GROUP PROCESS AND ADULT LEARNING

GROUP PROCESS…

What is Group Process or Group Dynamics?

• Assumption: The individual is in constant interaction with the external environment

wherein the major component is other individuals who come from different situations.
• Group Process/Dynamics is the interaction of “process elements” that can actively
influence the group and the situation.
o Process elements are the forces and energies that are present in the external
environment where an individual continuously engage with.

CONTEXT OF GROUP PROCESS IN THE WEST…

Two Major Ingredients of Human Interactions (Pfeiffer and Jones, 1973):

1. Content Example situation:

➢ It is the subject matter upon which
the group is working
2. Process
➢ It is focused on what is happening
between the group members and
to the group members
➢ It is least likely to be focused on
thus, causes a group to be
ineffective

Two Theories Discussing Group Dynamics

1. Field Theory
➢ It is the most famous theory of Kurt Lewin,
Kurt Lewin is known as the Father
which states than an individual’s behavior is a of Modern Social Psychology. He
result of the interaction between his/her conducted action researches in
personality and his/her environment his attempt to redress some of the
➢ It emphasizes that one’s subjective reality perceived social problems during
should be taken into account in attempts to the time.
understand the person
o Subjective Reality - it is how a person views the world
➢ It also states that every individual has his or her own field or life space.
o Field/Life Space - overall psychological system (subjective reality) of the
person
➢ It assumes that the individual is in constant interaction with the external
environment. Therefore, tension system is formed.
 Tension System

• A system that results from a person’s unsatisfied need

• Only released when the need is satisfied

Tension

• Created when a person's need/intention is not satisfied.

• Can be satisfied through an object

Object

• Any element in one's psychological environment that helps to relieve the tension
• Can either be a goal, activity, or material
• Has valences

Valence

• Quality of the object that makes it a special interest for an individual experiencing tension
• classified into two: positive and negative

Positive Valence

• Quality that makes the object attractive to an individual

• Leads to an approach behavior

Negative Valence

• A restraining force, usually a barrier, that impedes the individual to obtain the object
• Leads to avoidance behavior

Example Situation…
Object: Hugs
In a relationship, there goes two people with
different life spaces interacting with each other. The Positive Valence: Therapeutic and a
form of “lambing”
girlfriend needs “lambing” which is unsatisfied by the
Behavior: Craves for more hugs
partner. Then, tension comes in for the girlfriend. She
then becomes moody and fights with her partner Negative Valence: Distance (due to long
without the latter’s knowing. The object needed in distance relationship)
order to relieve the tension can be hugs. When the Behavior: might want to end the
partner hugs the girlfriend, then tension is relieved relationship and decide never to enter
long distance relationship again
because the need is already satisfied.

2. Social Facilitation Theory

➢ It is also known as social influence theory
➢ It is a term used in social psychology
➢ It emphasizes the tendency of people to perform better at simple tasks when
others are present
➢ On other hand, they perform poorly when given complex tasks under supervision
➢ The concept of social loafing is also present.
o Social Loafing - tendency of individuals to become unproductive when the
work given is grouped and if his or her performance is not evaluated.
 ❖ Group
• According to the founders of the laboratory movement, it is the link between the
individual and the larger social structure
• The principles arising from understanding its dynamics became a way for personal
rehabilitation and the reconstruction of the social environment

❖ National Training Laboratory

• It is founded for further research and development of adult education.

❖ T-Group Theory
• It is also referred to as the sensitivity training group
• It is unstructured wherein 10-12 individuals will undergo sessions wherein they will
develop their own norms of behavior and relationships
• It is termed as the basic Human Interaction Laboratory

❖ Force Field Analysis Instrument

• It is a social-psychological diagnostic instrument
• It is a framework that is utilized to analyze the driving and restraining forces that affect
the process of achieving one’s goals

❖ Carl Rogers
• He published the book entitled “Car Rogers on Encounter Group” which gave
motivation to group counseling and group therapies

