Facilitation

Group facilitation is a process of helping the groups become more effective. The definition of effectiveness has remained and continues to remain elusive. One of the challenges that is repeatedly stated in the research on group effectiveness is the multitude of factors that affect it, and the interplay between them. This makes the study of group effectiveness very difficult. However, since groups are our basic unit of work in any organization, it is critical that we understand the concept and the application of group effectiveness, however elusive or difficult it might be. Towards that end, this paper explores the various studies in the area of group effectiveness from 1960 till date, in the context in which they were conducted – both lab and real time settings. Each of the theory/model is explored with the background of the research and the findings clearly mentioned along with the critique of the study, which details the positives and the limitations of the study. Finally, I have concluded with a summary of the way the group effectiveness studies have transitioned from 1960s till date and where we need to go from here. In conclusion, I have raised some of the questions that have to be taken up to explore the role of the facilitator as an enhancer of group effectiveness.

The consolidation of newly formed memories occurs slowly, allowing memories to be altered by experience for some time after their formation. Various treatments, including arousal, can modulate memory consolidation when given soon after learning, but the degree of time-dependency of these treatments in humans has not been studied. Thus, 212 participants learned a word list, which was followed by either a positively or negatively valenced arousing video clip (i.e., comedy or surgery, respectively) after delays of 0, 10, 30 or 45 min. Arousal of either valence induced up to 30 min after learning, but not after 45 min, significantly enhanced one-week retrieval. The findings support (1) the time-dependency of memory modulation in humans and (2) other studies that suggest that it is the degree of arousal, rather than valence that modulates memory. Important implications for developing memory intervention strategies and for preserving and validating witness testimony are discussed.

In countries with histories of political crisis, polarisation or violent conflict, social groups often have different stories about what happened in the past, why it happened and what it will take to create a lasting peace that benefits their group and larger society. These established narratives together form a narrative ‘landscape’ that is specific to each context, which can either deepen or mitigate divisions. Introducing the analogy of the ‘narrative tree’, this discussion paper draws on the expertise and experience of IFIT’s Inclusive Narratives Practice Group to provide a framework for understanding how narratives form and function, as well as an approach for facilitating narrative enrichment at the national or subnational level. This approach includes three cyclical phases – assessment, strategic planning and implementation – with a set of process guidelines and a menu of activities and tools from which to choose. Together, they can help policymakers and stakeholders understand their own narrative biases, reduce the salience of divisive narratives and amplify constructive narratives that can gain traction at scale.

The relationship between Appreciative Inquiry and meditation highlights the power of silence and the ways in which deep reflection opens up spaces for creativity and learning. This blend brings more self-confidence to be in a state of not-knowing in front of a group and allows generative inquiry to emerge. The article includes questions and practices that can support our own development as well as our work in relation with others.

Οι άνθρωποι αγαπούν να τραγουδούν και να παίζουν µουσική οµαδικά. Οι οµαδικές µουσικές δράσεις είναι κύριοι τρόποι εµπλοκής µε τη µουσική στην κοινότητα και σε παρέες ερασιτεχνών. Είναι, επίσης, ο κανόνας στη µουσική εκπαίδευση, εντός και εκτός σχολείου. Ωστόσο, τα µαθητικά µουσικά σύνολα στις σχολικές γιορτές είναι µία ιδιαίτερη περίπτωση, µε σαφή ενδοσχολική λειτουργία. Οι σχολικές γιορτές είναι επιβεβληµένες από τη σχολική ζωή. Εδώ, είναι σηµαντικό να προσαρµόσουµε τα εργαλεία της εµψύχωσης στο συµφραζόµενο των σχολικών µουσικών γιορτών και να παρέχουµε στους µαθητές κώδικες για να αντιληφθούν το κοινωνικό νόηµα των γιορτών. Η έννοια του κοινωνικού νοήµατος µπορεί να συνοψιστεί ως εξής: α) µαθαίνω µουσική για να συµµετέχω στις παραστάσεις, β) συµµετέχω στις παραστάσεις για να µάθω µουσική, και γ) συµµετέχω σε µουσικές παραστάσεις για να µάθω για τον εαυτό µου, τους άλλους και τον κόσµο.
Humans love to sing and play music in groups. Group musical activities are the main way of engaging with music in community and amateur groups. It is also the norm in music education, inside and outside school. However, school performances are purely 'school affair' because students do not have similar experiences in real life situations. In this context, it is important to exploit the tools of facilitation in order to provide codes to students for understanding the social meaning of the music performances. The notion of this meaning can be summarized as follows: a) I learn music to participate in performances; b) I participate in performances to learn music; and c) I participate in musical performances to learn about myself and the world.

The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self-explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such learning results in example-independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self-explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self-explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation-based learning to account for these psychological findings.

