.4/23407.

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The aim of this thesis is to better understand the role of the facilitator in action learning groups. In particular, it focuses on groups established within an organisation, in which the facilitator is a member of the organisation. The two central research questions are: (1) How did the facilitator influence problem solving and group interactions, and how did this vary over time and between each group, and (2) How did the facilitator's role in the organisation impact on the action learning groups? The methodology of action research and a number of principles of grounded theory are employed. The investigation was conducted within a large public teaching hospital over a two year period. Four groups volunteered to participate in the project. Two of these groups were already established and two were newly created for the purpose of the research project. The groups came from different departments and members represented a range of professional backgrounds. The size of the groups ranged from 5 to 12 participants. Each group identified a real and significant project to work through using an action learning approach. The researcher negotiated with each group what it wanted from a facilitator role, and then facilitated each meeting. All group meetings and individual interviews were audiotaped and the facilitator kept journal notes after each meeting or interview. Two potential methodological issues arose. The first related to the application of some of the principles of grounded theory to the action research investigation. The second was that the study was conducted in the researcher???s own organisation while the researcher was employed full-time, and this posed particular issues. Literature related to action learning, process consultation and small group facilitation was explored in the literature review. The purpose of this review was to critically evaluate different perspectives and approaches by frequently cited authors in these subjects, and to understand the uses and limitations of existing models. This gave the researcher an understanding of gaps in the literature related to (1) the role of the facilitator of action learning groups, and (2) conducting research in one???s organisation. Data were analysed for each group separately and then compared and contrasted in the final chapter. The objectives of the analysis were to (1) examine how the findings for each individual group address the research questions, (2) explore how the findings in each group change over time, and (2) examine how and why the findings in the groups were similar and different to each other. The findings across each of the groups have similarities and differences. There were seven interventions used by the facilitator that were common across the groups. The interventions changed over the duration of the project. Process skills were required to different degrees and at different times. Nine hypotheses were developed as the theory. Some key findings are as follows. First, it was found that groups that have not had prior experience in action learning do not understand the concept and process of facilitation and are unable to articulate in advance what they want from the facilitator. Second, the role of the facilitator cannot be separated from the skills, values and understandings of the individual facilitator. Third, a major role of the facilitator in this investigation was sharing knowledge of the organisation, the broader health care sector, and general management. In each group the facilitator performed both process and content roles, and a further role that can be called ????????????contextualising???. The findings show there is a distinction between the theoretical role and the role of an individual facilitator in practice. Further research opportunities are identified. These include (1) understanding how participants who have been involved in a facilitated action learning group may be able to apply their experience in a non-facilitated action learning group; (2) comparing the needs and expectations of participants in a facilitated action learning group within an organisation with action learning participants who are not part of an organisation; (3) understanding how facilitation of an action learning group within an organisation may change if the facilitator is in a management role, or in a peer position with participants.
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Hunter, Dale, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Facilitation of sustainable co-operative processes in organisations." THESIS_CAESS_SELL_Hunter_D.xml, 2003. http://handle.uws.edu.au:8081/1959.7/482.

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This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisations
Doctor of Philosophy (PhD)
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Burger, C. H. (Charles Hamman). "Facilitation : coaching guidelines towards leadership development." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53420.

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Thesis (MBA)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Facilitation is considered one of the core leadership skills needed for young managers today. In order to master the principles of facilitation, it is necessary for potential facilitators to have a thorough understanding of the four main elements of facilitation namely, The Task at hand, the personal characteristics, skills and techniques required of facilitators, the group dynamics that come into play in the facilitation process and the facilitation process itself. In the continuously changing environment of business, it is important that managers lead their organisations and teams through change with a facilitation management style. In order to cope with change, it is necessary to understand what change is and how it will affect the organisation and the people working for the organisation. This study intends to give young, talented managers the skills to be effective facilitators in their organisations. It is intended to give talented managers a working document to help them manage in a constantly changing environment where much is expected of them regarding management styles and social interaction.
AFRIKAANSE OPSOMMING: Fasilitering word beskou as een van die kern leierskapsvaardighede wat van vandag se jong bestuurders verwag word. Ten einde die beginsels van fasilitering baas te raak, is dit belangrik dat voornemende fasiliteerders 'n deeglike begrip moet hê van die vier basiese beginsels van fasilitering naamlik, Die Taak wat afgehandel moet word, die eienskappe waaroor fasiliteerders moet beskik, die groepsdinamika betrokke in fasilitering en die proses van fasilitering self. In die voortdurend veranderende besigheidsomgewing is dit belangrik dat bestuurders hul organisasies en spanne lei aan die hand van 'n fasiliterende bestuurstyl. Ten einde verandering te kan hanteer, is dit nodig om te verstaan wat verandering behels en hoe dit die organisasie en die mense wat vir die organisasie werk beïnvloed. Dit is die doelwit van hierdie studie om jong, talentvolle fasiliteerders die vaardigheid te gee om effektiewe fasiliteerders in hul organisasies te wees. Dit is die bedoeling om talentvolle bestuurders 'n werksdokument te gee om hulle te help om te bestuur in 'n konstante veranderende omgewing waar baie van hulle verwag word rakende bestuurstyle en die interaksie met mense.
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Hunter, Dale. "Facilitation of sustainable co-operative processes in organisations." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/482.

