CULTURAL CONSIDERATIONS

Facilitators should be sure that cultural variables and sensitivity are integrated throughout the facilitation process. The emphasis should be on discovery, respecting and working with norms and beliefs, and preferences of the various individual members within the group.

Stereotypical statements should be avoided. If generalizations are used, they should be clearly labeled as such and modified with terms such as "many" or "tend to." Facilitators should avoid speaking for or making examples of any other ethnic cultural groups outside of his or her own personal affinity group.

LARGE GROUP PRESENTATIONS

There is a slight difference between presentation and facilitation. As mentioned earlier, the role of the facilitator serves the group as a process observer and primarily focuses on the "how." Presentations usually provide a one-way relationship between the presenter and the audience, especially when data and content information are provided.

The minor difference becomes apparent during the question-and-answer period. When the group is provided the opportunity to interact with each other and react to the information, the two roles overlap and become connected. As soon as the group is invited to interact with the information or asked to complete a task, the role of the facilitator comes into place. Facilitation processes must be used as soon as the group members are provided with an opportunity to interact with each other, to produce a shared experience and create a group-learning environment.

CONSIDERING A FACILITATION APPROACH

A well-designed approach should allow for constructive open and honest discussion about preferred personal learning styles, as well as how diverse perceptions can help or hinder work relations. In addition, the facilitator should have a good understanding about how group settings can impact personal issues relating to collective problem solving and learning. By providing a combination of content presentations, interactive discussions, small group work, simulations, and problem solving activities, group members could gain first-hand insight, knowledge, understanding, and skill in working effectively with people with divergent perspectives, work styles, and cultures.

The interactive nature of facilitating a group through a process will make it possible for group members to gain experience about the effective means to accomplish its tasks, and learn how to work within the group's appropriate comfort zone. The facilitation approach should focus on three levels of interaction.

1. Understanding social-cultural responses to learning (personal). The first consideration in developing a comprehensive learning is to facilitate the exploration in understanding the impact of social-cultural responses to change. In addition, group members should be offered opportunities to identify the individual dynamics that may help or hinder the process for creating collaboration and responding to change.
   
   
2. Transfer of learning and sharing knowledge (interpersonal). The second consideration in developing a comprehensive learning experience is to provide opportunities to identify barriers that encourage continuous learning and the transfer of knowledge. The experience should be structured in order to facilitate a process by which the group member could incorporate his or her newly acquired knowledge base. The group member should be encouraged to share his or her ideas on current processes, internal and external collaborative efforts, perceptions, needs, expectations, and analysis for developing empirically-based strategies that will ensure the successful utilization of shared knowledge, skills, and available resources.
   
   
3. Process improvement and action planning (organization). Each group member should be encouraged to develop a plan of action for addressing how to utilize his or her knowledge base and its application that may include others in efforts to practice what has been learned or experienced. As part of the action plan, next steps should be identified that may include additional knowledge, skills, and technical assistance needs.

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