First of all, developing conflict resolution skills can go a long way in helping groups get through disagreements. According to Imes & Tisdell (1996), group conflict often stems from differences in personalities or life experiences among members. Facilitators must assist groups in moving past conflict and creating inclusive group environments. 

Second of all, developing time management skills are vital in keeping group work on track. It will happen when groups get off track with tasks, whether joking around, socializing, or spending too much time on one issue (Barkley et al., 2014). Therefore, the facilitator can assign tasks within an allotted time frame to ensure that everyone has had the opportunity to work together and complete the task.

Finally, developing design and facilitation skills can help in several ways. The facilitator can work on being straightforward with goals and activities for the course, providing orientation activities, and forming groups that will work well together (Barkley et al., 2014). The facilitator can play an active role in collaborative learning by observing how the groups work together and ensuring that participation among group members is equal.

How can facilitators ensure that group work stays on track without being too strict?

What are some examples of design and facilitation skills that can be helpful in collaborative learning? 

Barkley, B., Major, C.H., & Cross, K.P. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). San Francisco, CA: Jossey-Bass. 118–150.

Imel, S., & Tisdell, E. J. (1996). The relationship between theories about groups and adult learning groups. New Directions for Adult & Continuing Education, 71, 15–24.

 

Moderation: Good moderation skills will help the facilitator understand the need to exercise neutrality during student conflicts, allowing learners to practice their resolution skills by negotiating and resolving problems that may arise through the collaborative process with minimal intervention (Barkley et al., 2014). Moderation, or active observance, creates space for students to learn ownership and responsibility and enhances group interdependence (Barkley et al., 2014). 
A moderator also ensures equality in the classroom, observing and challenging structures of power, gender, race, class, or identity that may silence marginalized or oppressed peoples within classrooms or sub-groups (Imel & Tisdell, 1996). 

 

Mediation: A secondary action to being a moderator is being a mediator. If allowing functional space for learning groups to resolve conflict fails, the facilitator can begin to negotiate a resolution between individuals or sub-groups. An effective mediator will acknowledge the validity of the conflict while highlighting the value of every participant’s voice (Imel & Tisdell, 1996). The facilitator can then help the group identify the problem and provide multiple resolution paths for collaboration and empowerment (Barkley et al., 2014).

Motivation:
As a motivator, the facilitator can clear paths of resistance by setting up rules of engagement for group collaboration. Providing orientation to tasks like how work is initiated, tracked, delivered, and measured allows the group to move quickly into roles and responsibilities, readying themselves for group development (Imel & Tisdell, 1996). This motivates those who feel insecure about the group collaboration process, allowing them to participate with the knowledge that there is an underlying structure monitoring fairness and individual work output. Facilitators must also be skilled in motivating groups or members who stagnate due to off-task behaviour, interpersonal issues, resistance, and apathy (Barkley et al., 2014). Motivation in these instances takes many forms but centres around building group cohesion through problem-solving techniques.

What other essential skills for facilitators did you identify?


<sub>Barkley, B.F., Major, C.H. & Cross, K.P. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.) Jossey-Bass (pp. 118-150)

Imel, S., Tisdell, E.J. (1996). The relationship between theories about groups and adult learning groups. New directions for adult & continuing education. 71, 15-24</sub>