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Review: Facilitating Community and Decision-Making Groups

Review: Facilitating Community and Decision-Making Groups RESOURCES K rieger Publishing Company developing and implementing valuable insights to adult basic problems cannot be resolved simply (F! 0. Box 9542, Melbourne, FL basic skills programs for the home- education providers in the develop- by appealing to answers from tech- 32902-9542; Direct Order Line- less in North Carolina have provid- ment of their community-wide nical experts. 407/727-7270; FM--407/951- ed them with practical information programs. A Terms such as facilitator, groups, 3671) has initiated a new series and expertise that they now share community, problem solving, deci- -by Ella M. Morin under the general editorship of with the readers of this book. By sion making, and group processes Bureau of Adult Bac.ic Michael W. Galbraith, Pr~ml studying the characteristics of this are defined carefully and used con- and Literacy Education, Bat& i?a Adult Education and special population, reviewing other sistently. The authors provide a set Penmyhanh Dqartment Human Raource Development. states’ initiatives and literature con- of screening criteria for use in ofEdUCUtion The books are intended to explore cerning adult basic education in deciding whether a group really issues and concerns of practitioners general, and assessing the programs needs a facilitator and when facili- and to provide information and of instruction being provided cur- tation can be most effective. They strategies for effective practice in a rently, the authors have compiled emphasize the importance of rec- a handy book that is of practical onciling issues concerning their wide variety of adult education and human development settings. This value to adult basic education pro- role (which is not to be a content Review column includes reviews of the first gram administrators, shelter staff, expert) in the “beginning phase,” three volumes to be issued in this and instructors alike. suggest strategies for bringing Failiitating Communily and A The authors have divided the groups to take responsibility for series. Decktbn-Making Croups, by book into chapters that specifically action in the “during phase,” and Allen B. Moore and James A Feldt. -Trenton R. Fm and address various aspects in the devel- consider the steps involved in leav- (1993). Krieger: Malabar, FL. GaryJ Dean, opment and implementation of ing group members with the poten- 168 pages. $15.95 (hardcover). Raourca Editors instructional programs for the tial to act on their own in the “after Adult and Communily homeless. They present the barriers phase.” Education, 206Stouffer Hall, and dfficulties inherent in such There is a helpful chapter on the Indhnu Univera@ of programs, discuss the role of litera- The opportunity to review this use of design of meeting space and Penmyluanh, cy education for the homeless, and book came at an opportune time. I equipment for facilitating sessions. Indhnu, PA 15705 offer information on the homeless was scheduled to facilitate a group As managers of group process, they adult learner. After discussing the of public librarians in the process of propose techniques for getting the importance of selecting an appro- planning town meetings concern- best ideas and suggestions to sur- priate instructor, training that ing issues facing libraries. This face from a group, managing con- instructor, and setting program book was most helpful at two levels: flict in groups, and helping groups goals, the authors outline several for thinking through the design of to maintain focus. Summary fig- Review program models. They cite avail- my workshop and for suggestions ures and charts help to organize able research, and when problems on facilitating the actual local the material, and brief case studies Developing Literacy Progamhr arc discussed, they offer suggestions community meetings. it all to practice. A brief, relate Homeh Adults, by Joye A. Norris on how to avoid or alleviate them. The book has three parts: the but useful, list of references is and Paddy Kennington. (1992). The authors’ discussion of the before or design phase; the during A provided. Kneger: Malabar, FL. 128 pages. aspects of providing an educational phase, or what you do at the facili- $14.50 (hardcover). program to the homeless popula- tated session; and the after phase, tion emphasizes two things: They or what you do after you thought encourage and urge both thorough you were done. The authors bring a The Stewart B. McKinney Home- planning by the adult education reservoir of experience in enabling less Assistance Act (US. Department provider andcollaboration with and assisting groups, designing of Education, 1988) provided for shelter providers and the clients in structures, and engaging group state literacy initiatives to develop the shelter. The program ought to members in problem solving and literacy training for homeless per- be viewed as a community effort; decision makmg in the face of sons. In implementing this Act, if it must stand on its own, it will local, regional, and statewide issues adult literacy practitioners in the have only limited impact. They also and challenges. Their recommen- various states have approached the suggest that what is learned in dations are particularly helpful task by basing their methodologies overcoming the inherent difficulties when these problems require the on their experiences in providing and barriers to developing a suc- mutual attention of several parties traditional ABE programs. The cessful educational program for who have no history of working authors’ own experiences in the homeless population may offer as a group and when the together 6 A Adult Learning http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Review: Facilitating Community and Decision-Making Groups

