Journal articles: '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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Wong, Dana, Nicci Grace, Katharine Baker, and Genevieve McMahon. "Measuring clinical competencies in facilitating group-based rehabilitation interventions: development of a new competency checklist." Clinical Rehabilitation 33, no. 6 (February 26, 2019): 1079–87. http://dx.doi.org/10.1177/0269215519831048.

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Objective: Group-based intervention formats are common in rehabilitation, but no tool for objectively measuring clinical competencies in group facilitation currently exists. We aimed to develop a psychometrically sound group facilitation competency checklist for use in clinical, training, and research settings. Method: The Delphi method of expert consensus was used to establish checklist items that clearly describe competencies considered important for effective group facilitation. Inter-rater reliability was determined with two experienced psychologists who used the checklist to rate the competencies of psychology trainees facilitating a memory skills group. Results: After two Delphi rounds, consensus was reached on 17 items, defined as at least 80% agreement among the panel of 15 experts. The four checklist item categories were (a) Facilitating focused group discussion, (b) Communication skills, (c) Interpersonal style, and (d) Session structure. One item was removed after piloting. Inter-rater reliability was excellent (88% agreement) using a simple coding method (competent/incompetent). When using a detailed coding method that discriminated between ‘done adequately’ and ‘done well’, inter-rater reliability was weaker (κ = 0.481, 55% agreement); however, it improved to almost perfect after the raters calibrated their standards. Conclusion: The new group facilitation competency checklist is fit for purpose for measuring clinical competencies in delivering group-based rehabilitation interventions and can be used in the training of effective group facilitators.

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Wiseman, Octavia, Jalana Lazar, Jedidia Abanga, and Margie Rickell. "Essential Skills for Facilitating Group Care." Practising Midwife 27, no. 4 (July 1, 2024): 36–39. http://dx.doi.org/10.55975/khjc8022.

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Facilitating group care successfully necessitates learning a range of essential skills including managing group dynamics, active listening, facilitating participant-led discussions and interactive activities. Developing these skills requires training, practice, confidence and a good dose of humility. Unlearning the role of midwife as expert is necessary to flatten hierarchy and draw out the expertise of the women/birthing people in order to enhance participants’ learning. This can feel challenging and anti-intuitive for midwives trained and practising in didactic systems. In this article we explore how developing the inter-personal skills required for group care facilitation can enhance the role of the midwife.

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Petkov, Petko. "FACILITATION IN EDUCATION." Education and Technologies Journal 14, no. 2 (August 1, 2023): 255–58. http://dx.doi.org/10.26883/2010.232.4892.

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Today, it is generally accepted that pedagogical science is going through a transitional stage related to the renewal of both the content and the forms of the educational process. Education is one of the most important subsystems of the social sphere of the state, which provides the process of obtaining by a person systematized knowledge, skills and abilities in order to use them effectively in his professional activity. In the conditions of an information-saturated space and new educational technologies, a person-oriented learning paradigm, teachers are faced with a situation where the purpose of education is to facilitate change and teaching. Facilitation in learning is an issue that entered didactics for theoretical discussion in the 1990s. It means supporting, creating opportunities for the cooperation of learners in their efforts for effective learning, through it the facilitation, flexibility and accessibility of learning is achieved. The process of collecting information is simplified. A facilitative approach requires assisting students to collaborate and independently carry out activities with an expected synergistic effect. The teacher-facilitator is again a key player in learning, but not at the expense of student learning and responsibilities. He does not rule, but facilitates others to do this for themselves. The following qualities are necessary for the formation of the innovative culture of a teacher-facilitator: 1) attitude towards children as developing subjects; 2) culture of human interaction; 3) relation to oneself as a developing subject. Facilitation is believed to be more effective in group learning or in stimulating students’ creativity.

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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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Koshechko, Nataliia. "FACILITATION AS AN INNOVATIONAL TECHNOLOGY OF PEDAGOGICAL CONFLICT MANAGEMENT IN HIGHER EDUCATION." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 24–29. http://dx.doi.org/10.17721/2415-3699.2018.8.06.

