attitude as a member of the group expressess herself and fully grasps the total meaning of the message
spell the difference between active participation
and resistance or passivity in the group members; refrain from using evaluative words
any set of individuals who cooperate in
accomplishing a single overall result
Preferences about how adults learn
Approach learning pragmatically; Rely heavily
on experimentation and learn best from projects, back-home applications, and trying it out.
participants switch role at a critical moment in
the role play; 'supervisor becomes the supervised'
be oriented toward people
a sensitivity to one's own humanness as well as
the humanness of individuals in the group
believes in the transcendent force that is
present in one's life
group facilitators as human beings in constant
interaction with others
clarifies the speakers thoughts, feelings and
atitudes for the speaker as well as for the group
a number of process oberservers may observe
at one time the interactions of a group
connecting related ideas and what may initially
appear as disparate thoughts, feelings and attitude unrelated to the main issue or theme under discussion deals with the subject matter what the members are talking about or the task which the group is working on.
requires a set of skills in order to collect and
organize data for analysis and diagnosis used as a checklist by observers to sum up her observations
deliberate use of planned structured activities.
they manifest competence in the various
training, education and development methodologies and strategies that are effective with adult learners
developed the DDLM
extensive designs with carefuully programmed
decision points
Discussing the experiences participants have
had already or sharing the reactions and observations of the activity provided Finding general trends and truths in the experience that participants have had already or forming reactions to new experiences into conclusions, new concepts and theories forces and energies at work in the group, such as participation, atmosphere, influence, leadership, cooperation, competition and conflict. further checks the total meaning for accuracy; paraphrasing the essence of what was expressed Gathers information about the pattern of communication Have an analytical and conceptual approach; Learn best from impersonal situations, from the opportunity to integrate new learnings with what is already known, and from theory. have tentative, impartial and reflective approach; Rely on careful observation and learning best from situations allowing impartial observations identifies and analyzes actual particiant experiences as basis for understanding real problems is concerned with what is happening to group members while the group is working. It is how things are being done. is one indication of involvement.
popular way to induce involvement, get direcly
to concrete experience and application participants receive printed description of a problem situation develops with the group members specific, warm personal relationship with love, understanding and genuineness. She withdraws from active participation in the group so she can watch the group in action and take notes on what she sees. Whenever the group requests a report, she reports to them what she has observed. emphasizes managerial approach permit learners to reenact situations they have faced, are facing or will face in the future
a case study that has been programmed;
participants receive a printed descriptions
highly charged, evocative, expressive facilitator
behaviour Facilitator gives cognitive meaning to the experience.
Modifying old behaviors or testing new
behaviors and practicing them in everyday situation
develops its own cases of which are available to
external groups at a low cost
Nondirective, Participative, Democratic
Process is interaction, at any given point of
time, of the forces or energies called process elements
proud of being a Filipino, fully conscious of the
Filipino's inner potentials for change, harness people's capacity to appreciate their roots
final step of the experiential training component
quick rating of who talked and what type of
contribution the participants make
facilitator may ask leading questions that may
pull together major concepts and trends.
Receptive, experience-based approach; Rely
heavily on feeling-based judgements and learn best from specific examples from involvement and discussions.
Specialized form of case study in which learners
must ask Instructors and Learners must know how to ask, how to phrase and how to draw inferential
reporting of direct experience concerning
ongoing behaviour.
having seriously considered some basic tenets
about how adults learn
schematic diagram that considers both the
activity levels and content controls of both the learner and the instructor, She uses her gifts in order to contribute to others well being; respectfull of all persons. Especially the poor and the less priviledged; LISTENS, SYMPATHIZES, AND EMPATHIZES stresses the desirability of giving to learners some degree of ownership of the content learned. theory stresses the desirability of giving to learners some degree of ownership of the content learned. tool in laboratory training; data gathering involves the process of diagnosis aimed at deciding which one or what combination of specific methods may be useful to achieve development objectives of a group organization upholds the belief that the most effective group is one in which each member of the group contributes her maximum efforts, thus ensuring the groups freedom to plan and decide for its life. Use discussion format in developing problemsolving, decision making orteam-membership skills Using the experience participants have already or providing them with the experience that furthers learning who exercises maximum control over the group for his own ends and completely disregards his responsibility for the groups right to growth and freedom
Are used to resolve issues that arise
spontaneously out of classroom dynamics as a group member in various types of groups is a necessary beginning point for the aspiring facilitator. are variations on doubling. one player replaced another player spontaneously or planned. let observers of the role get into action when they are moved to do so knowledge of the dynamics of human behavior, whether this refers to the dynamics of the individual, of the group, or of the larger groupthe society results when simulations are made competetive, teams vying to see who made the better decision knowledge of group interaction and dynamics is also required of the facilitator. This cognitive map is crucial to the understanding of how groups are formed and develop and how members relate to each other. obtained through the knowledge of the theory underlying specific styles of group facilitation
(Activity, doing)
who relinquishes responsibility for the group and
is indifferent to the groups needs
(Reflective Observation)
(Discussing patterns and dynamics)
(Inferring Principles about the real world
(Planning more effective behavior)
ADULT LEARNING PRINCIPLES An adult learner wants to be independent but enjoys functioning interdependently. Each learner has his own unique way of learning and as he is exposed to the methods of others, he can refine his own to become more effective. learners are motivated not taught to seek newer knowledge, skills and behavior.
