Year: 2005
Type: book-chapter
Abstract: The literature on facilitation describes the skills, methods, models and theories of facilitation but gives less coverage to the assumptions and philosophies that underpin the processes by which facilitators develop. This chapter reviews the literature on facilitation in an organisational development context and provides a model, which helps to organize and differentiate approaches to facilitator education. In The Dimensions of Facilitator Education Model, technical facilitator education approaches are skills-based and formulaic whereas intentional facilitator education approaches purposively ground facilitation skills and methods in theory. Person centered facilitator education approaches intentionally emphasize the attitudes, personal qualities or presence of the facilitator whereas critical facilitator education approaches seek to raise the awareness of the political nature of facilitation. The model provides an interpretive framework to stimulate reflection, discussion and further research into the theory and practice of facilitator education within the organisational development field.
Author: Glyn Thomas
Language: English
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W590174430