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This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisations
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Sanford, Rebecca L. "An Exploratory Factor Analysis of the Survivor of Suicide Support Group Facilitator Scale: Identifying Meaningful Factors for Group Facilitation and Outcomes." UKnowledge, 2016. http://uknowledge.uky.edu/csw_etds/12.

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Support groups for suicide loss survivors are a relatively common resource used by those who are left to cope in the aftermath of a suicide death. Though descriptive studies have been used to provide an overview of support groups in the past, there have been no efforts to understand nuances of these groups and the impact of these groups and differing facilitation styles on the bereavement experience for attendees. This study explores primary data collected between March 2015 and December 2015 with a sample of 138 survivor of suicide loss support group facilitators in the United States and several other countries. Meaning making and meaning reconstruction is presented as the primary theory used to examine the attitudes of support group facilitators. Basic analytic procedures were used to explore sample descriptives, and an Exploratory Factor Analysis (EFA) with an oblique rotation was used to identify the factors within the Survivor of Suicide Loss Support Group Facilitator Scale. Three factors were revealed with a simple structure, representing the latent themes of (1) Facilitator Perspective on the Role of the Story (α=.73), (2) Facilitator Perspective on the Role of the Facilitator (α=.63), and (3) Facilitator Perspective on Role of the Loss Survivor (α.59). Bivariate analyses revealed that factors 1 and 2 both had a significant relationship with length of time the facilitator had been leading the group, facilitator’s level of compassion satisfaction, and facilitator’s level of burnout. The findings of the EFA support the use of the scale as a tool to discern differences in attitudes about the role of meaning making and sharing of stories in the group as well as the role of the facilitator in aiding this process. The findings provide important information for understanding variation in support group facilitation styles and have implications for future exploration of outcomes for group attendees based on facilitator attitude and style. Implications for practice and future research are discussed.
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Books on the topic "Group facilitation"

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Iyer, Lalitha, Renuka Raj Singh, Sankarasubramanyan Ramamoorthy, Sharad Sakorkar, Tejinder Singh Bhogal, Lalitha Iyer, and Sankarasubramanyan Ramamoorthy. T-Group Facilitation. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003276852.

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

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Bentley, Trevor J. Facilitation: Providing opportunites for learning. London: McGraw-Hill, 1994.

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D, Tobey Deborah, ed. Facilitation skills training. Alexandria, Va: ASTD Press, 2007.

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McCain, Donald V. Facilitation skills training. Alexandria, Va: ASTD Press, 2007.

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

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Bens, Ingrid. Advanced Facilitation Strategies. New York: John Wiley & Sons, Ltd., 2005.

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1944-, Bailey Anne, and Taylor Bill 1942-, eds. The art of facilitation: How to create group synergy. Tucson, AZ: Fisher Books, 1995.

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Strachan, Dorothy. Making it work: A practical guide to what to do when and how for facilitators, consultants, managers, and coaches. San Francisco: Jossey-Bass, 2008.

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Strachan, Dorothy. Process design: Making it work : a practical guide to what to do when and how for facilitators, consultants, managers, and coaches. San Francisco: Jossey-Bass, 2008.

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Book chapters on the topic "Group facilitation"

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Gross, Stefan. "Managing Group Processes." In Facilitation Skills, 49–73. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40015-6_4.

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Sakorkar, Sharad. "Group Development." In T-Group Facilitation, 94–108. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003276852-7.

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Singh, Renuka Raj. "T-Group Facilitation." In T-Group Facilitation, 157–70. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003276852-11.

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Burnard, Philip. "Group facilitation skills." In Effective Communication Skills for Health Professionals, 86–99. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4511-2_6.

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Brown, Nina W. "Group Facilitation Skills." In Conducting Effective and Productive Psychoeducational and Therapy Groups, 59–72. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315456973-4.

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Sakorkar, Sharad. "Self-Awareness." In T-Group Facilitation, 31–45. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003276852-3.