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The article analyzes actual ideas on the problem of managing pedagogical conflicts in higher education. Special emphasis is put on innovative management technologies. Exclusive attention is paid to the technology of facilitation in the management of pedagogical conflicts of domestic institutions of higher education. The contents, historical aspect, principles, stages, specificity of the facilitation are considered in detail. The functions, purpose, actions, techniques, techniques of the faculty-facilitator in solving conflict situations in the high school are generalized.The technology of pedagogical facilitation involves the use of various resource techniques. The most common of them are "Open Space", "World Café", "Future Search", "Appreciative Inquiry Summit", "Work Out".Working with a group of students while studying the discipline "Pedagogical Conflictology", the facilitator constantly supports two processes: solving problems and ensuring the procedure, positive atmosphere in the group.Summarizing all the above, we conclude that facilitation is an effective productive technology in the management of pedagogical conflicts in higher education. Its main content is put into the following statement of the facilitator: "I will help you - I know the purpose and we will find a way together for it!"The facilitator is the person who organizes the process, engages the participants, and structs the work of the group. Teacher-facilitator - a person who didactically competently and qualitatively provides a successful group communication of students. That is, it solves the tasks, contributing to the comfortable atmosphere and fruitfulness of the discussion. Facilitator transforms the communication process into a convenient and easy for all its participants, helps the group to understand the overall goal and maintains a positive group dynamics to achieve this goal in the process of discussion, while not protecting one of the positions or parties.Therefore, facilitation is an effective tool, a universal technology, the mastery of which greatly enhances the quality of mastering not only the discipline "Pedagogical conflictology", other training courses, but also the professional and personal competence and productivity of students in general, at the expense of saving time, resources and creative perspectives.

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Kolb, Judith A. "Initial contracting issues in small group facilitation." Industrial and Commercial Training 36, no. 5 (August 2004): 207–9. http://dx.doi.org/10.1108/00197850410548602.

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Kolfschoten, G. L., P. Grünbacher, and R. O. Briggs. "Modifiers for Quality Assurance in Group Facilitation." Group Decision and Negotiation 20, no. 5 (February 23, 2011): 685–705. http://dx.doi.org/10.1007/s10726-011-9234-x.

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Wardale, Dorothy. "Towards a model of effective group facilitation." Leadership & Organization Development Journal 34, no. 2 (March 2013): 112–29. http://dx.doi.org/10.1108/01437731311321896.

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Pedersen, Gloria A., Manaswi Sangraula, Pragya Shrestha, Pooja Lakshmin, Alison Schafer, Renasha Ghimire, Nagendra P. Luitel, Mark J. D. Jordans, and Brandon A. Kohrt. "Developing the Group Facilitation Assessment of Competencies Tool for Group-Based Mental Health and Psychosocial Support Interventions in Humanitarian and Low-Resource Settings." Journal on Education in Emergencies 7, no. 2 (2021): 334. http://dx.doi.org/10.33682/u4t0-acde.

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In humanitarian settings, mental health and psychosocial support services (MHPSS) are often delivered in group-based formats. Group interventions enable providers to reach more individuals when resources and technical expertise are limited. Group-based programs also foster social support, empathy, and collective problem-solving among the participants. To remedy the current lack of tools available to assess the group facilitation competencies of individuals delivering group-based MHPSS, we made it our objective to develop such a tool. Our approach, which focused on adults, complimented a similar initiative underway for children and adolescents. We reviewed MHPSS manuals to identify key group facilitation competencies, which include developing and reviewing group ground rules, facilitating participation among all group members, fostering empathy between members, encouraging collaborative problem-solving, addressing barriers to attendance, time management, and ensuring group confidentiality. We then developed the Group Facilitation Assessment of Competencies (GroupACT) Tool. The GroupACT is a structured observational tool for assessing these competencies during standardized role-plays with actor clients, or in vivo during the delivery of group sessions with actual clients. We conclude this article with guidance for using the GroupACT to assess facilitators' competencies in providing group-based MHPSS in the health, education, protection, and other sectors in humanitarian settings.

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Alrø, Helle, and Lise Billund. "Processual responsiveness in dialogic facilitation." Journal of Workplace Learning 33, no. 2 (February 18, 2021): 137–48. http://dx.doi.org/10.1108/jwl-04-2020-0066.

