Group Facilitators Create Results by Encouraging Attendee Participation

Getting a group of people to work together with the purpose of achieving a common goal is often an obstacle for businesses. Facilitators may be incorporated into a workshop as a way to encourage positive participation in the workplace. Group facilitators help all participants with applying practical skills, problem resolution, and productivity issues. When the goal of a session is to put all these items to better use in future team collaborations, the process is commonly called a facilitated workshop. These sessions are advantageous any time a business is attempting to manage organizational changes.

A facilitation expert is included to remove existing barriers and to assist with goal achievement. Workshops help employees become motivated and create interaction that promotes a productive environment. Working relationships are improved due to the sense of belonging these professionals provide during the process. Many techniques are used throughout the building session to ensure it is a success.

How Do Facilitator Techniques Increase Collaboration?

The techniques applied by facilitators are an attempt to encourage each individual to constructively participate along with the rest of the group. A professional will first identify the objectives to be accomplished through the workshop. Flexibility is important in regards to participant schedules and goal achievement. If the facilitator is too focused on time or rushes into deliberations too quickly, less successful results will follow throughout the session.

Games are a common tool used before a meeting commences because it removes tension from the atmosphere. When individuals have to work together to win a game, they often have an easier time opening up and becoming comfortable around each other. These little breathers also promote teamwork, communication, and compromise.

Complex problem solving where the resolution is broken down into small pieces may be another used technique. Facilitators present the problem on a large scale and then break it into smaller manageable components. A section of the problem is assigned to each group so they can come up with a solution. By removing the intimidation of a big issue, the entire team is able to solve the complex problem. Some participants are not as willing to take part in the workshop. A facilitator typically identifies social unrest to provide additional encouragement to contribute to the group.

Visual tools are another tactic used during the facilitation process. Participant numbers are often limited to ten people because this count ensures all attendees are involved. Techniques vary based on the personal style of the professional and the overall objective of the workshop.

Group facilitatorsmust be self-aware, friendly, communicative, and open to provide needed results. Any business can set up a workshop to improve team work or decision making abilities. Some services provide a program for this type of facilitation designed to include one or many series of workshops. A company can also set up their own event and locate a facilitator to assist with developing a team building or staff enhancement session. Businesses often find these processes to be more rewarding when a qualified professional is used. With a little research, any type of collaborative session should be a success.

Common Habits of Effective Product Designers

Creating new products can be incredibly difficult even for experienced product designers. There are several steps that goes into the process, which also makes failure inevitable at various facets of product development. However, there is a certain set of habits that differentiate good designers from effective ones.

If you want to become part of the latter group, below are the traits and practices that you need to uphold when you design product for the market.

Stick to the mundane.

Products are designed and created for a specific function. Some designers might be compelled to produce something novel, but you need to stay rooted on mundane concepts before attempting to innovate. It starts with an understanding of what the market needs. Put usefulness before innovation when designing a new product.

A lot of designers commit the mistake of focusing on novelty above function in an effort to make quick profit. As a result, they forgo important elements in product design, such as sustainability and longevity. Make sure to avoid taking this path.

Give value to the product’s function.

A good product is something that can serve the function it was intended for. You can incorporate additional features into the product; however, it must not intervene with the primary function of the product itself. Unless a product can perform efficiently, it is deprived of the ability to compete in the marketplace.

Think about the user.

Excellent designers are sensitive to the needs of its user. There is a very fine line standing between necessary and superfluous features in a product. You must therefore exercise great caution when planning a product’s design before you proceed into the creation process.

Strive for sustainability.

Several products released in the market today are being scrutinized for its contribution to more environmental damage. Hence, you must think about how the materials used and packaging of the product can facilitate more sustainability. Embrace the challenge of protecting the environment when you design product.

Is your product recyclable? How can your product facilitate in natural preservation? Ask yourself these questions and use them as your personal guide.

Reinforce the brand.

A brand is an important component for any business organization. Thus, it should be incorporated into the process of designing new products. However, do not limit yourself with logo, colors, and other emblems of the company. Focus on the mission, vision, and objectives of the organization as a whole and think about how this product can help in achieving them.

Prioritize product merit over clever marketing.

