A Brief Note On Facilitation And Self Assessment - 1593 Words

Facilitation Self-Assessment Raines prescribes self-evaluation as the initial step in identifying appropriate facilitation strategies to manage group conflicts. In the Facilitation Skills Self-Assessment, I have 14 competent and good skills and 9 skills requiring improvement. For Level 1, I have good skills in time management, active group participation and clear and accurate note taking but need to learn the theoretical foundations of facilitation. For Level 2, I am competent in goal setting, feedback, exit surveys and friendly questioning and good skills at consensus, closure and progress monitoring. I need to work on concepts around decision-making approaches and tools for designing group discussion. For level 3, I have good skills in managing participants’ conflict, dealing with resistance, handling personal attacks and feedback survey exercises while I do not know how to design and develop surveys and questionnaires. For level 4, I am good at supporting team formation, storming and performance while I have little skills on customer intimacy and process intervention in complex organizational development issues. Overall, I have over fifteen years of managing teams at the operational levels using participatory and sustainable approaches. However, I never learned the theoretical bases of the methodologies I used. I hope to learn up to level 4 although the class goal is to get to level 3 since we may not have enough time to get to level 4. The survey results haveShow MoreRelatedThe Adolescent Social Emotional Management Program1644 Words   |  7 Pagesbehavioral therapy to teach adolescents how to effectively understand and manage their emotions, as well as understand the emotions of others. Additionally, adolescents will learn skills necessary to lead successful lives outside of treatment that include self-awareness, motivation, and responsibility, among many others. Due to the nature of the group, participants will need to be between the ages of 13-18 and reside in the same unit; this is to ensure that group totals range between 10-15 members and containRead MoreDevelopment And Development Of Pbl Development9777 Words   |  40 Pageschapter consists of 6 sections: introduction to the chapter, PBL review, self-regulated learning review, self-assessment review, theoretical framework and summary of the chapter. The first section gives an overview of the chapter, including its objectives and contents. The PBL section reviews the objectives of PBL and the theories related to the PBL concept, such as information processing theories, self-determination theory, and self-directed learning theories. Secondly, this section also explains theRead MoreFacilitate Learning and Development in Groups Ptlls3179 Words   |  13 Pagespossible. You may use appendices to include tables or lists to support your assignment – these will not be included in the word count. You are not required to use referencing for this qualification but you may reference if you prefer to (see note below about plagiarism) All assignments are to be completed electronically and must be in Arial 12 font. The text boxes within this workbook will increase in size to accommodate any typing within them and are set at Arial 12 already. All assignmentsRead MoreUsing Ict for Distance Learning Essay examples3348 Words   |  14 PagesWord count 3215 (word count 3000 words plus 10%) TASK 1 GOOD ICT SKILLS ARE FUNDAMENTAL TO THE FACILITATION OF A POSITIVE DISTANCE LEARNING EXPERIENCE. PRODUCE A REPORT WHERE YOU; 1. EVALUATE HOW YOU AS A STUDENT AND INDIVIDUAL CAN MAINTAIN EFFECTIVE COMMUNICATION WITH YOUR TUTOR DURING YOUR STUDIES As a student I can maintain effective communication with my tutor by using my ICT skills which allow me to access online distance study. 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Seeking his consent, I undertook a brief visual assessment of his mouth’s health. I then put him in a comfortable position so that he could tolerate the wash. Thereafter, I cleaned all-round the mouth, gums and tongue. I finished off by helping him to rinse his mouth with mouthwash. I treated my partnerRead MoreKitchen Remodel5809 Words   |  24 PagesCommunication and Leadership Style Assessment 5 Motivating Project Team Strategy 8 Project Conflict and Stress Assessment 13 Conflict Management Strategy 19 Consensus Decision Making 16 Communication Plan 25 Project Leadership Strategy 27 Project Outline Repurposed from MPM346 Professor Alexius Emejom Kitchen Remodel Project (KRP) Work Breakdown Structure 1.0 Kitchen Remodel 1.5.2 Property6 Assessment 1.5.1 Final Report 1.4.6 Appliances Read MoreIsraelis Immigration to Canada2440 Words   |  10 Pagesfamily away but have no other means of social support. Identity formation. Some immigrant youth may experience a form of â€Å"identity crisis† post-immigration, as they try to acculturate and consolidate parts of their identity into a coherent sense of self (Salehi, 2010). Israeli youth may experience similar conflicts as they negotiate their new identities as a result of emigration In addition, many of these new identities can be construed as weaknesses. Salehi reported that adolescent immigrants opposedRead MoreBehavioral Plasticity Theory-Pierce 19937135 Words   |  29 PagesORGANIZATION-BASED SELF-ESTEEM OF ROLE CONDITION-EMPLOYEE RESPONSE RELATIONSHIPS JON L. PIERCE University of Minnesota at Duluth DONALD G. GARDNER University of Colorado at Colorado Springs RANDALL B. DUNHAM University of Wisconsin at Madison LARRY L. CUMMINGS University of Minnesota at Minneapolis Behavioral plasticity theory is offered as an explanation for the moderating effects of self-esteem on role perception-employee response relationships. According to this theory, hecause individuals with low self-esteemRead MoreUsing Gibbs Model Of Reflection2893 Words   |  12 Pagesdescribe, analyse and evaluate an experience and to make sense of it and improve practise. There are six learning outcomes to consider in our assignment brief. For my assignment I have chosen to focus on outcomes two – Critically reflect on the opportunities and limitations of practise as a dynamic learning environment in relation to facilitation and evaluation in learning, outcome three – demonstrate the enabling of learners to integrate theory into practise and learning outcome four – Critically