a property of all the learning activities

form of simulations that gets at the reality of a

job through the paper symptoms of the job

actively listens to both content and feelings or

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.