Towards a model of effective group facilitation

Abstract

Purpose -This paper aims to report on research into managers' and facilitators' perceptions of effective facilitation. Design/methodology/approach -A total of 20 managers from across five industry sectors, and 20 facilitators from larger organisations or working as consultants, were interviewed in-depth regarding stories of effective and wholly or partially ineffective facilitation experiences. These stories are analysed within a constructivist-interpretivist paradigm. Findings -Four stages important to facilitation are identified: Preparation, Event, Satisfactory Outcomes and Transfer. Strategies and considerations are evident in the first three stages but poorly discussed and under-utilised strategies in the last.Research limitations/implications -Further research is suggested to identify strategies for implementing outcomes; consider the contribution internal facilitators can make to the facilitation process; appreciate of the context within which the facilitation takes place; and the impact of organisational size and culture of the facilitation process. Practical implications -Facilitation is likely to be more effective if facilitators share a common language with the participant group; are conscious of the Transfer stage through-out the process; and work to ensure affective, as well as effective, outcomes. Managers may also consider training, empowering and utilising their internal facilitators to a greater extent, in recognition of the value-adding their knowledge about the organisation brings. Originality/value -This paper adds a multi-dimensional framework of facilitation to the empirical evidence for academics and practitioners working in the areas of facilitation and group effectiveness.

Examining Group Facilitation In Situ: The Use of Formulations in Facilitation Practice

“…From this perspective facilitation is then seen as "process in which a person whose selection is acceptable to all member of the group, is substantively neutral, and has no substantive decision-making authority diagnoses and intervenes to help a group improve how it identifies and solves problems and makes decisions, to increase the group's effectiveness" (Schwartz 2005: 21). Facilitators can be internal or external to the organization in which the work group operates, have no decision making authority, and are formally recognized by group members to assist them with the completion of their task (Wardale 2013).…”

“…Azadegan and Kolfschoten 2012;Gregory and Romm 2001;Hunter and Thorpe 2005;Kaner 2007;Lieberman Baker and Fraser 2005;Schein 1999), or intervention design (e.g. Kolfschoten et al 2007;McFadzean and Nelson 1998;Wardale 2013). Although useful, this type of frameworks gloss over the complex interactional processes by which facilitated group work is actually achieved.…”

Workforce Localization in the Arab Gulf Countries: How Do Organizations Socialize the Members of a Powerful Minority?

“…This is especially the case for government related organizations that face big pressure to localize their workforce. These two limitations were mitigated to some extent by increasing the reliability of the data through selective sampling of respondents that (1) have in-depth knowledge of the topics studied, and (2) for maximum variation across different industrial segments and ownership structures [80]. Finally, we only focused on the organizational perspective of OS.…”

Learning and development expertise: an Australian analysis

“…However, although the Coaching AOE clearly has a different focus (Joo, 2005), the literature indicates some overlap between the two areas that may account for their presence in the same cluster according to our analysis. Content expertise is valued highly in both AOEs (Joo, 2005;Wardale, 2013), as is the ability to resolve conflict (Joo, 2005;Kolb & Rothwell, 2002) and skill in providing feedback (Joo, 2005;Kolb & Rothwell, 2002). In Joo (2005), Kolb and Rothwell (2002) and Wardale (2013), it emerges that for the practitioner (whether 'coach' or 'facilitator'), the commitment of the learner/coachee was perceived as central to the success of the process.…”

“…Content expertise is valued highly in both AOEs (Joo, 2005;Wardale, 2013), as is the ability to resolve conflict (Joo, 2005;Kolb & Rothwell, 2002) and skill in providing feedback (Joo, 2005;Kolb & Rothwell, 2002). In Joo (2005), Kolb and Rothwell (2002) and Wardale (2013), it emerges that for the practitioner (whether 'coach' or 'facilitator'), the commitment of the learner/coachee was perceived as central to the success of the process. Wardale (2013) also observed that effective group facilitators were able to switch to the role of 'coaching' and providing 'consulting advice ' (2013, p. 120).…”