Acquiring Facilitation Competence in Participatory Design: An Empirical Study of Challenges Novices Encounter

Abstract

User involvement is central to Human–Computer Interaction (HCI), yet enabling meaningful participation in practice requires competencies that extend beyond applying methods. This paper examines how such competencies emerge by focusing on novices learning to facilitate Participatory Design (PD) activities. We report on a qualitative study of master’s students facilitating PD activities in a university course, drawing on facilitation plans, video recordings, group interviews, and class discussions. An inductive thematic analysis identifies six recurring challenges: (1) Working with structure while adapting to unfolding situations, (2) When (not) to intervene, (3) Calibrating explanations, (4) Managing power dynamics in participation and outcomes, (5) Managing perceptions of the facilitator, and (6) Planning the PD activity and handling unexpected outcomes. By comparing these findings with prior studies of experienced facilitators, we highlight key differences in how facilitation is understood and enacted. The study contributes empirical insight into the early development of facilitation competence in PD.