A good product can stand on its own. It does not need clever marketing for consumers to appreciate its value. The market today is saturated with useless products that offer little to no value. Effective designers must overcome the wave of product novelty and focus on competency in the market. If you have a good product, it will be easier to market them without spending thousands of dollars on advertising.

Understand the context of the product’s use.

Before you design product, make sure to perform a thorough market research. Use this as an opportunity to gather information on the behavioral patterns of its intended user. This will provide you with useful insights into what are the necessary features and what features you can forgo.

Leave your legacy behind.

The best product designers are ones that focus on meaningful design solutions. All of their products are designed to create an impact on users and improve their quality of life, thus leaving a lasting impression on the consumers.

Research-Led Teaching: A Personal Perspective

The fact that candidates for jobs in the United Kingdom higher education sector (UKHEs) are continually asked to make presentations on topics such as ‘What are your views on, and experience of, research-led teaching in education?’, ‘How will your research contribute to the delivery of the University’s Learning and Teaching strategy?’ and ‘Describe how your research will contribute, over the next 3-5 years, to the international teaching profile of this University’, indicates the importance and perennial need to link teaching and research in the UKHEs. Additionally, those employed are encouraged to make their teaching ‘more research-led’. From this perennial desire locally, emerges coined phrases such as ‘research-led’, ‘research informed’ or ‘research enhanced’ teaching, which have now become established jargons in the sector.

One University in its learning and teaching policy defines research-led teaching as that which introduces students to the latest findings in their subjects and develops students’ powers of critical insight and intellectual synthesis. This idea is supported by writers such as Tushman & O’Reilly (2007), Anthony & Austin (2008,) Prichard (2000), and Paul & Rubin (1984) who see the role of research and its connection with teaching as enabling knowledge growth and improving practice and/or teaching.

Embedded in this definition is a reason for engaging in research-led teaching that is, to keep students informed of current developments in their chosen field and to aid the development of a cognitive skill. Another reason for engaging in research-led teaching in education and related careers, include the fact that it enables students to effectively function in many educational and related roles such as (Teaching, Educational Management or Administration in schools, Youth work, Community and Charity work, or the caring professions generally) which require:

  • the skill of critical analysis
  • critically evaluating knowledge
  • making rational judgment in light of good evidence
  • gathering and reflecting on the evidence
  • being creative in light of rapid change and uncertainty (Brew 2010 and Brew, & Boud 1995).

So what exactly constitutes research-led teaching?

To answer this question I pull on personal experience ‘in the field’. My experience in this area involves:

  1. Sharing research with students. I do this in four ways:

One, I use personal research reports as teaching material during classes to enrich both postgraduate and undergraduate students’ learning. For example, my 2001 research on the church school relationship in the Cayman Islands resulted in the publication of a book with a similar title. This book is required reading for a module I teach. During specific sections of the module, the work is discussed and students are encouraged to critically think about, evaluate and challenge the claims made.

Two, during teaching, I utilise personal experiences and anecdotes/stories related to my own research to convey points of interest to students. For example, I might tell of interviewing a research participant and her responses, which betrayed her true belief about an educational issue.

Three, in addition to using personal research publications and personal stories during teaching, there is a list of required and recommended readings provided for all modules I teach. It is my responsibility to research the local archive, libraries, journals, and to order text books for all these modules. These readings are discussed during lessons and used to guide and broaden students’ thinking about the subject being studied and to actively engage them in critical examination of literary sources.

Four, I utilised the knowledge gained and data from own research on reflective teaching to construct face-to-face, online and hybrid modules for undergraduate teacher education students. Examples of my research used are:

  • Reflective Teaching and… (Paperback and Kindle Edition)
  • Reflective teaching: Properties, Tool, Benefits and Support (Paperback)
  • Reflection and Reflective Teaching, A Case study of Four Seasoned Teachers in the Cayman Islands (Paperback).
  • Reflective Teaching as Self-Directed Professional Development: building Practical or work-related knowledge.
  • The Role of Reflection in the Differentiated Instructional Process.
  • Valli’s Typology of Reflection and the analysis of pre-service teachers’ reflective journals.
  • A Reflective Approach to Teaching Practicum Debriefing.