CONTEXT OF GROUP PROCESS IN THE PHILIPPINES…

Significant Contributors

1. Fr. Jaime Bulatao

• He is one of the founding fathers of psychology He proposed three desirable changes
in the Philippines needed by the Filipinos, which include:
• He introduced the science of group process in a. Filipinos must learn to work
the Philippines together
• He published the book entitled “The Technique b. Filipinos must learn to trust each
of Group Discussion” which served as a other
systematic guideline on how to conduct group c. Filipinos must learn to trust
discussions themselves
2. Eugene Moran
• He encouraged the use of group process
together with the inductive method in
human development practice
• He co-authored the book entitled “The
Self and The Group” with Fr. Bulatao. The
book focuses on the theory and
techniques of self-discovery groups
He proposed that there are two areas
which needs improvement in group work:
a. Diagnosis of the clients’ perceived
needs in relation to the organization’s
vision, mission, and objectives
b. Designing and implementing a
program that will address the needs

3. Philippine Institute of Behavioral Sciences (PIBS)

• It is one of the pioneer groups in adult education methodologies in the Philippines
• They conducted “Human Relations Trainer Development,” a professional training program
• It was organized by Eugene Moran, Carmencita Abella, Teresita Nitorreda, and Jose de
Jesus

❖ Group Process and the Filipino

• It is not a hidden fact that methods from the west should undergo modifications before
it can actually be effective for the Filipino people
• For instance, in the west, people are told to be frank, direct, and confrontational. In the
Filipino context, this attitude is considered offensive.

❖ Cultural Values
• As we all know, Filipino are Example situation:
endowed with various levels "Tiis ganda", a Filipino term that roughly translates to "suffer
of strength of character which for beauty”, is an example of resiliency. It is often used to
can both be an extreme or a describe the willingness of some individuals, particularly
limitation. students, to endure difficult or uncomfortable situations in
• Strengths and weaknesses at pursuit of academic success, societal expectations, or
either end of a single personal goals. In these situations, the notion of "tiis ganda"
have some strengths as a cultural value in the Philippines, as
continuum allows Filipinos to
it can promote certain positive qualities and behaviors but
minimize our strengths
can also become a weakness as it can lead to burnout,
through maximizing our deteriorating mental health, and strained relationships.
strengths

❖ Modifications in the Laboratory Method

• It is not too difficult because the underlying principle of laboratory method emphasizes
flexibility and creativity
• In the Philippines, inductive method was used to reeducate individuals. This method
respects adult learners and the culture they bring with them through helping them to
assess their own set of beliefs, values, and practices.
• Participants then realize that assertiveness or expressing oneself should not be
equated to aggressiveness and passivity.
 ❖ Problems in early days of laboratory training in the Philippines
• Inadequately trained and inexperienced facilitators treated feedback as the way to
bombard the participants with negative perceptions about themselves such that the
participants feel as if they are in “hot seat”
• Again, this is a confrontational method, which clearly will not work for Filipino
participants.
• Sensitive Filipino people will not be receptive to the idea that effective feedback is an
essential negotiation skill.

❖ What is feedback for the Filipino people? Example situation:

• Filipinos are more open to criticism
when positive aspects of their behavior
are pointed out first
• The famous way is through the
“Sandwich Approach” wherein you give
the positive first, area for improvement,
then another positive aspect
• These are derived in the principles of
humanistic psychology believing that
people are intrinsically good.
• To develop Filipino people, you, as the
facilitator, have to build on their
strengths rather than on their
weaknesses.
• Affirming strengths are important in the
context of Filipinos
There are two groups. In the first
group, the leader directly confronts one of
his members saying that he or she is not
contributing to the group. The member took
this highly negative making the member
unproductive and unmotivated.
On the other hand, the second
group’s leader did not directly confront his
or her member because of the latter’s
shortcomings for the group. Instead, he
affirms first the good things that the
member has done for the group before
finally taking into account the areas of
improvement of the member. In this sense,
the member has become determined and
motivated to thrive for improvement and
betterment.

❖ What is the essence of group process in adult learning?

• Group process is incorporated because adults, despite the cravings for autonomy, also
enjoy learning through a cooperative environment.

ADULT LEARNING…

What is Learning?

➢ Argyris (1976) defined learning as the process of detecting an error and correcting that
error. The detection might come from an internal or external stimuli, question or change in
the environment respectively
➢ Error is defined as any feature of knowledge that makes an action ineffective
➢ MacKeracher (2007) stated that it is an interactive, constructive, and transformative
process
➢ It occurs both at a conceptual and operational level
➢ It is the process of acquiring knowledge, skill, or both, and is manifested in behavior
 ➢ It is not simply about what information people acquire. It is mostly about how people
understand, process, and apply the information.