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Ramamoorthy, Sankarasubramanyan. "T-Groups and Indian Philosophy." In T-Group Facilitation, 143–56. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003276852-10.

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Bhogal, Tejinder Singh. "Change Processes." In T-Group Facilitation, 79–93. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003276852-6.

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Singh, Renuka Raj. "Personal and Social Identity." In T-Group Facilitation, 62–78. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003276852-5.

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Bhogal, Tejinder Singh. "Social Hierarchies and Processes." In T-Group Facilitation, 109–27. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003276852-8.

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Conference papers on the topic "Group facilitation"

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Niederman, Fred. "Acquiring knowledge about group facilitation." In the 1996 ACM SIGCPR/SIGMIS conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/238857.238869.

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Baklanov, Pavel, and Dmitry Zhdanov. "FACILITATION IN ENGLISH LEARNING GROUP AFFILIATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0426.

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Niederman, Fred, Catherine M. Beise, and Peggy M. Beranek. "Facilitation issues in distributed group support systems." In the 1993 conference. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/158011.158239.

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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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Clawson, Victoria K., and Robert P. Bostrom. "The facilitation role in group support systems environments." In the 1993 conference. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/158011.158241.

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Vivacqua, Adriana, Lea Marques, and Jano Moreira de Souza. "Assisting meeting facilitation through automated analysis of group dynamics." In in Design (CSCWD). IEEE, 2008. http://dx.doi.org/10.1109/cscwd.2008.4537108.

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Adla, Abdelkader, and Bakhta Nachet. "Ontology-based Facilitation Support Tool for Group Decision Making." In The 7th International Conference on Information Technology. Al-Zaytoonah University of Jordan, 2015. http://dx.doi.org/10.15849/icit.2015.0077.

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Nachet, Bakhta, and Adla Abdelkader. "Ontology-based facilitation support tool for group decision making." In 2015 12th International Symposium on Programming and Systems (ISPS). IEEE, 2015. http://dx.doi.org/10.1109/isps.2015.7244979.

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Derrick, Douglas C., Aaron Read, Cuong Nguyen, Andy Callens, and Gert-Jan de Vreede. "Automated Group Facilitation for Gathering Wide Audience End-User Requirements." In 2013 46th Hawaii International Conference on System Sciences (HICSS). IEEE, 2013. http://dx.doi.org/10.1109/hicss.2013.109.

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de Vreede, Gert-Jan, Fred Niederman, and Ilse Paarlberg. "Measuring participants' perception on facilitation in group support systems meetings." In the 2001 ACM SIGCPR conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/371209.371232.

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Reports on the topic "Group facilitation"

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Johnson, Gary E. Facilitation of the Estuary/Ocean Subgroup and the Expert Regional Technical Group, Annual Report for 2015. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1224511.

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Johnson, Gary E., and Nichole K. Sather. Facilitation of the Estuary/Ocean Subgroup and the Expert Regional Technical Group, Fiscal Year 2013 Annual Report. Office of Scientific and Technical Information (OSTI), October 2013. http://dx.doi.org/10.2172/1104629.

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Johnson, Gary E. Facilitation of the Estuary/Ocean Subgroup and the Expert Regional Technical Group, Fiscal Year 2014 Annual Report. Office of Scientific and Technical Information (OSTI), September 2014. http://dx.doi.org/10.2172/1170493.

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Minson, Valrie, Laura I. Spears, Adrian Del Monte, Margaret Portillo, Jason Meneely, Sara Gonzalez, and Jean Bossart. Library Impact Research Report: Facilitating Innovative Research, Creative Thinking, and Problem Solving. Association of Research Libraries, September 2022. http://dx.doi.org/10.29242/report.uflorida2022.

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As part of ARL’s Research Library Impact Framework initiative, the Marston Science Library (MSL) of the University of Florida (UF) George A. Smathers Libraries partnered with the UF Department of Interior Design (IND) to explore how research libraries facilitate innovation, creativity, and problem-solving competencies among their patrons. The MSL-IND team explored a three-tiered hypothesis that included: (1) students’ use of library spaces can contribute to building knowledge and practical applications for library space renovations; (2) student perceptions of space desirability as measured by the Place-based Semantic Differential can be used to indicate gaps in the library space facilitation of creativity; and (3) the creative thought process requires spaces that are diverse, flexible, and under a certain amount of student control. The research team developed a mixed-method study that included a spatial analysis, a survey utilizing an adjective checklist, and several focus groups designed to validate the adjective checklist. The research team analysis of the resulting data identified recommendations related to creating a sense of place, solving for the group by addressing the individual, offering a palette of posture, increasing biophilia, and offering choice and control.
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Vishwanath, Arundathi. Theatre and Art in Education for Young Women with a Focus on Theatre of the Oppressed Techniques and Embodied Therapeutic Practices. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0105.2023.