  1. Engaging students in enquiry based learning

Firstly, this involves encouraging students to engage in research by making it a required element of modules I develop and teach. By engaging in a small research project, they develop an understanding of the research process; examine the literature; pass judgement about what counts as evidence, and reflect on the evidence (Brew 2010 and Brew, & Boud 1995).

Secondly, I involve students in personal research. For example, undergraduates were involved in searching the literature which contributed to the production of the following piece: Reflective Teaching, Critical Literacy and the Teacher’s Tasks in the Critical Literacy Classroom (A Confirmatory Investigation).

Thirdly, students are required to produce a final thesis as a course requirement in a department of Education for which I was in charge. This further facilitated their induction in to research, for their involvement in the actual production of a high quality research thesis results in a greater appreciation for, and involvement in the research process.

  1. Researching and Reflecting on own Teaching (Scholarship of Learning and Teaching.

In this approach I am involved in researching and reflecting on my own teaching and the students’ learning via action research or applied research, which involves identifying a learning/teaching problem, researching the problem, applying the solution to my teaching and publishing the results. Current examples of this occurrence are:

  • Encouraging Secondary Students’ Deep Reflection-on-learning: a case for a Reflective Approach to Student Learning Evaluation.
  • Reflective Teaching and Disruptive Behaviour in Regular High School Classrooms in London, England.
  • Teaching Tasks and the composition of a ‘piece’ using music technology in the classroom: Implications for the education and training of teachers.

I reflect on or critically think about my own teaching. Via this process, I reflect on what steps need to be taken to improve the learning and teaching process, using a variety of evaluation methods (i.e., reflective journals, students’ evaluation form, and personal and peer observation) and then act on them in practical ways.

Here are a few strategies for encouraging and enabling research-led teaching

The development of a culture of research is one way of encouraging and enabling research-led teaching in a HEi. This can be achieved by developing and facilitating faculty’s professional development, which enables and encourages them to engage in the ‘scholarship of teaching’. This may include instituting awards /incentives that recognize outstanding teaching, based on researching and/or studying ones’ teaching; developing policy and criteria for this recognition scheme; facilitating in-house training in the area of the scholarship of teaching, and organizing a special lecture series by noted scholars to address the idea of the scholarship of teaching.

Developing or facilitating faculty’s engagement in research and publications is another way to encourage and enable research-led teaching in a HEi. Strategies to encourage this may include: building time in the teaching schedule for faculty to engage in research; providing funding for faculty attendance and participation in local and overseas conferences; developing policies to regulate faculty attendance and participation in local and overseas conferences; providing internal forums for faculty to showcase their research, for example, a lunch hour series that is broadly advertised, where faculty can talk about and present their research ideas for discussion, and present research that they have completed; encouraging internal review of publications that faculty are planning to submit to journals or conferences, and encouraging students’ research by requiring (where appropriate) the completion of a thesis or portfolio.

Other ways to encourage and enable research-led teaching in a HEi is to encourage consultancy work by faculty by showcasing to the local university and wider community their credentials, experiences and achievements; hosting and organizing annual or biannual conferences at the University to address issues relevant to education; and using the University’s website to display faculty research and scholarship achievements.

References

Anthony, E. K & Austin M.J. (2008). The Role of an Intermediary Organization in Promoting Research in Schools of Social Work: the Case of the Bay Area Social Services Consortium. Social Work Research 32(4) 287-294

Brew, A. (2010). Imperatives and Challenges in Integrating Teaching and Research. Higher Education Research & Development 29, 139-150.

Brew, A, & Boud, D. (1995). Teaching and research; establishing the vital link with learning. Higher Education, 29, 261-273

Paul, C.W and Rubin, P.H. (1984) Teaching and Research: The Human Capital

Paradigm. Journal of Economics Education 15(2), 142-147

Prichard, R. (2000) Future Directions for Research in Caribbean Higher Education Institutions. Chapter 11 in Higher Education in the Caribbean: Past, Present & Future Directions. 251-265, ISBN 9789766400798

Tushman, M & O’Reilly III, C. (2007). Research and Relevance: Implications of pasteur’s quadrant for doctoral programs and faculty development. Academy of Management Journal 50(4), 769-774