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Purpose The purpose of this paper is to elaborate on the role of a group facilitator when taking a dialogical stance. A special interest is facilitator’s processual responsiveness and its potential for supporting a dialogic approach to process facilitation. Design/methodology/approach Theoretically, the article is based on dialogue and dialectic relationship theory. Empirically, it is based on pragmatic analysis of excerpts from audio recordings of a two-day process facilitation with an organizational group called KUDIAS. Findings The analysis highlights the importance of processual responsiveness of the facilitator in terms of focused attention to the process as well as to the interpersonal relations between the participants in the process. Being processually responsive, the facilitator supports the process in becoming dialogic toward all participants’ perspectives and in creating a climate characterized by curiosity, wondering, exploration and recognition. However, facilitator’s processual responsiveness also requires the ability to balance the process between support and confrontation. Originality/value Processual responsiveness is developed and discussed theoretically as well as empirically.

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Moldovanov, Artur. "Definitional analysis of the phenomenon of «facilitation»." Bulletin of Luhansk Taras Shevchenko National University, no. 1 (355) (2023): 180–86. http://dx.doi.org/10.12958/2227-2844-2023-1(355)-180-186.

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The relevance of the article is due to the European integration vector of development of modern society, Ukraine’s acquisition of the status of a candidate for accession to the European Union, as well as the challenges associated with a full-scale war and the introduction of martial law, which have objectively changed the emphasis of modern higher education in the direction of training specialists, in particular, social workers, as facilitators who ensure the adaptation and rehabilitation of various segments of the population of Ukraine. The article analyses the basic phenomenon of the study, which is the concept of «facilitation». The essence and logic of the definition analysis as a logical operation aimed at revealing the essential features of the concept of «facilitation» are considered. The essential features and properties of the phenomenon of facilitation are clarified, which are: focus on personal development; truthfulness, openness, sincerity, congruence in attitude towards the student, his/her acceptance and trust, empathic understanding; unobtrusive assistance to a group or an individual; mutual influence aimed at activating mental processes, improving well-being; stimulating the development of people’s consciousness, independence, freedom of choice; focus on creating humanistic relationships with children aimed at supporting the personal growth of the student; development of facilitation skills that contribute to the creation of a facilitative environment; interaction based on humanism, tolerance and poly-subjectivity; focus on increasing the productivity of the subject through the actualization of his/her consciousness; ensuring the effectiveness of the organization of group activities; openness of the teacher’s position; facilitating interaction within the group, non-directive style of management based on the self-organization of the managed system; orientation of the educational process towards the formation of a favourable social and psychological climate and partnership in a higher education institution.

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Shankar, P. Ravi, and Varun Malhotra. "Small group facilitation skills in problem-based learning." South-East Asian Journal of Medical Education 4, no. 2 (December 30, 2010): 18. http://dx.doi.org/10.4038/seajme.v4i2.422.

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Kaplan, Robert E. "Some Hidden Elements of Control in Group Facilitation." Small Group Behavior 16, no. 4 (November 1985): 462–76. http://dx.doi.org/10.1177/104649648501600403.

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Witte, Erich H. "Toward a Group Facilitation Technique for Project Teams." Group Processes & Intergroup Relations 10, no. 3 (July 2007): 299–309. http://dx.doi.org/10.1177/1368430207078694.

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Gregory, Wendy J., and Norma R. A. Romm. "Critical Facilitation: Learning through Intervention in Group Processes." Management Learning 32, no. 4 (December 2001): 453–67. http://dx.doi.org/10.1177/1350507601324003.

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Kim, Do-Yeong, and Junsu Park. "Cultural differences in risk: The group facilitation effect." Judgment and Decision Making 5, no. 5 (August 2010): 380–90. http://dx.doi.org/10.1017/s1930297500002187.

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AbstractWe compared South Koreans with Australians in order to characterize cultural differences in attitudes and choices regarding risk, at both the individual and group levels. Our results showed that Australians, when assessed individually, consistently self-reported higher preference for risk than South Koreans, regardless of gender. The data revealed that South Koreans, regardless of gender composition, were willing to take greater risks when making decisions in group decision-making situations than when they were alone. This is a different pattern from that seen in the Australian sample, in which a risky shift was noted only among males. This difference was attributed to the influence of various cultural orientations (independent vs. interdependent relationship styles). This study also provides a discussion of the implications of these results in terms of cultural differences in attitudes and decisions regarding risk.

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Laredj, Adnane, Baroudi Rouba, and Claude Duvallet. "Multi-Criteria Decision Aid for Group Facilitator Election." International Journal of Decision Support System Technology 11, no. 1 (January 2019): 93–102. http://dx.doi.org/10.4018/ijdsst.2019010105.

