This study compared facilitator competency scores and rankings between samples of U.S. and South Korean facilitators. There were no significant differences found in 15 of the competencies, but 8 competencies showed significant differences. However, a correlation was found between the overall rankings of competencies between the two samples. The top 3 competencies were the same: listens actively, creates a supportive climate, and encourages group involvement/ownership. While mean scores differed slightly on these top competencies, the similarities provide evidence for the validity of applying the facilitator competency model cross-culturally. Further analysis of this study's qualitative data and additional research is needed.

1. A Comparative Study of Facilitator Competencies in a Sample of U.S. and S. Korean FacilitatorsJudith A. Kolb, Penn StateHong Min Kim, Penn StateJiHoon Song, Oklahoma StateAHRD Conference 2/27/10 Knoxville

2. +Rationale for StudyExtend Kolb, Jin, & Song (2008) study of facilitator competencies to non-U.S. sample

3. Address limitation and suggestion for future research from that study—”examine application of this model to other cultures” (p. 131)

4. Kolb, J. A., Jin, S., & Song, J. H. (2008). A model of small group facilitator competencies. Performance Improvement Quarterly, 21(2), 119-133. +Facilitator DefinitionA person who remains neutral in the actual decision (s) of the group but who assumes the responsibility for managing the group’s process while it is attempting to solve a problem or reach a decision

5. +Research QuestionWhat similarities and differences exist between scores and rankings collected from a sample of facilitators working in South Korea and scores and rankings reported by Kolb et al. (2008)?

6. +Sample & AnalysisSample -40 U.S. Facilitators (2008) -57 Korean Facilitators (2009)Analysis -Comparison of competency mean scores and rankings -Interdependent t-tests -Spearman’s rank correlation

7. +Results: OverviewComparison in mean score (t-tests) -No significant differences in 15 competencies -Significant differences in 8 competenciesCorrelation in rank (Spearman’s rho) -ρ (rho)=.61 (p<.01) -Significant correlation in rank between the two data sets

8. +Results (continued)Comparison in mean score

9. +Results (continued)Comparison in rank

10. +Results (continued)Top-ranked 3 competencies U.S.KoreaListens activelyCreates a climate that supports interaction and discussionEncourages group involvement in, and ownership of, issues and tasksSameStimulates small group insights and creativitySame

11. +Results (continued)Score comparison of top-ranked 3 competencies 5U.S.KoreaListens actively (1st)4Encourages Involvementand ownership (3rd)~~Stimulates small group insights and creativity (KO 2nd)3Creates a climate that supports interaction and discussion (US 2nd)

12. +Implications for Research Similar patterns could be considered as evidence of the facilitator competency model’s validity

13. Kolb et al.’s (2008) belief that listening would be highly ranked in another culture was supported

14. Need to analyze qualitative data from this study that will give depth to findings reported here

15. Further studies needed to improve the validity of the facilitator competency model+Q & A session