Boggs, David
Adult Learning , Volume 5 (6): 1 – Jul 1, 1994
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Publisher
SAGE
Copyright
© 1994 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959400500604
Publisher site
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Abstract

RESOURCES K rieger Publishing Company developing and implementing valuable insights to adult basic problems cannot be resolved simply (F! 0. Box 9542, Melbourne, FL basic skills programs for the home- education providers in the develop- by appealing to answers from tech- 32902-9542; Direct Order Line- less in North Carolina have provid- ment of their community-wide nical experts. 407/727-7270; FM--407/951- ed them with practical information programs. A Terms such as facilitator, groups, 3671) has initiated a new series and expertise that they now share community, problem solving, deci- -by Ella M. Morin under the general editorship of with the readers of this book. By sion making, and group processes Bureau of Adult Bac.ic Michael W. Galbraith, Pr~ml studying the characteristics of this are defined carefully and used con- and Literacy Education, Bat& i?a Adult Education and special population, reviewing other sistently. The authors provide a set Penmyhanh Dqartment Human Raource Development. states’ initiatives and literature con- of screening criteria for use in ofEdUCUtion The books are intended to explore cerning adult basic education in deciding whether a group really issues and concerns of practitioners general, and assessing the programs needs a facilitator and when facili- and to provide information and of instruction being provided cur- tation can be most effective. They strategies for effective practice in a rently, the authors have compiled emphasize the importance of rec- a handy book that is of practical onciling issues concerning their wide variety of adult education and human development settings. This value to adult basic education pro- role (which is not to be a content Review column includes reviews of the first gram administrators, shelter staff, expert) in the “beginning phase,” three volumes to be issued in this and instructors alike. suggest strategies for bringing Failiitating Communily and A The authors have divided the groups to take responsibility for series. Decktbn-Making Croups, by book into chapters that specifically action in the “during phase,” and Allen B. Moore and James A Feldt. -Trenton R. Fm and address various aspects in the devel- consider the steps involved in leav- (1993). Krieger: Malabar, FL. GaryJ Dean, opment and implementation of ing group members with the poten- 168 pages. $15.95 (hardcover). Raourca Editors instructional programs for the tial to act on their own in the “after Adult and Communily homeless. They present the barriers phase.” Education, 206Stouffer Hall, and dfficulties inherent in such There is a helpful chapter on the Indhnu Univera@ of programs, discuss the role of litera- The opportunity to review this use of design of meeting space and Penmyluanh, cy education for the homeless, and book came at an opportune time. I equipment for facilitating sessions. Indhnu, PA 15705 offer information on the homeless was scheduled to facilitate a group As managers of group process, they adult learner. After discussing the of public librarians in the process of propose techniques for getting the importance of selecting an appro- planning town meetings concern- best ideas and suggestions to sur- priate instructor, training that ing issues facing libraries. This face from a group, managing con- instructor, and setting program book was most helpful at two levels: flict in groups, and helping groups goals, the authors outline several for thinking through the design of to maintain focus. Summary fig- Review program models. They cite avail- my workshop and for suggestions ures and charts help to organize able research, and when problems on facilitating the actual local the material, and brief case studies Developing Literacy Progamhr arc discussed, they offer suggestions community meetings. it all to practice. A brief, relate Homeh Adults, by Joye A. Norris on how to avoid or alleviate them. The book has three parts: the but useful, list of references is and Paddy Kennington. (1992). The authors’ discussion of the before or design phase; the during A provided. Kneger: Malabar, FL. 128 pages. aspects of providing an educational phase, or what you do at the facili- $14.50 (hardcover). program to the homeless popula- tated session; and the after phase, tion emphasizes two things: They or what you do after you thought encourage and urge both thorough you were done. The authors bring a The Stewart B. McKinney Home- planning by the adult education reservoir of experience in enabling less Assistance Act (US. Department provider andcollaboration with and assisting groups, designing of Education, 1988) provided for shelter providers and the clients in structures, and engaging group state literacy initiatives to develop the shelter. The program ought to members in problem solving and literacy training for homeless per- be viewed as a community effort; decision makmg in the face of sons. In implementing this Act, if it must stand on its own, it will local, regional, and statewide issues adult literacy practitioners in the have only limited impact. They also and challenges. Their recommen- various states have approached the suggest that what is learned in dations are particularly helpful task by basing their methodologies overcoming the inherent difficulties when these problems require the on their experiences in providing and barriers to developing a suc- mutual attention of several parties traditional ABE programs. The cessful educational program for who have no history of working authors’ own experiences in the homeless population may offer as a group and when the together 6 A Adult Learning

Journal

Adult Learning – SAGE

Published: Jul 1, 1994

There are no references for this article.