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Group decision support system (GDSS) can be appropriate if used in e-maintenance decision-related meeting as a medium for them to share, extract and analyze the information, and making decision. In addition, in any GDSS, facilitation process is capital, since a facilitator makes meetings more productive and efficient, by managing the content. However, the election of the expert's group facilitator has been only based on networks quality between the expert and the breakdown site, while, according to case study and maintenance expert interviews, facilitator election consists in identifying and choosing alternatives to find the best solution based on different factors. Therefore, in this article, to formalize the problem of facilitator election using multicriteria decision aid concepts, knowing that the difficult point is the multiplicity of the criteria set for judging the alternatives in the group coordination election problem.

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Kauth, Michael R., Geri Adler, Stephen J. McCandless, and Wendy S. Leopolous. "Embedding new clinical practices: the role of facilitation in enhancing web-based training for mental health providers." Journal of Mental Health Training, Education and Practice 12, no. 1 (January 9, 2017): 24–32. http://dx.doi.org/10.1108/jmhtep-01-2016-0001.

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Purpose External facilitation has been shown to increase the implementation and aid sustainment of new clinical practices. The purpose of this paper is to describe the addition of facilitation to web-based training on dialectical behavior therapy (DBT) skills to promote adoption of this intervention among diverse mental health providers at US Veterans Health Administration facilities. Design/methodology/approach In total, 41 participants completed six web-based modules and met in two groups monthly over nine months by telephone with a facilitator who was also an experienced DBT skills group therapist. All participants agreed to conduct a DBT skills group as part of training. The facilitators employed a variety of engagement strategies to meet the evolving needs of participants during the training period. Participants completed an online evaluation of the modules and their facilitation experience at six weeks post-training and responded to an e-mail query at five months post-training about conducting a DBT group. Findings Overall, participants found the training and monthly interprofessional calls with the facilitator useful. Five months post-training, 33 of 41 participants reported conducting a DBT skills group, thus improving access to this intervention. Participants said the biggest barrier to training was finding time during clinic hours to complete the modules, despite assurances of support from local leaders. Originality/value This project provides evidence that virtual facilitation enhances training and promotes the adoption of new clinical practices.

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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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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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Thomas, Harle, and Tom Caplan. "Spinning the Group Process Wheel: Effective Facilitation Techniques for Motivating Involuntary Client Groups." Social Work With Groups 21, no. 4 (May 26, 1999): 3–21. http://dx.doi.org/10.1300/j009v21n04_02.

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Lesowitz, Marsha, Neil Kalter, Jeffrey Pickar, Morton Chethik, and Milton Schaefer. "School-based developmental facilitation groups for children of divorce: Issues of group process." Psychotherapy: Theory, Research, Practice, Training 24, no. 1 (1987): 90–95. http://dx.doi.org/10.1037/h0085696.

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Dies, Robert R. "Leadership in Short-Term Group Therapy: Manipulation or Facilitation?" International Journal of Group Psychotherapy 35, no. 3 (July 1985): 435–55. http://dx.doi.org/10.1080/00207284.1985.11491426.

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Markowitsch, Susanna, Leonore Langner, and Michaela Zolles. "Group facilitation – approach to a definition by three women." Person-Centered & Experiential Psychotherapies 19, no. 3 (November 12, 2019): 215–27. http://dx.doi.org/10.1080/14779757.2019.1680424.

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Walker, Sean. "Intent to Use Technology: Facilitation Effect of Group Presence." Academy of Management Proceedings 2012, no. 1 (July 2012): 12434. http://dx.doi.org/10.5465/ambpp.2012.12434abstract.

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Kornblum, Nathan, and Michael J. Fifolt. "Electron-transfer substitution reactions: Facilitation by the cyano group." Tetrahedron 45, no. 5 (January 1989): 1311–22. http://dx.doi.org/10.1016/0040-4020(89)80129-2.

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Visser, Max. "System dynamics and group facilitation: contributions from communication theory." System Dynamics Review 23, no. 4 (2007): 453–63. http://dx.doi.org/10.1002/sdr.391.

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Kilic, Hulya, Dionne I. Cross, Filyet A. Ersoz, Denise S. Mewborn, Diana Swanagan, and Jisun Kim. "Techniques for small-group discourse." Teaching Children Mathematics 16, no. 6 (February 2010): 350–57. http://dx.doi.org/10.5951/tcm.16.6.0350.