❖ Malcolm S. Knowles
• He is the pioneer and recognized expert of adult education
• He encouraged team facilitating in order for the learners to learn from more than one
perspective

Assumptions of Andragogy or Adult Learning

A. Learner’s Self-Concept and Self-Directedness

➢ Adult learners are motivated to learn
➢ They are independently responsible for what they learn
➢ They have an awareness of themselves and know their needs in relation to their
identities and roles
➢ They take the initiative to learn something because they are curious about it

B. Learner’s Experience
➢ Adults bring with them their own experiences which is considered as the greatest
resource of the learning process

C. Learner’s Readiness to Learn

➢ Readiness of adults is dependent whether they perceive the topic as relevant and
useful for them and their lives

D. Learning Orientation
➢ They approach learning in a problem-centered, performance-centered, or task-
centered way

Learning Orientation: Adult Learning Principles and Conditions

Who are the adult learners?

• They come from all levels of the socioeconomic spectrum and all sectors of the society
• They bring along experiences, knowledge, and skills with them.
• They are armed with personal beliefs, values, convictions, perceptions, biases, and feelings
• They, themselves, are the richest resource in the learning process

❖ G.J. Pine and P.J. Horne’s Adult Learning Principles

• Learners are motivated, not taught, to seek newer knowledge, skills, and behaviors
• Adult learners learn what they want to learn; see what they want to see; and hear what
they want to hear
• What is being taught should have personal meaning for the learner so that he or she
will be receptive to learning
• Each learner has his or her own preference for learning
• Adult learners also enjoy functioning and learning interdependently
 • Learning is a cooperative and collaborative process
• Learning is maximized when what learners say reflects what they both think and feel
• Learning is a painful yet evolutionary process but it should never be imposed
• Learning is best when it results from experience

❖ Learning Conditions
• There should be a non-threatening climate of respect, acceptance, and trust
• It should tolerate ambiguity and encourage self-discovery
• There should be cooperative evaluation and self-evaluation
• The learning process must be able to give an edge to the process rather than the
content of learning; it is the essence of adult learning

Two Fundamental Approaches to Learning Process

A. Deductive Method
• It is referred to as pedagogy which simply means the art and science of teaching
children to learn
• It is the traditional lecture or the didactic approach
• Also termed to be banking method
• The teacher is the authority figure, the star, and the center of the learning process
• Learners are given general principles where they will draw their conclusions;
basically, the approach is general to specific
• The main aim is to increase or change factual knowledge

Steps of the Deductive Method

It is required to have thorough knowledge about the subject matter,
1. Preparation
why it was chosen, and its relevance to the audience
The teacher is required to offer knowledge that is reliable and
2. Presentation valuable. The subject matter should have clarity, logic, and
coherence.
This is when the students are given the opportunity to ask
3. Clarification
questions after the lecture.
It aims to improve the skills or change the behavior of the
4. Application
participants through actual practice.
It tests retention through the repetition of the teacher’s
5. Recapitulation
presentation. Quizzes and examinations are utilized

B. Inductive Method
• It is known as andragogy which is the art and science of helping adults to learn
• It embodies the principles and conditions of learning in adult education
• Individual cases are presented and the participants or learners will have to
formulate general concepts, principles, or even theories from their own empirical
observations
• It is known as the “laboratory method”; “evocative, dialogic, or participative
method”; and the “experiential learning”
• The participants are learning through their own or other’s experience
 • Confucius stated that by doing is the best way of understanding
• Learners and facilitators relate in adult-to-adult fashion, as peers, colleagues, or
co-learners
• Facilitator is just the team player
• It emphasizes the value of the learner’s experiences and independence throughout
the learning process and focuses on the application of knowledge in real life
The Whole-Brain Learning Approach
o It is the most current teaching strategy
o Premise: the human brain is a complicated piece of multimedia technology
which is not completely use in learning.
o Research finding found that we are consciously just using 1-10% of our
mind capacity. Thus, this approach suggests that our lives will be much
more fulfilling when people know how to maximize their brain’s potentials
specifically for lifelong learning

