Abstract
M.Com. (Industrial Psychology)
Andragogical principles are being implemented at an ever-increasing rate as regards the training of adult learners at present. This compels the trainer to analyse not only the training situation but the characteristics of the target group too (being adult learners) and
to make use of this information in planning his training strategy thus greatly increasing his responsibility. This study focuses mainly on the nature of the training group as a target group and on the role of the trainer as group facilitator. The concept "group facilitating" was introduced in training with the study of McLagan (1983). Group facilitation focuses on the managing of group discussions and group processes in order to create
appropriate learning opportunities so that individuals can teach their highest potential.
In this study a distinction was made between the "role" and the "style" of the group facilitator: the "role" of the group facilitator defines the broader functions of group
facilitating, whereas the "style" of group facilitating concerns the,manner of facilitating.
It is generally accepted that the group facilitator should adapt his style to the demands of the training situation. These situational demands suggest,changes in the nature of the learning content, the environment and the nature of the training group. To identify the different styles of group facilitation a situational bounded group facilitation model was designed. In this theoretical model the styles were related to different degrees of maturity
(maturity being defined here as "readiness to Iearn") of the training group. Four dominant styles of group facilitation were identified and coupled with four different developmental phases of the training group.