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Different types of instructional facilitation influence students' thinking and reasoning; reflecting on your own practices can help you determine your role as an instructor and increase your competence.

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Madden, Sarah. "The Parent to Parent Group." Groupwork 21, no. 2 (December 20, 2012): 35–49. http://dx.doi.org/10.1921/gpwk.v21i2.721.

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This piece of writing endeavours to display how Groupwork is a valued and tangible approach to exploring many sensitive issues in social work practice. In particular the author reflects on her experience of co-facilitation of a mutual support group. This group was developed by an innovative Young Person’s Probation Team, who acknowledge that, in order to enable young offender’s desistance from deviant, criminal behaviour, parents require mutual support and acknowledgement. This paper begins with exploring definitions and descriptions of Groupwork and considers its application in the practice context of probation with young offenders. This piece of writing which accounts for the author’s experience of co-facilitation explores the theoretical perspective being utilised and reflects on the process and outcomes of this experience of .groupwork.

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Liu, Zilong, Xuequn Wang, Xin (Robert) Luo, Xiaolong Song, Na Liu, and Yuan Zhang. "Be Together, Run More: Enhancing Group Participation in Fitness Technology." Journal of the Association for Information Systems 24, no. 2 (2023): 530–54. http://dx.doi.org/10.17705/1jais.00779.

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Individuals are increasingly using novel fitness technologies, such as running applications (apps), to support their workouts. The literature has primarily focused on the use of fitness apps at the individual level (i.e., to improve individuals’ exercise levels) and few studies have investigated the role of fitness apps in facilitating group exercise. Consequently, there is a paucity of information on how to enhance the exercise participation of individuals using fitness apps through the use of groups (i.e., how to entice more individuals to engage in exercise). We selected a running app as the context and focused on a particular feature of this app called “Running Spot,” which facilitates members’ offline group engagement, a topic that has thus far received scant attention in the literature. Drawing on the perspective of psychological distance and relational cohesion theory, we propose that the Running Spot feature facilitating offline group engagement improved group participation in running. To advance this line of research, we utilized a panel dataset of 151 running groups from the running app platform over a period of 38 weeks. The aim was to empirically evaluate the effects of offline group engagement facilitation (e.g., Running Spot) using a combination of the difference-indifferences approach and the propensity score matching technique. Our findings suggest that Running Spot indeed promoted groups’ participation in running. Furthermore, the impact of Running Spot was magnified with smaller groups and groups that were moderately closely located to the designated running spots. Our study contributes to the growing body of knowledge on fitness technologies by revealing ways to support group participation and uncovering the complex impact of offline group engagement facilitation (e.g., Running Spot). Our study has important implications for fitness app developers in that it demonstrates that features facilitating offline group engagement should be prioritized to improve group participation in fitness activities.

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Kwietniewska, Roksana, Iwona Zborowska, and Anna Dąbek. "E-prescription - impediment or facilitation?" E-methodology 8, no. 8 (September 19, 2022): 90–96. http://dx.doi.org/10.15503/emet.2021.90.96.

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Aim. The aim of the study was to obtain information about the advantages and disadvantages of using an e-prescription and whether age is a determinant in the case of e-prescription use. Methods. This study is used the method of diagnostic survey. An original questionnaire was used to collect the diagnostic material. The study involved 94 respondents aged 18–92, who by filling in the proprietary electronic questionnaire indicated the advantages and disadvantages of e-prescription. Results. The largest age group that participated in the study was the one which was aged 18–29 as it accounted for 26.6% of all participants, while seniors were in the minority, accounting for 7.9%. As for the place of residence, the dominant group were the inhabitants of rural areas (54%). When analysing the education attained by the participants, most respondents had secondary education 40.4% (n=38) and higher education 30.9% (n=29). While focusing only on the group of seniors, vocational education came first. 93.5% of respondents had no problem with the redemption of e-prescriptions. Satisfaction with the quality of services was indicated by 93.5% of the respondents, and only 1.1% were dissatisfied. People over 60 encountered the most problems with e-prescriptions; these resulted mainly from the inability to reach the clinic and losing the access code. Keywords: e-prescription, senior, digitization

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Chulanova, O. L. "Coaching and Facilitation as Tools to Increase Group Effectiveness in Managing Project Teams." Vestnik NSUEM, no. 4 (December 29, 2019): 184–96. http://dx.doi.org/10.34020/2073-6495-2019-4-184-196.

