ABSTRACT
Sets can have a facilitator (sometimes referred to as a 'set adviser') or they can be self-facilitating. This chapter sets out the role of facilitators and examines how facilitators can cont ribute to making the set effective. We will examine what sets need to be effective without a facilitator in Chapter 6 on types of action learning. To prevent unnecessary duplication, users of this guide are referred to Chapter 3 on the basic processes of how a set works and to Chapters 8 and 9 for personal and interpersonal skills used in a set.
