HLTH06029 2019 Facilitation & Group Work Skills I

General Details

Full Title
Facilitation & Group Work Skills I
Transcript Title
Facilitation & Group Work Skil
75 %
Subject Area
HLTH - Health Studies
HEAL - Health & Nutritional Sciences
06 - NFQ Level 6
05 - 05 Credits
Start Term
2019 - Full Academic Year 2019-20
End Term
9999 - The End of Time
Victoria Stevens
Programme Membership
SG_SHEAL_B07 201900 Bachelor of Science in Health Science and Physiology SG_SHEAL_H08 201900 Bachelor of Science (Honours) in Health Science and Physical Activity SG_SHEAL_C06 201900 Higher Certificate in Science in Health and Exercise Science

Learners will be equipped with key introductory facilitations and communications skills to manage, using various methodologies, a short facilitations session on a specific health topic for a group of peers. Learners will be encouraged to receive feedback and review their own practice with the aim to develop their skills set.

Learning Outcomes

On completion of this module the learner will/should be able to;


Give a rationale for working in groups and describe the key roles of a facilitator.


Demonstrate the use of effective communication skills both as a group member and as a group facilitator.


Choose and implement appropriate methods and materials in working with groups on health related topics. 


Recognise the different roles people play in groups and reflect on and describe the roles they play in different groups.


Plan and conduct a short group session on a health related topic which is inclusive and participatory.

Reflect and analyse on their practice and consider feedback from others in identifying skills for further development.

Teaching and Learning Strategies

This module will be delivered Full Time.

Experiential Learning: Observing, experiencing and reflecting in class.  Learning from peers and providing feedback to peers, and carrying learning forward.

Self - directed learning: The student will be engaged in the theory supporting the class experiences with directed reading list.

A small group setting allows students to learn in a group setting and benefit from timely feedback from the lecturer to check their own progress towards achieving the learning outcomes of the module and to motivate learning.

Module Assessment Strategies

The student is required to attend at least 75% of the classes as student experience of group work is integral to this module.

A mix of assessment techniques will be used:

1. Reflective Accounts (30%: Individual Mark)

The student will undertake in-class activities and is expected to engage in essential reading about the topic and then reflect on his/her abilities with the view of developing his / her skills.  This reflection will be captured in a reflective learning journal that will be kept for the duration of the course and this journal will be assessed.

2. Facilitation Skills (70% -    20% Group Mark   :  50% Individual Mark)

The student will be assessed formatively by the lecturer and peers on his/her ability to plan and run an icebreaker session (20%: Individual Mark) and plan (20%: Group Mark) and manage a short facilitations session (30%: Individual Mark).

Repeat Assessments

Repeat Assessments.


Module Dependencies

Health Communications

Indicative Syllabus


  • What is facilitation? /When to use facilitation skills?
  • Rationale for working in groups on health-related topics.
  • The role of the facilitator.
  • Forming a Group and developing the group contract.

Group Work and Group Communications

  • Communication in Groups
  • Group Work Methodologies  e.g. Brainstorming, Icebreakers/Games, Role Plays..
  • Group Roles & Stages of Group Development
  • Facilitate & manage group discussions.

Reflective Practice

  • Reflective Practice as a continual professional development exercise.
  • Reflective Practice Process & Reflective Writing

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Participate in group activities & contribute to the group. Formative UNKNOWN - % OnGoing 1,2,3,5
2 Reflections: Regular Learning Sheet/ Diary Continuous Assessment Individual Project 30 % OnGoing 1,4,6
3 Plan & Deliver a Short Group Activity (e.g. Energiser) Project Individual Project 20 % Week 4 2,3
4 Produce a Facilitation Plan Project Group Project 20 % Week 10 3,5
5 Implement a Short Facilitated Session with peers. Project Practical Evaluation 30 % End of Semester 2

Full Time Mode Workload

Type Location Description Hours Frequency Avg Workload
Problem Based Learning Problem Based Learning Room Facilitated Sessions 2 Weekly 2.00
Independent Learning UNKNOWN Self Study 5 Weekly 5.00
Total Full Time Average Weekly Learner Contact Time 2.00 Hours

Module Resources

Non ISBN Literary Resources

Essential Reading

Prenderville, P. (1995.  Developing Facilitation Skills. A handbook for Group Facilitators. Dublin: Combat Poverty Agency.

Recommended Reading

Bens, I. (2005) Facilitating with Ease, Jossey-Bass, San Fransisco

Dale, H. (1996). The facilitation of Groups. Hampshire: Gower

Hargie, O & Dickson, D (2004) Skilled Interpersonal Communications, Routledge, London

Jones, J. ed (2004). Wellbeing thorough groupwork. Galway: Western Health Board

Straus, D. (2002). How to make Collaboration work: Powerful ways to build consensus, solve problems and make decisions. San Francisco: Berrett-Koehler


Journal Resources

Relevant journal articles will be provided, updated and uploaded to college's learning management system (currently Moodle).

URL Resources

Relevant links to external sources will be provided, updated and uploaded to college's learning management system (currently Moodle).

Other Resources


Additional Information

Class materials: flip charts, pens, & other minor creative arts materials.