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The article considers coaching and facilitation as tools for improvement of the group effectiveness in project team management. Content analysis of the «coaching» and «facilitation» definitions was presented. The aim of the study is revelation of the effectiveness of coaching in cooperation coordination and project team management. For that reason the author considers coaching as an effective tool for organization of team cooperation, making it possible to reveal and implement the potential of each member of the project and achieve synergetic effect for attaining objectives of the project. The article presents types of coaching, as well as advantages and disadvantages of coaching. Agile coaching was considered as the most effective tool for organization of team cooperation and project team management in implementing project activities on the basis of the flexible project management methodology. The article considers facilitation as the technology which improves team effectiveness, involvement and interest of the participants, as well as it unlocks their potential. Stages and methods of facilitation were presented. Advantages and disadvantages of facilitation were considered.

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Thomas, Glyn, and Stephen Thorpe. "Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation." Interactive Learning Environments 27, no. 1 (March 27, 2018): 62–71. http://dx.doi.org/10.1080/10494820.2018.1451897.

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Kristianto, Ignatius Indra. "The Students’ Perception of the Teacher’s Facilitation in Online Group Work." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 10, no. 1 (June 30, 2023): 52. http://dx.doi.org/10.33394/jo-elt.v10i1.7163.

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This research examines the students’ perception of the teacher’s facilitation in online group work in English for Managers class at the Faculty of Business and Economics, Universitas Atma Jaya Yogyakarta. The study employed The Community of Inquiry (CoI) framework perspective, which consists of teaching presence, cognitive presence, and social presence. CoI has been widely employed in designing practical online courses. Thus, this descriptive qualitative research analyzed students’ perceptions of facilitation in online group work using questionnaires and interviews. The research participants were English for Managers students. They were selected since they have experience participating in online group work. The results of the study show that most of the participants have demonstrated to possess a positive perception of the teacher’s facilitation in online group work in EFM class at FBE UAJY.

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Gil, Alfonso J., and Mara Mataveli. "Learning opportunities for group learning." Journal of Workplace Learning 29, no. 1 (February 13, 2017): 65–78. http://dx.doi.org/10.1108/jwl-02-2016-0009.

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Purpose This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation model. Findings Statistical evidences suggest that both the learning culture and facilitators of group learning impact positively on group learning. In addition, it was found that the facilitation of learning has a positive influence on the learning culture. Practical implications From the paper, two sets of implications are extracted. The first is related to learning in the workplace – the importance of facilitating learning in group learning is emphasized. The second set refers to human resources development: organizational commitment to the development of informal learning is highlighted. Originality/value The paper explores the concept of learning culture and how it relates to the development of group learning, and an important system in the workplace is implemented.

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Schwartz, Richard G., Kathy Chapman, Patricia A. Prelock, Brenda Y. Terrell, and Lynne E. Rowan. "Facilitation of early syntax through discourse structure." Journal of Child Language 12, no. 1 (February 1985): 13–25. http://dx.doi.org/10.1017/s030500090000619x.

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ABSTRACTThe effect of an adult–child discourse structure on children's production of word combinations was examined. Seventeen children at the singleword utterance level (1; 5–2; 1) served as subjects. An experimental group of six children were engaged in vertical structures over 10 sessions, while the remaining children served as a control group. Pre-tests and post-tests revealed a significant difference in the number of spontaneous and elicited multiword productions for the experimental group, but no difference for the control group.

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Park, Ju Yeon. "Effects of Instructor’s Discussion Facilitation Strategies and Group Composition on Academic Achievement and Satisfaction in Web-based Discussion for Collegiate." Sookmyung institute of Global Governance 2, no. 1 (June 30, 2023): 37–55. http://dx.doi.org/10.56485/jous.2023.2.1.37.

