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PSY2050 Facilitation and Negotiation

Semester 2, 2015 On-campus Springfield
Units : 1
Faculty or Section : Faculty of Health, Engineering and Sciences
School or Department : School of Psychology and Counselling

Contents on this page


Examiner: Tony Machin
Moderator: Yong Goh


Facilitation and negotiation skills are central to a range of intervention approaches relevant to the practice of psychology. These include, but are not limited to, individual and group therapy, mediation, conflict management, teaching and training, psychoeducation, and the facilitation of learning. Consequently, some key areas of practice in psychology are contingent on sound knowledge of appropriate design frameworks and the capacity to utilise process skills effectively.


The course is divided into two parts. The first part concerns the theories and principles which underpin models of facilitation and negotiation. Topics include theories of learning, principles of process design, evaluation models applicable to facilitated processes, reflective practice, and facilitation microskills. The second aspect of the course focuses on application of theories and individual skill development. Students are required to demonstrate process design, facilitation microskills, and process management, in a structured and supported group learning task.


On completion of this course students will be able to:

  1. demonstrate an understanding of the models and principles which underpin facilitation and negotiation;
  2. articulate and apply models of facilitated process design;
  3. demonstrate mastery of applied microskills within a facilitated process;
  4. demonstrate understanding of evaluation models pertinent to facilitated processes;
  5. critically evaluate awareness of self-in-context as a facilitator/negotiator.


Description Weighting(%)
1. Theories and principles underlying facilitation, including andragogy and heutagogy, approaches to process design, negotiation and presentation skills, facilitation microskills, group therapy and models of evaluation. 30.00
2. Types of, and contexts for, applied facilitation microskills including group therapy. 5.00
3. Process design issues pertinent to facilitation and negotiation. 25.00
4. Escalating intervention models for managing difficult facilitation and negotiation processes. 15.00
5. Professional practitioner tools for managing self-in-context during and following facilitated processes. 25.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • Johnson, D.W. & Johnson, F.P 2013, Joining Together: Group Theory And Group Skills, 11th edn, Pearson, Boston, MA.
  • Other readings and references may be supplied for access via the course home page.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Dick, B 1991, Helping Groups To Be Effective, 2nd edn, Interchange, Brisbane, Australia.
  • Erford, B.T 2011, Group Work, Processes and Applications, 6th edn, Pearson, Upper Saddle River, NJ.
  • Forsyth, D.R 2014, Group Dynamics, 6th edn, Wadsworth, Belmont, CA.
  • Hogan, C 2002, Understanding Facilitation: Theory And Principles, Kogan Page, London, UK.
  • Hogan, C 2003, Practical Facilitation: A Toolkit Of Techniques, Kogan Page, London, UK.
  • Schneider-Corey, M., Corey, G & Corey, C 2014, Groups, Process and Practice, 9th edn, Brooks/Cole, Belmont, CA.
  • Schwarz, R 2002, The Skilled Facilitator: New And Revised, Jossey-Bass, Francisco, CA.
  • Senge, P 2002, The Fifth Discipline Fieldbook: Strategies And Tools For Building A Learning Organization, Nicholas Brealey Publishing, London, UK.

Student workload requirements

Activity Hours
Assessments 30.00
Group Work 20.00
Lectures 18.00
Others 3.00
Private Study 84.00
Workshops 12.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
CASE STUDY 50 50 30 Oct 2015 (see note 1)
GROUP WORKSHOP 50 50 30 Oct 2015 (see note 2)

  1. Two weeks following Group Workshop, ie 5.00 pm Friday Week 12, 13, 14.
  2. Workshops will be scheduled for Weeks 10, 11 and 12, which will then determine the due date of the case study two weeks later. For example, groups presenting in Week 10 will be required to submit their case study assignment by 5.00 pm on Friday of Week 12 and so forth.

Important assessment information

  1. Attendance requirements:
    It is students' responsibility to attend and participate appropriately in all activities scheduled for them (such as lectures, collegial workshops, and mentoring meetings), and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    Equitable participation in collegial assessment.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. Note that the Conceded Pass is not available in this course due to APAC accreditation standard 2.1.9.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the weighted aggregate of the marks (or grades) obtained for each of the summative assessment items.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    As there are no examinations in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. The due date for an assignment is the date by which a student must despatch the assignment to the USQ. Students may be required to provide a copy of assignments submitted for assessment purposes. Such copies should be despatched to the USQ within 24 hours of receipt of a request to do so.

  2. Students must retain a copy of each item submitted for assessment. This must be produced within five days if required by the Course Examiner.

  3. The Course Examiner may grant an extension of the due date of an assignment in extenuating circumstances and when appropriate supporting documentation is supplied.

  4. Students who have undertaken all of the required assessments in a course but who have failed to meet some of the specified objectives of a course within the normally prescribed time may be awarded the temporary grade: IM (Incomplete - Make up). An IM grade will only be awarded when, in the opinion of the examiner, aind in consultation with the moderator and BPSH Program Coordinator, a student will be able to achieve the remaining objectives of the course after a period of non-directed personal study.

  5. Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded IDS (Incomplete - Deferred Examination); IDM (Incomplete Deferred Make-up); IDB (Incomplete - Both Deferred Examination and Deferred Make-up).

  6. Students will require internet access to the following website: Not Applicable, but web access is highly recommended for access to course materials.

  7. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. //