Facilitators Group Techniques Discussion Replies Study Paper

Facilitators Group Techniques Discussion Replies Study Paper

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

Facilitators Group Techniques Discussion Replies Study Paper

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.

Facilitators Group Techniques Discussion Replies Study Paper

Replies needed:

Glenda Butler

Forum 4 (Modules 5 and 6 )

Facilitators Group Techniques Discussion Replies Study Paper

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

Facilitators Group Techniques Discussion Replies Study Paper

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.

Facilitators Group Techniques Discussion Replies Study Paper

Facilitators Group Techniques Discussion Replies Study Paper

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.

Facilitators Group Techniques Discussion Replies Study Paper

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).

Facilitators Group Techniques Discussion Replies Study Paper

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

Facilitators Group Techniques Discussion Replies Study Paper

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. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. 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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