Steps in Inductive Method

The atmosphere must be conducive to learning
1. Setting the
Talks about the physical facilities, orientation, and mood setting
climate
The right group climate is necessary
2. Determining The process must start with life experiences (dilemmas,
the learning disturbing circumstances, problems, concerns) as the objective
objective is directly rooted here
The facilitator opens up the issue, dilemma, problem, or
3. Doing
disturbance through structured activities
4. Looking, Participants then focus on what happened, content of the
observing expression, the processes at work in the group
5. Thinking,
The participants have to reflect on the experience as learning
analyzing,
then begins here
reflecting
Participant have to reflectively sort out their experiences
6. Generalizing, together
looking for New knowledge will be formed through the learners’ efforts of
insights testing these against their own feelings, thoughts, and
experiences
Participants then have to act on the insights and understanding
they have obtained through the learning process
7. Acting
Learners, however, are free to decide to act immediately, delay
acting, or not to act at all

The Adult Learning Cycle

➢ It asserts that adults have their own unique preferences about how they learn

❖ Learning styles
➢ Describes how individuals learn and would like to learn
➢ They are the learning characteristics of an individual
➢ It is determined by how the individual perceives and processes the information
obtained and how they will interpret it based on their own perception.
Richard Felder and Linda Silvermann: Index of Learning Styles
▪ Categorized individuals according to how they perceive, process, and
understand information.

Learning Styles
Type of Learners They learn through…
according to…
Sensory Learners Concrete facts and data
Intuitive Learners Theories and principles
A. Perception
Visual Learners Visual aids
Verbal Learners Written or auditory materials

Active Learners Working and learning with others

B. Processing Introspection and thinking things
Reflective Learners
through themselves

They are linear and learn when

Sequential Learners there is a steady progression of
complexity
They are holistic and use systems
C. Understanding
thinking
Global Learners
Learn best when bigger pictures
are presented first

David Kold (1976) Learning Style Preferences

Type of Other Term for

How they learn
Learners the Learner
Uses receptive, experience-based approach
Judgments are based on feelings
Accommodative Concrete
Learners Experiencers Learn through specific examples, involvement,
discussions
They are active learners
Uses tentative, impartial, and reflective approach
Rely on careful observation
Divergent Reflective
Learners Observers Learn best through impartial observation
Perform best when they are given enough time to
think through about the topic
Uses analytical and conceptual approach
Uses rational evaluation and logical thinking
Assimilative Abstract Learn from impersonal situations and through
Learners Conceptualizers integrating new learning
Comfortable in generalizing
They are theory-based
They approach learning in a pragmatic or
practical way
Convergent Active
Rely heavily on experimentation
Learners Experimenters
Learn through projects, back home applications,
and through trying things out
 ❖ Experiential Learning Theory
➢ Asserts that individuals go through a cycle of learning wherein they experience a
stimulus, observe and reflect on that stimulus, form generalizations leading to new
knowledge, and then eventually apply that new knowledge.
➢ The experiential learning cycle is a process therefore it cannot be cut or there are
no shortcuts just because of the learning preference of the individual
➢ In order for the learning to be effective and lasting, the learner must move through
the stages completely

Experiential Learning Cycle

What does learners

Stages Who Likes Who Dislikes
do?
Activity, doing the
1. Experiencing Concrete Experiencer Reflective Observer
tasks
Sharing reactions and
2. Publishing Concrete Experiencer Reflective Observer
observations
Discuss the patterns
3. Processing Reflective Observer Concrete Experiencer
and dynamics
Reflective Observer Concrete Experiencer
Infer principles about
4. Generalizing
the real world
Abstract Conceptualizer Active Experimenters
Planning more
5. Applying Active Experimenters
effective behavior