ADULT LEARNING CONDITIONS
An atmosphere of openness nurtures the
uniquely personal nature of learning which tolerates ambiguity and encourages selfdiscovery A nonthreatening climate of respect, acceptance and trust allows people to make mistakes and
Learning is a cooperative and collaborative
process. Learning is a painful process and that changing behavior often requires giving up old comfortable ways of believing, thinking and acting Learning is maximized when what learners say reflects what they both think and feel People learn best as a result of experience Learning is an evolutionary process If a person is to be understood, s/he must be seen in the light of how s/he views the world (subjective reality), not merely in terms of how the world really is (objective reality). 3 LIFE SPACE claimed that GD as intgeral part to its study of small group behavior created Models, techniques and methodologies designed and conducted the first professional training programs for nonprofessional and professional groups; became an annual program which introduced practitioners in the training field to alternative modes of intervention, e.g. laboratory or experiential learning , sensitivity training and Structured Learning Experiences (SLE). Developed Adult education technologies Elicits avoidance behavior Father of Modern Social Psychology headed the adult education program in Boston U If the quality renders the object attractive to the individual; Effects approach behavior interaction at any given point of time of the forces of energies called process elements manifested in overt behavior and interpreted from covert behavior that actively influence the individual, the group and the situation It was one of the pioneer groups in adulteducation methodologies in the Philippines. Other psychologists in the Ateneo who taught these courses Professor and Director of the Research Center for Group Dynamics at the Massachusetts Institute of Technology (MIT) until 1947 recognized the humanistic growth potential of groups Social psychological diagnostic instrument or a framework for systematically analysing the driving forces and the restraining forces
allows differences in ideas and perceptions in
way of doing things Cooperative and self-evaluation allow people to see themselves as they really are with the help of their peers Adult education thrives in such a climate and gives the edge to the process rather that to the content of learning.
A person is said to be in a constant state of
tension within herself if an unsatisfied need or unfulfilled intention exists. The basic framework and methodology for achieving the objectives of laboratory training NTL refers this as basic Human Interaction Laboratory Flourished in WesT COAST Introduced the science of group process to the Ateneo de Manila social psychologist and chairperson of the Ateneo De Manilas Department of Psychology (1972-1982). Incorporated into graduate curriculum in Social psychology courses such as Psychology of Small Groups and Dynamics of Group Functioning. methodologies. Initiated the wider use of group process with the inductive method in human development practice first Summer Training Laboratories A persons behavior at a specific moment is a function of the interaction between the person and his/her environment. a systematic guideline for the conduct of group discussions. collaborated with NEA in evolving adult education methodologies from the Field Theory which resulted in the launching of the first training laboratory, initially at the MIT, later at University of Michigan. would hold continuous sessions and evolve their own norms of behavior and relationships introduced this alternative method of education to the East Asian Pastoral Institute, an international institute serving the local churches of Asia and the Pacific. is the proponent of group process where Group Behavior is taught at the Universitys School of Business. Environment consists of the objective reality that surrounds a person. It impinges on the person and may or may not evoke responses him/her. An active practitioner of organizational development (OD) interventions and techniques. he was intense artist pursuing innovative personal growth techniques for the exploration and full actualization of the human potential
operating in the process of achieving ones
goal. Social psychological diagnostic instrument or a framework for systematically analysing the driving forces and the restraining forces operating in the process of achieving ones goal. The book is a result of their combined experience of conducting seminars, utilizing the principles of group process as applied in laboratory training in the inductive method.
he was intense artist pursuing innovative
personal growth techniques for the exploration and full actualization of the human potential explored the wide spectrum of adult education methodologies to assist their clients, namely government executives and officials.
The quality in an object that makes the object
of special interest to the individual
a federally funded organization in the U.S.
entrusted with the research and development of innovative adult-education methodologies.
The totality of coexisting facts which are
conceived of as mutually interdependent. At any moment of life, a person stands within such a field.
is any element within the psychological
environment that relieves the tension. (e.g. a goal, an activity, or candy bar)
which aims at changing social conditions
consists of the objective reality that surrounds a
person. It impinges on the person and may or may not evoke responses him/her.
wrote and published a number of studies and
articles about her work in human-resource development.