This may include people on campus, in the community and in national service organizations, as well as relevant materials such as literature, research, and activity guides. Reflection programming is only as successful as its facilitation. Facilitators, whether students, staff, or faculty, should be trained in proper facilitation techniques in order to create an atmosphere that is safe yet challenging, and in which all participants can be involved. Facilitators should be knowledgeable of group dynamics and able to respond appropriately to conflicts during reflection. In addition, facilitators should be familiar with the experience on which the reflection is based and with the issues being addressed.
Facilitators can call upon other resources if their knowledge of the issues is limited.
The reflection process should be evaluated by participants periodically throughout its duration, and at its conclusion. This allows facilitators to understand what is most beneficial about the reflection sessions and to make modifications when necessary. In addition, by evaluating the reflection sessions, students consider what they have learned through reflection, thereby enhancing the value of reflection. Emphasize the value of reflection by making it a regularly schedule part of the service experience. The importance of reflection can also be demonstrated by including it in literature and presentations about the group's activities.