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This project unfolded in Nanahar village in the Kangra district of Himachal Pradesh. The main objectives of this project were to spark critical thought and action amongst the participants of the programme, facilitate a process to reclaim one’s agency, equip the participants with theatre facilitation skills and equip the organisation with a theatre and art in education curriculum. The project timeline was September 2021–October 2022. A pilot workshop was initially conducted with 24 women enrolled in a skill development course, and consequently a longer 16-week workshop series was conducted for a group of 33 women.
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Snijder, Mieke, and Marina Apgar, J. How Does Participatory Action Research Generate Innovation? Findings from a Rapid Realist Review. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.009.

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This Emerging Evidence Report shares evidence of how, for whom, and under what circumstances, Participatory Action Research (PAR) leads to innovative actions. A rapid realist review was undertaken to develop programme theories that explain how PAR generates innovation. The methodology included peer-reviewed and grey literature and moments of engagement with programme staff, such that their input supported the development and refinement of three resulting initial programme theories (IPTs) that we present in this report. Across all three IPTs, safe relational space, group facilitation, and the abilities of facilitators, are essential context and intervention components through which PAR can generate innovation. Implications from the three IPTs for evaluation design of the CLARISSA programme are identified and discussed. The report finishes with opportunities for the CLARISSA programme to start building an evidence base of how PAR works as an intervention modality, such as evidencing group-level conscientisation, the influence of intersecting inequalities, and influence of diverse perspectives coming together in a PAR process.
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Khetarpal, Ravinder Kumar. Improving phytosanitary trade compliance in Bangladesh. Life of project report - 01.01.2021 to 09.30.2022. Euphresco, 2022. http://dx.doi.org/10.1079/20240285210.

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The USDA's Trade and Regulatory Capacity Building Division (TRCBD) partnered with APAARI to assist Bangladesh's Department of Agricultural Extension (DAE) in improving compliance with international phytosanitary standards under the project "Improving Phytosanitary and Trade Compliance in Bangladesh," initiated on 23 November 2020. The project aimed to enhance collaboration among stakeholders, strengthen the institutional capacity of Bangladesh's NPPO, raise awareness on trade-related issues and promote regulatory harmonization for biopesticide registration. Key achievements from November 2020 to September 2022 included establishment of the intradepartmental community on plant quarantine facilitation within DAE, formation of a steering committee co-chaired by USDA and DAE officials and development of 3 standard operating procedures for pest management. Public awareness was increased through various media channels, and a WhatsApp group was created for SPS stakeholders. Amendments to the Plant Quarantine Act were proposed and reviewed with input from legal and technical experts. The project also established a virtual SPS training hub and conducted 17 capacity-building programs, including technical training on various phytosanitary subjects and workshops on biopesticide regulatory harmonization. Despite challenges due to the COVID-19 pandemic and issues beyond the project's control, significant progress was made, contributing to the overall success of the initiative.
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Kochar, Anjini, Stuti Tripathi, Francis Rathinam, Pooja Sengupta, and Priyanka Dubey. Promoting women’s groups for facilitating market linkages in Bihar, India. International Initiative for Impact Evaluation (3ie), December 2021. http://dx.doi.org/10.23846/wp0049.

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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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Winters, Paul, Benjamin Wakefield, Irene Toma, Anneke Schmider, Frini Chantzi, and Osman Dar. Facilitating progress towards SDG2: Zero Hunger. Royal Institute of International Affairs, February 2022. http://dx.doi.org/10.55317/9781784135072.

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Sustainable Development Goal 2: Zero Hunger (SDG2) remains out of reach. SDG2 progress has slowed over the last few years, and the impact of the COVID-19 pandemic is expected to exacerbate the problem. Improving the leadership, governance and coordination of the three UN Rome-based agencies (RBAs) – the Food and Agriculture Organization (FAO), the International Fund for Agricultural Development (IFAD) and the World Food Programme (WFP) – is crucial to achieving this objective. Lessons from comparable institutions, such as the International Monetary Fund, the World Bank Group and the World Health Organization may prove vital in realizing SDG2. While there are many actors that will influence progress towards this goal, the RBAs are best placed to lead on this initiative through improved transparency and leadership selection processes; the consolidation of RBA meetings and higher-level dialogue at those events; and enhanced collaboration at the regional, country and global levels.
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