When I was a kid, I heard this story. Once upon a time, there was a king. One day the king called the astrologist to ask about his future. After doing the calculation astrologist replied, that all of the king's relatives will die in front of his eyes, which made the king angry and he decided to punish him. The next day King called another astrologist to do the same. However, after the calculation, the second one replied that the King will have the longest age among all of his relatives. As a result, this time king became pleased and awarded that astrologist. This is a perfect story for reframing. Although both astrologists articulated the same, but with two different frames. Reframing is all about change the point of view of the situation. I can't find any other simple, yet interesting example to explain what the reframing is. In addition, the famous Chines Taoist story "The old man and his horse" is also a perfect demonstration of reframing example. Moreover, here is a renowned quote illustrate the reframing.

This study tests the hypothesis that chewing gum leads to cognitive benefits through improved delivery of glucose to the brain, by comparing the cognitive performance effects of gum and glucose administered separately and together. Participants completed a battery of cognitive tests in a fully related 2×2 design, where one factor was Chewing Gum (gum vs. mint sweet) and the other factor was Glucose Co-administration (consuming a 25 g glucose drink vs. consuming water). For four tests (AVLT Immediate Recall, Digit Span, Spatial Span and Grammatical Transformation), beneficial effects of chewing and glucose were found, supporting the study hypothesis. However, on AVLT Delayed Recall, enhancement due to chewing gum was not paralleled by glucose enhancement, suggesting an alternative mechanism. The glucose delivery model is supported with respect to the cognitive domains: working memory, immediate episodic long-term memory and language-based attention and processing speed. However, some other mechanism is more likely to underlie the facilitatory effect of chewing gum on delayed episodic long-term memory.

In recent years, multi-stakeholder partnerships (MSPs) have become popular for tackling the complex challenges of sustainable development. This guide provides a practical framework for the design and facilitation of these collaborative processes that work
across the boundaries of business, government, civil society and science. The guide links the underlying rationale for multistakeholder partnerships, with a clear four phase process model, a set of seven core  principles, key ideas for facilitation and 60 participatory tools for analysis, planning and decision making.

The guide has been written for those directly involved in MSPs – as a stakeholder, leader, facilitator or funder – to provide both the conceptual foundations and practical tools that underpin successful partnerships. What’s inside draws on the direct experience of staff from the
Centre of Development Innovation (CDI), at Wageningen University & Research Centre, in supporting MSP processes in many countries around the world. The guide also compiles the ideas and materials behind CDI’s annual three week international course on facilitating MSPs and social learning.

This work has been inspired by the motivation and passion that comes when people dare to “walk in each other’s shoes” to find new paths toward shared ambitions for the future.

“ I am struck by the amount of experience and quality of insight gathered in this guide.” – Gerda Verburg, Chair of the UN Committee on World Food Security (CFS)

“ This guide off ers both practical guidance and unique insights, providing the most comprehensive resource available on the subject.”
– Lisa Dreier, Head of Food Security and Agriculture Initiatives, World Economic Forum USA

This document aims to be a guide for designing a Theory of Change applied to social change interventions. The approach and the contents of the guide emerged from the synthesis of my learning as Theory of Change process facilitator, which implied interacting with social change agents, European INGO, social and community leaders as well as political actors from different Latin American countries.

It should be pointed out that this particular Theory of Change approach seeks to be a thinking-‐action alternative to other more rigid approaches and planning logics. As we live in a complex, and at times, conflictive and uncertain era, we need more flexible and adaptive mindsets and tools to act, monitor and learn.

In general terms, the guide summarizes the core of the contents and methodological steps that are implemented in a Theory of Change design workshop. As it is already known, this thinking-‐action approach is also applied for accompanying organizational learning and change processes.

The document is aimed at the wealth of agents linked to social change and development processes. That is, bilateral donors, grassroots male and female leaders, social and political leaders, NGO officials, community-based grasroots  organizations, social movements, public decision-‐makers, and other agents involved in these processes.

This paper explores how community development/community-based research literature frames ‘the facilitator’. I draw upon the analogy of an avatar, a virtual character to argue that scholars are more concerned with an ideal construction of “the facilitator” than with the people who facilitate community development. Therefore, more research should be done to give evidence to the subjectivity of facilitators rather than their function. I believe that such focus on the facilitator may contribute to community development facilitation literature which is still seldom explored.

