 Act as the Group's Completer/Resource Person In order 10 max:irniw thcgroup'scap:1bility fordecisio n-rm1ldngnnd problem-solving, the neccssnry data, experi1,ncc, and resources mui;t be made,wailuhlc to the grouµ. Jf not one among the Al"Oup members con provide what th... group rteccls al anyone time, the f.-1dlitator is expected 1. n acl ns Lhe group'::, completer ::incl cnsmc thal the missing aspeels are made av:1ilable lo the )?;roup. One exmnplc of 1. hc fodlilalor acting as the group's completer is when she perfun11s the necessary task functions or group­ building fu11cliot1s uol being performed by the memhe. rs. Another instance is when the necessa1y expertise or information is not available and the facilitator acts as a resource person to have this accessible to the g1·oup for good decision-making. There, may bl:! situations when the facilitator does not have the expertise needed by the group to do effective problem-so lving on a particular situation or area of concern. During these instances she may help group members identify and mobilize resources of the oute1· reality, the world outside o[ the group. She. tcts as the group's completer by making sure that the missing ua La, expertise or resources are made available or accessible to the group. Derive Opportun;ties to Apply Learning on Another Situation Gronp experiences provide vnrh:d learn:ing opportunities for members. 11-lore often, the basic concepts and principles for effective group life are re-lived in various group experiences. Members gain more depth in understandin g group process as they realize that the co11cepts and principles previously learned in hand Ung a particular issue can be applied in another situation dealing wit11 a different issue. A sample communication techniques is: «111 analyzing whal we are !;oiug through cight now, is there anything we learned from the group's eiq:>erience io our previous sessions that can help us better understand this present experience. '' · This µarticu Jur i nten>ention is also helpful when the facilitator helps the group undergo successful ly the stage of termination. More often, the e:'1.-perience on separation brings about overwhelming feelings of sadness. hurt, and other unpleasant emotions that affect people's capability to establish relationships again at some future time. By deriving the lea Tni1,g opportunities that 1rroup life offereu lhe members, the facilitator can hel I) them reali:tc that the advantages of investing resources, efforts and feelings for a successfu l group,,vork far ou L1. veigb the unpleasant emotions o[ separntion, though how real they may he. WORK G. ROUP: HUB OF COMMUNITY ORGANIZATION, COMPETENCE AND EMPOWERMENT Vvork groups representing various geogrnph ical segm. ents and socio-cultu,ral­ political units can be the hub of community organization process for competence and empowerment. Operationally done in CI-IN practice,,vork groups can take any or both types: ( 1) Structural or organizational sub-model such as fom11:1lly cre11ted committees, task/core/sti. 1dy groups, dubs or other community organizations; (2) Functional sub-model where community residents demonstrate commitment to participat e in communit y projects/progr ams to create and sustain their own health initiatives, but they do so out of a sense of connectedness and <·ommitment to improve collective life, not necessarily because of a responsibility as committee or club officers or members. Strategically designed to represent the voice of several sodo-economic-political units in the community, the workgroup's political wi U and connectedness can be orchestrated by 147 