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The purpose of this study is to investigate the effects of the instructor's discussion facilitation strategies and group composition on academic achievement and satisfaction in a web-based argumentation learning environment, which requires the learner to actively participate in argumentation. The experimental study was conducted with 89 university students. Instruments were developed and used to assess the effects of group composition based on ability level, using pretests and post-tests for academic achievement, as well as a satisfaction test. The gathered data were analyzed using a two-way ANOVA. There was no significant interaction effect between the instructor's discussion facilitation strategies and group composition regarding academic achievement in web-based argumentation. However, there was a significant difference in academic achievement between groups provided with a task-oriented discussion facilitation strategy and groups provided with a motivational discussion facilitation strategy in web-based argumentation. Furthermore, there was no statistically significant interaction effect between the instructor's discussion facilitation strategies and group composition regarding satisfaction in web-based argumentation. Additionally, there was no significant difference in satisfaction between groups provided with a task-oriented discussion facilitation strategy and the group provided with a motivational discussion facilitation strategy in web-based argumentation. However, there was a significant difference in satisfaction between the high-low group composition and the middle-middle group composition in web-based argumentation.

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Ochiană, Gabriela. "The Role of Facilitation Techniques in Gonarthrosis Recovery." GYMNASIUM XVIII, no. 2 (December 29, 2017): 83. http://dx.doi.org/10.29081/gsjesh.2017.18.2.06.

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Numerous studies on people with gonarthrosis refer only to electrotherapy, shock-wave therapy, radon baths, and classical physical exercise; very few studies recall only the role of facilitating techniques in restoring functional knee parameters. This study was conducted on a total of 12 subjects diagnosed with gonarthrosis divided into 2 groups, group A followed a classical recovery program and group B a program consisting of facilitation techniques for a period of 6 months with a frequency of 3 sessions per week. The results obtained confirm the hypothesis that the parameters tested: pain, joint mobility, muscle strength and stability were noticeably improved in group B those who used FNP techniques compared to group A and the duration of the session was only 35 minutes at group B, compared to 55 minutes group A.

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Cho, Soyeon, Jung Kwak, Brian Hughes, George Hands, and Moon Lee. "Predictors of ACP competency among Chaplains by Service Line." Innovation in Aging 5, Supplement_1 (December 1, 2021): 774. http://dx.doi.org/10.1093/geroni/igab046.2863.

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Abstract Healthcare chaplains have key roles in palliative care including facilitating advance care planning (ACP). However, little is known about chaplains’ competency in ACP. We conducted an online survey with board-certified healthcare chaplains recruited from three major professional chaplains’ organizations. We explored correlates of chaplains’ competency in ACP facilitation among two groups of chaplains, general and special care (SC) chaplains (chaplains in oncology, intensive care, or palliative units) because SC chaplains are generally more involved in palliative care. The final sample included 481 chaplains with 89.8% reporting ACP as an important part of their work and 71.3% reporting to help patients complete advance directives. There was no significant difference in ACP competency between general chaplain group (n=240; M=39.61, SD=7.0) and SC chaplain group (n=241; M=40.65, SD=5.87). Hierarchical regression analyses revealed differences between the groups. General chaplains who practiced longer as a chaplain (b=1.02, p<.000), were more engaged in ACP facilitation (b=1.06, p<.05), had more positive attitude toward ACP (b=4.04, p<.000), and reported a higher level of participation in shared decision-making with other team members (b=.75, p<.000) were more competent in ACP facilitation. In the SC chaplain group, higher competency was associated with more positive attitude towards ACP (b=2.58, p <.05), and a higher level of participation in shared decision-making (b=1.05, p <.000). Overall, these findings suggest that healthcare chaplains, both general and special care, are competent and actively involved in ACP facilitation. Further systematic studies are warranted to examine the effects of chaplains facilitating ACP on patient and healthcare system outcomes.

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Mohamad, Norsuhaidah, and Alias Masek. "Modes of Facilitator Skills for Group Learning Among Design and Technology Teachers in Secondary Schools." Indonesian Journal of Teaching in Science 1, no. 1 (April 22, 2021): 17–20. http://dx.doi.org/10.17509/ijotis.v1i1.33580.

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The purpose of this study was to verify the constructs of facilitator skill for a group learning in Design and Technology subjects in secondary schools. The method used descriptive quantitative method. This study covers several tests such as content validity, construct validity, pilot studies and internal reliability test. Sample value that involved in this study was 273. The instrument is based on Heron’s Model (2006) which involves constructs and elements in facilitator skills. The results show that the high mode of facilitation is the hierarchical mode with mean value 4.32. Followed by cooperative (4.14) and autonomous mode (3.96). This is because the facilitator still determines the objectives, learning process, interprets and gives meaning, provide structure and take full responsibility for the decisions making in learning process.

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Journal articles on the topic 'Group facilitation'

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