Learning Methods

1. Classroom Training
• It is the traditional method of learning
• It can be lecture-based; face-to-face; or instructor- or facilitator-led
• Advantages: opportunity for discussion and interaction; facilitators have greater
control for the participants completion of the course; easier course design; widely
accepted method for training
• Disadvantages: increased probability of passive interaction; limited control on the
relevance of the content being presented; limited presentation time; finding a
common schedule; taking more time from the participants
a. Lecture/Lecturette
o The content being presented is in an orderly and structured manner
o Provides explanation of principle, concept, model or research relevant to
the learning objectives
o Lectures: aims to deliver knowledge through a more in-depth and detailed
material
o Lecturettes: aims to help participants make connections with their
experience and the content being taught through a more simplified
material
b. Structured Learning Experiences
o Incorporates principles of group dynamics
 o Applies the inductive learning approach to provide the participants a
structured experience
o Participants undergo experiential learning cycle
o Participants do the activity to trigger the experience which then will be
processes to obtain insights, learning and inputs
i. Small group Discussions
▪ 6-10 members
▪ Share their thoughts regarding a specific topic or issue
ii. Case Studies
▪ Participants are given a case (detailed write-up about a problem
or situation) for them to analyze and then eventually provide
their own insight and recommendations; even produce an
output or action plan
iii. Role Plays
▪ Participants have to re-enact scenarios or situations they
previously experienced
▪ Re-examine their past actions, reactions, or they can
experiment with new behaviors
iv. Game
▪ Participants compete with other teams or individuals
c. Professional Conference
o It is a scheduled, large, and formal meeting of people from a particular field
or profession
o Involve keynote presentations and sessions in order to discuss the
concerns, issues, and developments regarding the field of expertise
o May also involve workshops to develop the participants’ competencies
o Advantages: individuals of the same profession sharing skills and
knowledge; evoking new insights and fresh ideas, network with other
professionals in the same field
o Disadvantage: not as in-depth as compared to other approaches
2. Computer-Based Training
• It is designed for self-paced learning through interactive computer-based program
• Often delivered via CD-ROM or the internet
• Relies on elements: learning control, pre-designed materials, required responses
• Anchored on game-based activities or simulations, can also be tutorials, practice
exercises, case studies, etc.
• Advantages: consistent learning content; easy accessibility; reduced training time
and cost; learners can decide based on their availability
• Disadvantages: lack of human interaction; challenges in updating the content;
difficulties in computer literacy; technical support issues; insufficient resources;
requires strong self-motivation
3. Online Learning
• Act of learning online and making use of electronically networked technology as a
medium to connect the learners to the content
• Requires learners to be motivated, self-directed, and computer and technology
literate
• Advantages: practicality, convenience, cost efficiency; standardized delivery of
information and concepts at a shorter period of time
• Disadvantages: ineffective use of technology; technical problems; mismatch with
the participants’ learning style; feelings of isolation
4. Mobile Learning
• Use of handheld devices to facilitate, enhance, and extend the reach of learning
• Can take place anywhere and at any time
• Advantages: portability; ease of access; less expensive
• Disadvantages: restricted storage capacities and message length; low audiovisual
quality; uncommon operating systems and platforms; smallness of the screens;
limited social interaction and nonverbal communications

5. Assessment
• Individuals can learn through the feedbacks about their behavior which they
receive from people
• Advantages: learning objectives and learning points of each individual is
accurately identified; objective data is produced
• Disadvantages: time-consuming and costly

a. Assessment Center
o There are various trained observers that make the judgments about one’s
behavior
o Then, the judgments are discussed among the assessors in order to finalize
the evaluation that will be given to the individual

b. Psychological Test
o It measures an individual’s tendencies or predispositions

c. Performance Appraisal
o An individual’s behavior or performance is evaluated in relation to a
standard set of criteria

d. Benchmarking
o An individual’s characteristics or behavior is compared to an ideal,
exemplar, or a standard

6. Job Experiences
• Individuals largely learn from their on-the-job experiences
• According to McCall and his colleagues, 70% of learning come from job-related
experiences; 20% are from the individual’s interactions with others; and 10% from
formal education or training
 • Organizations can structure work experiences through: (1) Job enlargements or
enrichments; (2) Job transfers; (3) Job rotations; (4) Special job assignments; and
(5) Exposure trips
• Advantages: individuals are able to build their capabilities while performing their
jobs; minimizes the need to stay away from work while learning
• Disadvantages: it should be assured that job experiences are carefully planned;
employee’s progress and learning must be continuously monitored

7. Blended Learning
• It is the combination of different learning methods to achieve the learning
objectives
• Advantages: optimized development cost
• Disadvantages: need for skilled facilitators; requires participants to have intrinsic
motivation, be self-directed; mastery of the technology being used

Dimensions of Blended Learning

a. Self-paced and live +
Self-study and sharing knowledge with others
Collaborative learning
b. Structured +
Informal day-to-day activities and knowledge repositories
Unstructured Learning

