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Facilitators Group Techniques Discussion Replies Study Paper Dissertation
Facilitators Group Techniques Discussion Replies Study Paper Dissertation
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
263
Facilitators Group Techniques Discussion Replies Study Paper Dissertation
You will be required to write 200–250-word replies to at least 3 of your classmates’ threads. In your replies, expand on the discussion by analyzing and building upon the thread and incorporating at least 1 scholarly reference in each reply. Integration of Scripture is encouraged, but is not required. Assertions must be supported by in-text references in current APA format. Use first person and single-spaced formatting and indent new paragraphs. Your threads and replies must be well written, well organized, and focused.
Replies needed:
Glenda Butler
Forum 4 (Modules 5 and 6 )
As a facilitator there are a variety of techniques, skills and strategies one can use that are specifically designed for group settings, with rounds and dyads being some of the most popular. Rounds and dyads are very effective and invaluable facilitator tools that are often used in various types of group settings. Although they are both extremely valuable, rounds are considered to be more valuable than dyads (Jacob et al., 2016). Both the dyads and rounds facilitation technique can be utilized to provide direction in task and discussion groups
The Rounds technique is a type of discussion that is designed to encourage all participants to share their thoughts and feelings in response to a specific question that is presented to the group by the leader/facilitator. According to Jacob et al., (2016) rounds are typically seen as noninvasive and nonthreatening because everyone in the group is commenting and nobody is being singled out (Jacobs et al., 2016). The rounds technique places emphasis on the group’s understanding and processing of the topic as a whole. The objective of this technique is to help the participants get comfortable with sharing and listening to responses, with the intent of clarifying a topic by offering multiple perspectives. However, when using the rounds technique, one should take great care because, as stated by Jacob et al., (2016) the overuse of rounds can cause members to become confused, resentful or they may not trust the leader. Jacob et al. (2016) has identified three variations in which rounds can be utilized which are: (1) the designated word, phrase, or number round; (2) the word or phrase round; and (3) the comment round. Overusing rounds can cause members to become confused, resentful or they may not trust the leader and see it is a scam of sorts.
The Dyads facilitation technique involves facilitators splitting participants into groups of two by individual choice or by assignment in order to facilitate interaction regarding a specific topic that normally lasts approximately 2 to 10 minutes depending on circumstances (Jacobs et al., 2016). During this time the facilitator moves around the room to monitor the different groups to ensure they have not gotten off-track; if so he/she redirects the group so as to get them back on track. Dyads are designed to be used as a means of increasing participation and comfort, building energy and trust, processing information, finishing a topic, changing the group format, and giving the facilitator time to think (Jacobs et al., 2016). In addition, dyads can also promote more active discussions. They can create opportunities for reluctant individuals, who may be hesitant about opening up in a large group setting, to practice and develop confidence in sharing personal information, in addition, it can provide the participant an opportunity to practice their effective listening skills. Upon completion the facilitator brings the group back together to discuss any key information to identify learning points. Participants tend to benefit most from the self-exploration.
In the DVD, Groups in Action, the rounds technique was used by the group leader at the onset of each session daily as a means of building trust amongst the group members and to keep them focused, thus ensuring their involvement in the group discussion. Utilizing the rounds technique gave each group member the opportunity to discuss his/her thoughts and feelings. In section 3 of the video the facilitator introduced the dyads technique by pairing the group members off and having them to discuss some of their fears or expectations as it pertains to the group and its members. This opened up an opportunity for group members to comfortably discuss issues that were important to them with one other member with the intent of enhancing their ability to keep what was discussed fresh on their minds so that they were able to easily articulated the discussion once the group reconvened (Corey et al., 2014).
References
Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges
(2nd ed.). Boston, MA: Cengage
Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L.
Second reply:
Linda Somersall
DB Forum 4a
Building Cohesion Within A Group Studypaper
Group leaders or facilitators use different techniques which are valuable tools in order to build cohesion within a group.For instance, the use of dyads and rounds serve different purposes, but are both useful for various reasons. Jacobs et al. (2016) indicates the use of rounds help leaders gather information quickly as well as drawing out members, or focusing their attention on members while using the designated word, number or phrase, a word phrase, or a comment type of round. The use of rounds allows the facilitator to sense the pulse of what is happening in the discussion and decide what direction to take within the group, (Corey, et al. 2014).
Another benefit of the rounds is allowing quieter or hesitant members to briefly comment without the spotlight being on them too long which could make them uncomfortable, (Corey et a. 2014). The use of rounds is an important tool, but Jacobs et al. 2016) warns against overusing them as members can become bored or resentful as it may look like the leader just wants to fill the time. An example of the use of rounds was when I led a children’s Ministry team and had different meetings with classroom team leaders, staggering different weeks to allow everyone to participate. I would form the rounds weekly before church started, and ask each volunteer, “on a scale from 1-10 how would you describe your class went last week?” Because there were 90 volunteers, breaking up into smaller groups of 10-12, allowed them each time to share, as well as allowing myself the ability to sense and hear what was going on with them on a smaller scale.
Dyads serve a different purpose than rounds, as it is an activity with only two members. Although many group members may be more comfortable speaking with one person than in a group setting such as rounds, Jacobs et al. (2016) indicates that it is important to sense if members are ready to break up into a group of two, which usually takes early on during the group sessions. Leaders can select who will be paired up or leave it up to the group members, however, it is important for the leader to be aware of who the members are selecting, according to Jacobs et al. (2016).
An example of the use of rounds is when I led a wedding industry networking group and had the members from the same industry but different professions, break up into dyads and share two things to one another that they don’t know about the other, and to gain permission from the member if allowed to share in the group after. Once the activity was over, we came together as a group and many members shared what they learned in their dyad. Although the members could have shared the two things about themselves in a round, the use of dyads allowed those members to bond for several minutes before the group came back together.
Facilitators Group Techniques Discussion Replies Study Paper Dissertation
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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