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| Reference : Démarrer une session de formation : réflexions et propositions dans une perspective d’an... |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/2268/15607 | |||
| Démarrer une session de formation : réflexions et propositions dans une perspective d’animatique des groupes. | |
| French | |
| [fr] To commence a training session: thoughts and suggestions from the perspective of the science of group facilitation. | |
Faulx, Daniel  [Université de Liège - ULg > Département d'éducation et formation > Apprentissage et formation continue des adultes >] | |
| Delvaux, Sophie [Centre de Dynamique des Groupes et d'Analyse Institutionnelle > > > >] | |
| 2007 | |
| Cahiers Internationaux de Psychologie Sociale | |
| Editions de l’Université de Liège | |
| 75-76 | |
| 157-160 | |
| Yes | |
| International | |
| 0777-0707 | |
| Liège | |
| Belgium | |
| [en] Group facilitation ; Training ; Adults | |
| [en] The beginning of a training session usually constitutes a crucial step in the successful facilitation of a group session and it is clear that the strategies used at that stage can strongly impact the remainder of the session. From the point of view of the science of group facilitation, how to initiate a training session is therefore an important question and determines, amongst others, the choice of method and materials used by the facilitator to start the activity.
Training sessions usually begin with one of two types of activities: activities during which the participants are introduced and activities centered on an exchange of what participants associate with particular subjects. Rare are the activities which combine these two dimensions. In this report, we demonstrate that these types of activities are part of the training strategies. We describe, model and compare these three approaches to finally propose methodologies based on the third one. | |
| Researchers ; Professionals ; Students | |
| http://hdl.handle.net/2268/15607 |
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