Generic concepts and theories are transformed into

c. Custom content + Off-
relevant and customized information responding to the
the-shelf content
organization and individuals’ needs

d. Learning + Practice + Supplement the training programs with opportunities for

Performance Support application in the workplace

Three Major Instructional Resources

1. Cone of Experience
• Proposed by Edgar Dale, known as the Father of Modern Media in Education
• It quantifies what people generally remember using various materials. It
emphasizes that the more learners engage or experience things, the greater the
chance that they learn.
• It basically means that as you go higher the cone, the more the material becomes
abstract. Learners, then, has lesser tendency to remember what they have learned
through the material.
• The lower placement in the cone of the material used, the more concrete it
becomes for the learners. Thus, the more learners are capable to remember what
they have learned through the material.
• The material situated at the top of the cone are pictures, visual symbols which only
allows learners to define, describe, list, or explain a concept.
• The material situated at the bottom of the cone are direct and purposeful
experiences which allows the learner to analyze, design, create, and evaluate a
concept.
2. Duo-dimensional List of Method
• It was proposed by Dugan Laird
• The learners and facilitators are both involved in the learning process wherein they
both have the control over the content and the activity levels
• The facilitators give preliminary instructions or content to the learners and through
activities, the learners provide what they know about the topic. The facilitator
presents himself as a lead for what topic to discuss and as a guide for further
clarifications from the learners.
3. Hermann’s Quadrant Brain
• Proposed by Ned Hermann
• He incorporated various theories and models by various experts to create a model
of the human brain showing the various quadrants responsible for learning specific
areas
• The upper structures of the left and right hemispheres represent cerebral thinking.
It is more cognitive and intellectual mode of thinking which is focused on gaining
knowledge, reasoning, and analyzing.
• The lower structures of the left and right hemispheres represent the limbic
thinking which is responsible for feelings and emotions of thinking
Location of Preferred
What do you Frustrations in
the Dominant How do they learn? Learning
call them? Learning
Brain Part Activities
Precise
They prefer lectures, definitions Vague and
facts and details, ambiguous
Left Cerebral Direct to the
Theorists critical thinking, instructions;
(Upper) point
textbooks, and Inefficient use of
readings Factual time
learning
They learn through Brainstorming
brainstorming, Free
metaphors, association Too slow pace;
Right Cerebral illustrations and Lack of overview
Innovators
(Upper) pictures, mind Visual or or conceptual
mapping, synthesis graphic mind framework
and holistic maps
approaches
They learn through Step-by-step
instructions Disorganization;
outlining, checklists,
Poor
Left Limbic exercise and problem
Organizers History sequencing;
(Lower) solving with steps,
Lack of practice
policies, and
Timelines time
procedures

Impersonal
Impact stories approach of
They prefer
examples;
Right Limbic cooperative learning,
Humanitarians No sensory input
(Lower) group discussions, role
playing, dramatization Collaborative Sterile learning
activities climate
Developing Learning Organizations

❖ Learning Organization vs Organizational Learning

Learning Organization Organizational Learning

✓ It is the characteristic seen in an
organization that has the ability to learn.
✓ It is an organization wherein everyone (from
the top down to the last person) is involved in
continuously expanding their skills, capacity,
and knowledge to be able to contribute to
the welfare of the organization.
✓ It is how the entire organization responds to
the obtained knowledge that determines
their extent of learning.
✓ It is the process by which an
organization improves or changes
something that does not
contribute to their performance.
✓ It refers to the means or actions
than an organization takes in order
to learn something.
✓ Here, it is vital that the
organization and the employee’s
beliefs toward learning are aligned

▪ How to develop a Learning Culture?

• A culture that is open to learning is an important factor in order to develop a
learning organization
• Learning Culture refers to how an organization views and encourages a
collaborative learning experience; it is concerned about how learners view their
organization as supportive towards learning

