Facilitation Module - Reading list

This is the reading list for the Facilitation Module: 4 and 6 June 2009

CONTINUOUS PROFESSIONAL DEVELOPMENT FOR
SKILLS DEVELOPMENT PRACTITIONERS

FACILITATING LEARNING IN ROUTINE AND COMPLEX SITUATIONS


Learning Outcome
Core readings
Additional or Elective readings
1
Demonstrate understan-ding of the outcomes-based education and training approach within the context of a National Qualifica-tions Framework
French. E. 2009. The NQF and its worlds: thinking for the future about context, power and contestation in the story of the NQF. Pretoria: South African Qualifications Authority
http://www.saqa.org.za/docs/reports/nqfworlds/feb09.pdf

South African Qualifications Authority. Undated. The National Qualifications Framework: An Overview. Pretoria: South African Qualifications Authority
http://www.saqa.org.za/

South African Qualifications Authority. 2000. The National Qualifications Framework and curriculum development. Pretoria: South African Qualifications Authority
http://www.saqa.org.za/


2
Facilitate learning using a variety of given methodolo-gies
Anderson, L.W., and Krathwohl, D.L. (Eds.). (2001). A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Forehand, M. 2008. Bloom’s Taxonomy. In: Orey, M. (Ed.) 2001. Emerging Perspectives on Learning, Teaching, and Technology. Athens, Georgia: Department of Educational Psychology and Instructional Technology, University of Georgia http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Eller, J. 2004. Effective group facilitation in education: How to energize meetings and manage difficult groups. Thousand Oaks, California: Corwin Press
Heron, J. 1999. The complete facilitator’s handbook. London: Kogan Page

Knowles, M.S., Holton, E.F., and Swanson, R.A. 2005. The adult learner. 6th Edition. Oxford: Butterworth-Heinemann

Jacques, D. 1984. Learning in groups. London: Croom Helm

Boud, D. and Feletti, G. (Eds). 1991.The challenge of problem based learning. London: Kogan Page

Full Circle Associates. Online Community Toolkit
http://www.fullcirc.com/community/communitymanual.htm

3
Guide learners about their learning, assessment and recognition opportunities
South African Qualifications Authority. 2008. The state of career guidance in South Africa development. Pretoria: South African Qualifications Authority http://www.saqa.org.za/show.asp?include=docs/reports/career/index.html

South African Qualifications Authority. 2008. Career guidance challenges and opportunities. Pretoria: South African Qualifications Authority http://www.saqa.org.za/docs/conference/lecture/2008/career_guidance.pdf






4
Facilitate in complex situations to create learning and growth
Sousa, F. (2003); Embedding behaviours and sustaining improvement initiatives; Keynote Address for the 9th International Conference on Manufacturing Excellence (ICME); Pages 1 – 12. http://www.talsico.com/articles/EmbeddingBehaviors.doc

Heron, J. 1999. The complete facilitator’s handbook. London: Kogan Page

Learning for sustainability – supporting dialogue, collective action and reflection
http://learningforsustainability.net/research/systems_thinking.php
Wright, T. (2004); Systems thinking and systems practice – working in the Fifth Dimension; System Thinking and Action Research; Volume 12; Number 06; Pages 607 – 631 http://www.springerlink.com/content/h52167576831q642/
5
Advise and counsel learners

Gerdes, L. 1988. The Developing Adult. Pretoria: Butterworth-Heinemann

Woolfe, R., Murgatroyd, S., and Rhys, S. 1987. Guidance and counselling in adult and continuing education. Milton Keynes: Open University Press


Facilitating learning in routine and complex situations

Core Reading #01

http://www.talsico.com/articles/EmbeddingBehaviors.doc
Sousa, F. (2003); Embedding behaviours and sustaining improvement initiatives; Keynote Address for the 9th International Conference on Manufacturing Excellence (ICME); Pages 1 – 12.
Embedding behaviours – Abstract
Most change initiatives fail to deliver to their expected potential. This failure is often related to the fact that the new skills, knowledge, habits and beliefs required to make the new initiative succeed do not become embedded in the minds and hearts of individuals. They never really become part of the way that they do their jobs. Old habits and conflicting beliefs become obstacles to the individual adopting the behaviours required to sustain the new initiatives. To overcome this we need to understand a little bit more about how the brain learns, how acquired habits and beliefs can conflict with the new behaviours and how we can use some smart neuro-psychological learning principles to effectively embed the desired behaviours/habits and sustain the improvement initiatives.
Keywords: embedding behaviours – sustaining improvement – neuro-psychological learning principles


Elective reading #02
http://learningforsustainability.net/research/systems_thinking.php

Learning for sustainability – supporting dialogue, collective action and reflection
Systems thinking - Abstract
Systems thinking is an approach to integration that is based on the belief that the component parts of a system will act differently when isolated from the system's environment or other parts of the system. Standing in contrast to positivist and reductionist thinking, systems thinking sets out to view systems in a holistic manner. Consistent with systems philosophy, systems thinking concerns an understanding of a system by examining the linkages and interactions between the elements that comprise the whole of the system. When you encounter situations which are complex and messy, then systems thinking can help you understand the situation systemically. This helps us to see the big picture - from which we may identify multiple leverage points that can be addressed to support constructive change. It also helps us see the connectivity between elements in the situation, so as to support joined-up actions. The links below provide an introduction to systems thinking and how to manage and facilitate it.
A related page covers complex systems, and highlights how social systems are complex (like bringing up a child) rather than complicated (sending a rocket to the moon).
Keywords: sustainable learning; dialogue; collective social action; complexity

Elective Reading #03
http://www.springerlink.com/content/h52167576831q642/
Wright, T. (2004); Systems thinking and systems practice – working in the Fifth Dimension; System Thinking and Action Research; Volume 12; Number 06; Pages 607 - 631

Systems Thinking and Systems Practice - Abstract

This paper describes how a messy organizational problem was tackled using a systems approach which led to a resolution of the problem and to an improvement in the working relationships and learning of the people involved. The example also shows how people who are not familiar with systems thinking, as such, can quickly be helped to develop a shared systemic view of a complex situation using activity modelling. At a deeper level, the paper also shows how the underlying dynamics of the problem situation was altered as a result of using a cooperative, dialogical working method, leading to an improvement in the quality of service provided by that part of the organization. The paper uses Peter Senge's five disciplines of a learning organization, together with various systems concepts, as a framework for describing how the process of change was brought about through the simultaneous management of task and social processes, leading to both individual and organizational learning.
Keywords: messy problem - systems thinking – activity modelling – emergent dynamics - organizational learning

Welcome to all CDP colleagues

Hi there

We now have our own space to share information of interest to all of us.

We can also use this to "publish" our articles, thoughts and opinions in our various areas of expertise with our clients and other business people.

So please, let's set the ground rules:
1. Keep it business - business related stuff.
2. Respect each other and keep it clean.
3. Respect intellectual property and trust each other not to plagerise the information of others, so please ensure where you use other expert's words, ideas etc, to please acknowledge your source.
4. Have fun and enjoy.

Peta Horn