The purpose of this study was to analyze facilitator competencies required of lifelong educators as community learning facilitators. It aimed to enable lifelong educators to play a role in facilitating and assisting a community. For this purpose, the following three tasks were defined: First, to det...
The purpose of this study was to analyze facilitator competencies required of lifelong educators as community learning facilitators. It aimed to enable lifelong educators to play a role in facilitating and assisting a community. For this purpose, the following three tasks were defined: First, to determine what facilitator competencies are required of lifelong educators; second, to analyze the differences between the level of awareness of the importance of facilitator competencies of lifelong educators and that of performance; third, to focus on facilitator competencies of lifelong educators and place stress on identification of competencies of priority to develop. Facilitator competencies in the corporate HRD area developed by Song (2010) were used to determine facilitator competencies of lifelong educators and 22 questions concerning facilitator competencies were developed through professional associations and preliminary research. A survey was conducted in incumbent lifelong educators and 102 questionnaires were finally returned and analyzed. The results of the analysis can be summarized as follows: First, facilitator competencies required of lifelong educators were categorized into five roles―the change agent, the decision-making assistant, the team activity facilitator, the process manager, and the performance manager―through factor analysis. 22 detailed competencies were presented for each role. Second, there were significant differences between the level of awareness of the importance of facilitator competencies of lifelong educators and that of current performance. For the change agent, awareness of the importance of strategic thinking competencies was at higher levels and performance was at lower levels, showing the greatest difference between the two factors. The greatest difference was found between the level of awareness of the importance and that of performance in questioning techniques for the decision-making assistant, the understanding of diversity for the team activity facilitator, meeting-leading techniques for the process manager, and creative idea-deriving competency for the performance manager. Third, Borich needs formula was used to prioritize the needs for competency development. As a result, the first priority was given to creative idea-deriving, followed by strategic thinking, conflict management competency, meeting-leading techniques, and the understanding of diversity. The Locus for Focus model was used to identify the areas of priority for facilitator competencies of lifelong educators. A total of nine facilitator competencies were given high priority: creative idea-deriving, strategic thinking, conflict management competency, meeting-leading techniques, the understanding of diversity, establishment of process plans, motivation techniques, questioning techniques, and the ability to analyze needs. The priorities derived by Borich needs estimation formula were processed in consideration of the number of competencies included in the area of priority using the Locus for Focus model, consequently deriving a total of eight common priority competencies: creative idea-deriving, strategic thinking, conflict management competency, meeting-leading techniques, the understanding of diversity, establishment of process plans, motivation techniques, and questioning techniques. They must be those competencies of the highest priority among 22 facilitator competencies of lifelong educators. The facilitator roles and competencies of lifelong educators derived in this study are expected to help lifelong educators establish themselves solidly as professionals in lifelong education practice. On the basis of the results, lifelong educators are also expected to recognize the role as a community networking facilitator and to invest time and efforts in improving their competencies.
The purpose of this study was to analyze facilitator competencies required of lifelong educators as community learning facilitators. It aimed to enable lifelong educators to play a role in facilitating and assisting a community. For this purpose, the following three tasks were defined: First, to determine what facilitator competencies are required of lifelong educators; second, to analyze the differences between the level of awareness of the importance of facilitator competencies of lifelong educators and that of performance; third, to focus on facilitator competencies of lifelong educators and place stress on identification of competencies of priority to develop. Facilitator competencies in the corporate HRD area developed by Song (2010) were used to determine facilitator competencies of lifelong educators and 22 questions concerning facilitator competencies were developed through professional associations and preliminary research. A survey was conducted in incumbent lifelong educators and 102 questionnaires were finally returned and analyzed. The results of the analysis can be summarized as follows: First, facilitator competencies required of lifelong educators were categorized into five roles―the change agent, the decision-making assistant, the team activity facilitator, the process manager, and the performance manager―through factor analysis. 22 detailed competencies were presented for each role. Second, there were significant differences between the level of awareness of the importance of facilitator competencies of lifelong educators and that of current performance. For the change agent, awareness of the importance of strategic thinking competencies was at higher levels and performance was at lower levels, showing the greatest difference between the two factors. The greatest difference was found between the level of awareness of the importance and that of performance in questioning techniques for the decision-making assistant, the understanding of diversity for the team activity facilitator, meeting-leading techniques for the process manager, and creative idea-deriving competency for the performance manager. Third, Borich needs formula was used to prioritize the needs for competency development. As a result, the first priority was given to creative idea-deriving, followed by strategic thinking, conflict management competency, meeting-leading techniques, and the understanding of diversity. The Locus for Focus model was used to identify the areas of priority for facilitator competencies of lifelong educators. A total of nine facilitator competencies were given high priority: creative idea-deriving, strategic thinking, conflict management competency, meeting-leading techniques, the understanding of diversity, establishment of process plans, motivation techniques, questioning techniques, and the ability to analyze needs. The priorities derived by Borich needs estimation formula were processed in consideration of the number of competencies included in the area of priority using the Locus for Focus model, consequently deriving a total of eight common priority competencies: creative idea-deriving, strategic thinking, conflict management competency, meeting-leading techniques, the understanding of diversity, establishment of process plans, motivation techniques, and questioning techniques. They must be those competencies of the highest priority among 22 facilitator competencies of lifelong educators. The facilitator roles and competencies of lifelong educators derived in this study are expected to help lifelong educators establish themselves solidly as professionals in lifelong education practice. On the basis of the results, lifelong educators are also expected to recognize the role as a community networking facilitator and to invest time and efforts in improving their competencies.
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