Main Players in forming a Learning Culture

1. Leaders as role models, coach, and mentors

• Organization leaders direct the organization where it wants to go, how it wants to
get there, and what changes they are willing to make
• Management support is modeling the desired behavior by recognizing, rewarding,
and reinforcing participation
• Leaders should be able to walk their talk
• Leaders have to cultivate learning culture rooted on openness and trust where
everyone feels safe to share their ideas and opinions
• Leaders, must also be able to coach and mentor their employees about the how of
certain things and process
• Leaders must empower their employees to be accountable for their actions and
still make decisions on their own; it is about not overpowering what the employees
can do but about being there, guiding the employees in reflecting and learning from
their experiences
• Coaching is the act of directing another person to improve their proficiency in a
competency through giving encouragements and advices. It is more hands-on,
practical, and structured; it focuses on solutions and actions, tasks, performance,
and development
• Mentoring refers to achieving learning and development to further grow and
advance through the relationship between the mentor and the mentee. It is free-
form partnership wherein the mentor is more capable, experiences, and senior
• Ateneo CORD’s Cyclical 6-A Coaching Model
o Aim: identify the goal of the learner
o Assess: evaluate the performance of the learner to his or her goal
o Affirm: provide positive feedback about the learner’s current performance
 o Advance: identify the areas of improvement for the learner
o Act: determine what they can do to achieve their goals and what support
they need
o Achieve: monitor what the learner has committed to do and identify other
support they need
2. Rewards and reinforcements
• Organizations provide employees with an incentive as they pursue learning
• External rewards should be regulated as it can weaken a person’s intrinsic
motivation to pursue an activity
• Inculcate that learning is for their own benefit and is a reward itself
3. Developing self-directed and team-based learning
• For learning to occur, people must be interested in it in the first place
• Braman’s (1998) study found out that there is a strong relationship between
readiness for self-directed learning and individualism
• Filipinos are considered to be collectivist. Organizations should develop self-
directedness among its people an encourage an open dialogue with other
members of the group
▪ Process of Team Learning
c. Team Reflexibility:
a. Sharing: b. Construction:
process of reflecting on
communicating or developing shared
shared mental models
distributing their knowledge and building
about the team’s reality;
knowledge to other shared meaning within
goals and methods; then
members of the group the team
reconstructing them

f. Storage and Retrieval:

e. Boundary Crossing:
d. Team Activity: process of saving the
process of sharing with
working together to results of the team’s
other teams or individuals
achieve the team’s goals learning process for later
outside the team
use

4. Evaluating Learning
• Sustaining momentum means to continuously monitor and evaluate initiatives
and seek ways to further improve them
• The organization must…
a. Understand what are the changes that learning will bring to the organization
b. Determine the role learning plays in the organization’s strategy
c. Ensure that leaders and support systems are in place to sustain the program
d. Ensure that the organization’s stakeholders are ready themselves
Strategic Learning and Development

❖ Training
• In the old paradigm, it is seen as a cost, a disconnected learning activity that is provided
in a one-size-fits-all way
• In the new paradigm, it is seen as a revenue-driver, an interconnected activity that
offers learning activities that are aligned with the employees’ needs
▪ How is TRAINING administered?
1. The organization must first identify its directions, where does it wants to go. This
should be rooted on their vision, mission, objectives, values, and culture.
2. After which, the organization needs to identify the competencies it wants to see
upon the employees. These competencies become the standards by which the
employees will be evaluated for effective performance and development.
3. The organizational development (OD) specialist will then conduct an employee
development needs analysis. This then reveals the gap between the current and
desired performance of the employees and the organization at large.
4. OD specialist will now develop an intervention that caters particularly for the
needs of the organization, most specifically the employees. In developing an
intervention, the following must be recognized:

a. Learning objectives
✓ It has to be specific and measurable.
✓ It has to describe what the participants are expected to do and what
they will be capable of after the implementation of the intervention.

b. Content
✓ The content should cater the needs of the employees and must be
geared towards the learning objectives that have been set.

c. Method
✓ It should be sensitive to the culture of the organization.
✓ Make sure that the implementation method will be appropriate for the
nature and context of the organization.

d. Instructional materials
✓ When needed, this should be produced and disseminated to the
employees.
✓ Examples include visual aids, booklets and such

5. After the development, the intervention is now ready for implementation.

6. After implementing the intervention, there is a need for evaluation. It is when
the effectiveness and the overall impact of the implemented intervention are
assessed. It helps organizations to examine whether the learning objectives are
met or whether the cost is worthy.

❖ Competencies
• These are the standards by which the employees will be assessed for effective
performance and further development
❖ Employee Development Needs Analysis
• It is a process that reveals the gaps between the current and desired performance

❖ Kirkpatrick (1988) and Phillips and Zuniga (2008): 5-Level Model of Evaluation

1. Reaction: The participants’ attitudes, perceptions, opinions, beliefs,

thoughts, and feelings toward the intervention

2. Learning: Simulations and skill practices determine if the participants gained

new knowledge or skills from the intervention

3. Behavior: Whether what has been learned from the intervention is

translated as an actual application in the workplace

4. Business Impact: Did the intervention created an impact to the

performance of the organization?
It measures the increase in outputs, savings in time and cost, as well as the
improvement of quality

5. Return on Investment: It is the monetary value and benefit of the

intervention in relation to the costs associated with it