* This book is the French translation of 'The MSP Guide: How to design and facilitate multi-stakeholder partnerships' *

Ces dernières années, les partenariats multipartites (PMP) sont devenus populaires pour s’attaquer aux défi s complexes que pose le développement durable. Ce guide off re un cadre pratique pour la conception et la facilitation de ces processus collaboratifs qui décloisonnent le monde des aff aires, des pouvoirs publics, de la société civile et de la science. Le guide établit un lien entre le raisonnement qui sous-tend les partenariats multipartites, selon un modèle de processus clair en quatre phases, un ensemble de sept principes phares, des idées clés pour la facilitation et 60 outils participatifs d’analyse, de planifi cation et de prise de décisions.
Le guide a été rédigé à l’intention de ceux qui sont directement impliqués dans les PMP – qu’ils soient parties prenantes, dirigeants, facilitateurs ou bailleurs de fonds – pour leur fournir les concepts de base et les outils pratiques qui sous-tendent des partenariats réussis.
Cet ouvrage s’inspire directement de l’expérience du personnel du Centre d’innovation pour le développement (CDI), à l’Université et au Centre de recherches de Wageningen, en soutien aux processus PMP dans de nombreux pays à travers le monde. Le guide réunit également les idées et les supports qui donnent corps au stage international de formation de trois semaines organisé chaque année par le CDI sur la facilitation des PMP et l’apprentissage social.
Ces travaux ont été inspirés par la motivation et la passion que l’on voit apparaître lorsque les gens osent se mettre à la place des autres pour trouver ensemble de nouvelles trajectoires vers des ambitions communes pour un avenir meilleur.

« Je suis frappée par la richesse des expériences et la qualité des idées rassemblées dans ce guide. »
– Gerda Verburg, Présidente du Comité des Nations Unies sur la sécurité alimentaire mondiale (CSA)

« Ce guide offre à la fois des conseils pratiques et un éclairage unique, ce qui en fait la ressource la plus complète qui soit sur le sujet. »
– Lisa Dreier, Chef des Initiatives sur l’agriculture et la sécurité alimentaire, Forum économique mondial États-Unis

Sting, the singer-songwriter, says that silence between notes can be more important than the notes themselves. Sting cites the opening bars of Beethoven’s fifth symphony (da-da-da---daaaaaa------------da-da-da---daaaaa). Here the portent of things to come hangs in the air like a cudgel. Mahler and Shostakovich magically handle these spaces in music, Chopin more delicately. These ‘silences’ are no longer about simple ‘listening’ because they inspire a concentration of inner feeling; an emotional and physical response and representation of the music that has to do with the hearer’s unique self. It is the graceful gift of intervention (notes) together with silence that is a useful metaphor for skilled coaching. Our coaching may be classical but whatever the music, it will flow, it will have some order (including a beginning and an end) and it will often contain echoes of earlier phrases within it.


Why is silence so important in coaching? Catharsis, that great leap of the coachee to a new understanding, always happens when hearing is suspended. Whether the coach is talking or not, catharsis is an inner and entirely remote experience of the coachee. The world around has disappeared, including, often, the coach as well. It seems logical that catharsis is more likely to occur when the coachee is not attending to the outside world but to their own inner realm of consciousness. The coach must therefore be the conductor of the whole piece, not the musician. The coachee will play their own music and at their own pace.

Work-based learning is Joe Raelin’s unique way of incorporating a number of action strategies―such as action learning, action science, and communities of practice―into a comprehensive framework to help people learn collectively with others. In this thoroughly updated and revised edition, he demonstrates how to engage our reflective powers to challenge those taken-for-granted assumptions that unwittingly hold us back from questioning standard ways of operating. A well-known popular author, Joe is an avid student of the many traditions that support work-based learning, so he presents an inclusive model that has wide appeal across disciplines and occupations. He provides readers with the most recent updates in the field, such as his coverage of virtual team learning, portfolios, multisource feedback, critical and global action learning, and changes in educational policy. Whether you're an organizational or college educator, this book will help you make learning accessible to everyone―and even contagious within your organization.

In this study, I use the metaphor of a journey to describe the process of becoming a facilitator of Theatre of the Oppressed. I explore and reflect on how the facilitators of Theatre of the Oppressed can create a space to discuss, reflect, question and transform ideas around gender and power. I develop this research through autoethnography and action research methodologies, and the delivering of two workshops of Theatre of the Oppressed around gender and power in Bradford, UK. Through the cycle of action-reflection-action, I analyse the interconnections between the personal and public levels. I explore three main elements: the individual experiences as a facilitator; the process of decision making in the organisation, delivering and evaluation of the workshops; and the structures created around the Theatre of the Oppressed methodology. All the above, through the lenses of gender and power relationships.

This essay played a significant role in my directing of two Lilly grants on discernment-oriented leadership across 9 different Christian traditions. A Quaker approach to discerning how God speaks includes Scripture, history and tradition, critical analysis and scientific inquiry, personal openings, and corporate discernment. Reference: Quaker Religious Thought #106 (2006): 26-47.

Français - 94 pages.
Le guide de facilitation met en exergue la façon dont le dialogue peut être mis en place, en vous donnant des astuces pratiques, comme par exemple la meilleure façon possible de démarrer un cours ou comment gérer les nombreux scénarios qui peuvent survenir au cours du processus d’apprentissage. Nous croyons que le guide de facilitation sera utile à cet égard lors de votre parcours et de votre évolution comme facilitateur.