Different Dimensions of Facilitation Approaches - Book Report/Review Example

 Different Dimensions of Facilitation Approaches Rationale/Author’s Position This section of the study consists of the purpose of the author to pen down this article on supervisor and his function or contribution in facilitation. This would help the reader to understand the motive or thinking of the author and also assist in understanding the utilization of such material. In this study the author wanted to explore the concept of facilitation that is utilized in case of adult education. Hughes wanted to focus on the pressure that the supervisors face while adopting certain facilitation approaches at the workplace. The author had the perception of supervisory facilitation in mind while developing the outline for adult education. He wanted to present a critical analysis of the vital concept of facilitation. For doing this he utilized the literature available in adult education, so as to prove his approach and point of view for the readers. The author aims at highlighting the requirements that need to be applied for developing certain conception on adult education and also for exploring the model of trust building. Certain conceptions regarding the inferences of association between the students and teachers are also described in this article. The motive behind developing the study or presenting the article was to utilize the philosophy of supervision in the organizations. The author gives a comparative analysis of the traditional and the changing roles of the supervisors. The traditional function or role was just to monitor and control the activities of the subordinates, but with the changing working environment, the functions of the supervisors are also getting modified. Summary of the Article The summary would include the major findings that can be understood after studying the article. The major topics included in the article would be evaluated to present the different dimensions of facilitation approaches. A conclusive analysis of the article would also help in reviewing the different theories of facilitation by the supervisors and also between the students and the teachers at post-secondary education levels. A very well-known concept that is generally seen in the workplace learning literatures is the role of the supervisors as facilitators for their staffs. The concepts of facilitation in case of traditional adult education system, has been examined in this article. The analysis would include an understanding of the traditional and newer approaches of facilitation. It would include the role of workplace in facilitation, the important of trust building in this context and the approaches of supervisors in case of facilitation. This paper consists of issues that might arise if the supervisors implement the conception in context of adult education or learning. Both supervision and facilitation depends highly on trust. So it can be said that the development of the facilitators and the supervisors, both depends on the concept of trust building. It is said that the supervisors or teachers nowadays do not control their subordinates, but they liberate them by acting as a catalyst and motivating them. It is called reshaping of the traditional fundamentals of supervision. The concept behind being a coach, teacher or supervisor has changed now. It is no more a position for controlling or monitoring the subordinates, rather the function of these people is to create a nourishing environment for the growth of the people (Pateman, 1970, p. 84). Boud (1989) describes that there are four traditional approaches in the literature of adult education. All four of Boud's concepts help in describing the four different conceptions of facilitators, and also assist in developing assumptions regarding the role that facilitators play, the moral contexts, the feature of the learner and the interpersonal relations that are involved in it. Boud has also highlighted the influence of feedback on the performance. The term facilitation is often replaced by trainer as trainers are those who have the required skill in training and the techniques required. The four approaches as mentioned by Boud are: a) facilitation in case of efficiency and training in case of learning, b) Facilitation in adragogy and in case of self-directed learning, c) Facilitation in learner-centered tutoring and as humanistic instructor, and d) Facilitation in societal action and critical pedagogy. It is also important to understand the importance of workplace in the context of facilitation. This is done to highlight the conflicts and tensions that may arise in workplace (Thompson, 1989). The duel-theory describes two extreme real world situations in this regard. Another important issue in workplace is building trust. In case of supervisory relationship, the burden of trust is usually asymmetrical in nature. The burden usually lies on the supervisor as he must trust his staffs. If the staffs do not prove to be trustworthy, they would require constant supervision. The facilitative relationships are also asymmetrical but in different direction. Application After a complete analysis of the article it was understood that the role of the new role of supervisors as facilitators are mentioned and different facets of such are mention with respect to the situations and occurrences in workplace. The supervisor are not the only people who can be considered in facilitation, but the teachers, coaches, etc can also be treated in place of supervisors and their relationship with the students or trainees can be highlighted in facilitation. Analysis/Criticism The article written by Hughes is a study which aims at developing the concept of supervisor facilitation. It considers the issues related to adult education and the role of facilitation in this case. This article is strong in case of its detailed review that is stated to cover every aspect of facilitation of supervisors and the approach of trust building, in not only at work place but also in between teacher and students. However, the article is explained in complex language and it might be difficult to clearly understand the concepts. Discussion Question The discussion question that can be formulated after studying and understanding the article is: What would be the difference in level of supervision in case of monitoring staffs at workplace and students or trainees? What is the degree to which the staffs could be trusted for the work delegated to them? Since in the article the difference between the level of facilitation is not properly mentioned and the degree of building trust is not highlighted. So a further clarification from the author’s side would be welcomed. References Boud, D. (1989). Some Competing Traditions in Experiential Learning. Milton Keynes: SRHE. Pateman, C. (1970). Participation and Democratic Theory. London: Cambridge University Press. Thompson, P. (1989). The Nature of Work: An Introduction to Debates on the Labor Process (2nd ed.). London: Macmillan. Read More