Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

Cantilan Campus
Cantilan,Surigao del Sur

GRADUTE SCHOOL
MASTER OF ARTS IN EDUCATION (MAED)
2nd Semester S.Y. 2018-2019

Name: ROSEMARIE JANE O. GUARDALUPE

Course Code: MAED206
Course Title: ORGANIZATIONAL DEVELOPMENT & MANAGEMENT
Topic: OD TRAINING EXPERIENCE
Professor: ALBERTO DELA PEÑA, Ph.D.

TYPES OF OD INTERVENTION
 Large System
Sociotechnical System
Survey feedback
 Small Group
Team building
Unit goal setting
 Personal- focused
Counselling
Training

A T—group or training group (sometimes also referred to as sensitivity-training group,

human relations training group or encounter group) is a form of group psychotherapy
where participants themselves (typically, between eight and 1 5 people) learn about
themselves (and about small group processes in general) through their interaction with
each other. They use feedback, problem solving, and role play to gain insights into
themselves, others, and groups.

A T-group meeting does not have an explicit agenda, structure, or express goal. Under
the guidance of a facilitator, the participants are encouraged to share emotional
reactions (such as, for example, anger, fear, warmth, or envy) that arise in response
to their fellow participants' actions and statements. The emphasis is on sharing
emotions, as opposed to judgments or conclusions. In this way, T-group participants
can learn how their words and actions trigger emotional responses in the people they
communicate with many varieties of T-groups have existed, from the initial T-groups
that focused on small group dynamics, to those that aim more explicitly to develop
self-understanding and interpersonal communication.
Industry also widely used T-groups, particularly in the 1960s and 1970s, and in many
ways, these were predecessors of current team building and corporate culture
initiatives.

Objectives of T-group

The T-Croup is intended to provide you the opportunity to:

Increase your understanding of group development and dynamics. Gaining a better

understanding of the underlying social processes at work within a group (looking under
the tip of the iceberg)
Increase your skill in facilitating group effectiveness.
Increase interpersonal skills
Experiment with changes in your behaviour
Increase your awareness of your own feelings in the moment; and
offer you the opportunity to accept responsibility for your feelings.
Increase your understanding of the impact of your behaviour on
others.
Increase your sensitivity to others' feelings.
Increase your ability to give and receive feedback.

Method of T-group

One way of describing what may happen for a participant is

► Unfreezing habitual responses to situations: this is facilitated by the

participant's own desire to explore new ways of behaving and the trainer staying non
directive silent and providing little structure or task agenda
► Self generated and chosen change by the participant: Experiment with new
behaviors
► Reinforce new behavior by positive feedback, participants own assessment of
whether what is happening is closer to what she/he intents, supportive environment,
trust development

Sources of change in groups

Self-observation - participants give more attention to their own intentions, feelings, etc.

Feedback - participants receive information on the impact they have on others

Insight - participants expand self-knowledge Self-disclosure - participants exposes
more of themselves to others
Universality - participants experience that others share their difficulties, concerns or
hopes

Croup Cohesion - participants experience trust, acceptance & understanding)

Hope - participant see others learn, achieve their goals, improve, and cope more
effectively
Vicarious Learning - participants pick up skills and attitudes from others

Catharsis - participants experience a sense of release or breakthrough

Role of a trainer

To help the group and individuals analyze and learn from what is happening in the
group. The trainer may draw attention to events and behavior in the group and invite
the group to look at its experience. At times the trainer may offer tentative
interpretations.
To offer theory, a model or research that seems related to what the group is looking
at.
To encourage the group to follow norms that tend to serve the learning process, e.g.,
focusing on "here & now" rather than the "then & there".
To offer training and coaching in skills that tend to help the learning process, e.g.,
feedback skills, EIAC, etc.
To not offer structure or an agenda.
To remain silent, allowing the group to experience its anxiety about acceptance,
influence, etc.
To be willing to disclose oneself, to be open with the group.

Behavioural modeling

► Social learning theory, which provides the foundation for behaviour modeling,
asserts that most behaviours are learned by observation and modeling.
► The poem ‘Children Learn What They Live' is based on behaviour modeling in
the home.

FACTORS INFLUENCING BEHAVIORAL MODELING

• Model characteristics - centered on the facilitator

• Observer characteristics - outcomes influence from participant
• Behaviour/task characteristics
• Method of presentation of the model
• Method analysis
• Personal used method
Career anchors

► “Career" means how an individual’s work life develops over time and how it is
perceived by that person.
Schein’s career anchors represent aspects of work that are specially valued or needed
by people for their personal fulfillment.
Managerial Competence Technical/Functional Competence Autonomy/Independence
Security/Stability Entrepreneurial Creativity
General Managerial Competence
Would not give up the opportunity to climb level high
Want to be responsible and accountable for the total result and they identify their own
work with the success of the organization for which they work Ambition is to obtain
generalist job
A high managerial level in a function does not interest them
Technical/Functional Competence
► Would not give up the opportunity to apply his or her skill in that area and will
continue develop those skills to an ever higher level.
► Derive their sense of identity from the exercise of their skills
► Most happy when their work permits them to be challenged in those areas
► May be willing to manage others in their technical or functional area
► Not interested in management for its own sake
► Would avoid general management
Autonomy/Independence
► Would not give up the opportunity to define his or her work in his or her way
► Wants to remain in jobs that allow flexibility regarding when and how to work
► Do not stand organizational rules and restriction
► Turn down the opportunities for promotion and advancement in order to retain
autonomy
► May even seek to have business of their own in order to achieve a sense of
autonomy; however, this motive is not the same as the entrepreneurial creativity
Security/Stability
► Employment security/stability, the most important thing
► Main concern is to achieve a sense of having succeeded so that they can relax
► May involve trading personal loyalty and willingness to do whatever the
employer wants for some promise of job tenure
► Less concerned with the content of their work and ranks they achieve in the
organization, although they achieve high levels
► Always are concerned with these issues and build their entire self-images
around the management of security and stability
Security/Stability
► Employment security/stability, the most important thing
► Main concern is to achieve a sense of having succeeded so that they can relax
► May involve trading personal loyalty and willingness to do whatever the
employer wants for some promise of job tenure
► Less concerned with the content of their work and ranks they achieve in the
organization, although they achieve high levels
► Always are concerned with these issues and build their entire self-images
around the management of security and stability

• Exploration Stage
Task needs:
- experiencing varied job tasks -self assessment -job choice
-Socio-emotional needs -Occupational self-image
-Setting down
• Establishment Stage
Task needs:
-learn the ropes -get challenging jobs -increase competence
-be innovative
-Socio-emotional needs
deal with competition, failure conflicts
develop autonomy
• Maintenance Stage
Task needs:
-technical assistance -coaching skills
-continue to rotate into new areas -develop broad view of career -Socio-emotional
needs -express midlife feeling -rethink work, family
• Late Career Stage
Task needs:
- remain productive
- Plan for retirement
- shift role from power to guide
- identify successors
- develop outside interest
- Socio-emotional needs
- re-envision work
- develop outside identity