Die Evaluering van 'n Ontwikkelings Program in Fasilitering vir studente in die Gedragswetenskappe

Abstract

The evaluation of a development programme in facilitation for students in the behavourial sciences. The aim of this research was to evaluate a development programme in facilitation for students in the behavioural sciences. Facilitation was conceptualised from the person-centred approach and the human potential model. A two-group design with pre-, post-, and post-post-measurement was used to evaluate the programme. The results of the empirical study showed that the development programme led to an improvement in participants' knowledge and interpersonal skills. However, their knowledge of facilitation decreased over time. Participants were also more inclined to act autonomously, to accept self-responsibility, to apply their values in a £exible way, to accept the values of self-actualisation and to accept their feelings of aggression. OPSOMMINGDie doelstelling van hierdie navorsing was om 'n ontwikkelingsprogram in fasilitering vir studente in die gedragswetenskappe te evalueer. Fasilitering is gekonseptualiseer vanuit die persoongesentreerde benadering en die menslikepotensiaalbeweging. 'n Tweegroepontwerp met voor-, na-, en na-nameting is om die program te evalueer. Die resultate van die empiriese ondersoek het aangetoon dat die¤ program tot 'n verbetering in deelnemers se kennis en interpersoonlike vaardighede gelei het. Hul kennis van fasilitering het egter met verloop van tyd afgeneem. Deelnemers was meer geneig om outonoom op te tree, selfverantwoordelikheid te aanvaar, hul waardes buigsaam toe te pas, die waardes eie aan selfaktualisering te aanvaar en hul gevoelens van aggressie te aanvaar. SYNOPSISIt is often expected of graduate students in the behavioural sciences to facilitate processes during organisational development, cross-cultural communication, a⁄rmative action and community development situations once they are employed. However, they are often not adequately equipped with the required intra-personal characteristics, interpersonal skills and knowledge to do this e¡ectively. Rothmann and Sieberhagen (1997) and Rothmann (1999) suggested that universities and technikons should train students in facilitation in order to prepare them for the facilitation role. However, the long-term e¡ect of a development programme in facilitation (which includes continued development activities) has not been determined for students in the behavioural sciences at tertiary education institutions. The objective of this research was to evaluate a development programme in facilitation for students in the behavioural sciences.Facilitation refers to the making available by a person of a process of learning and growth in a second person. A climate is created and opportunities are provided for a second person to learn how to learn about him-/herself (Cilliers, 1996).The competencies of a facilitator include personality traits, interpersonal e¡ectiveness and knowledge (Cilliers, 1995;Rothmann & Sieberhagen, 1997). The facilitator has certain personality traits that correspond with the characteristics of the psychologica...