Learning Guide in

Phase 3 Integration: Wrapping It Up

Part 2 Structured Learning Experiences
Part 3 Lecturettes

Objectives:
At the end of this chapter, the students will:
Learn and understand concepts on integration, structured leaning experience, and
lecturettes
Relate to real life situations to strengthen learning
Apply the learned concepts in the respective lives in relation to this subject
course

Content:

Phase 3. Integration: Wrapping It Up

I. Synthesis and Generalization

The results of data analysis are synthesized or put together so that
generalizations can be made about the relevance of the activity to everyday life.

Developing Lecturettes
More readily available sources that lend themselves to lecturettes when
organized are the facilitators' own reflections of past and ongoing training
experiences. Another source is the pooled theorizing and conceptualizing of
participants and facilitators as they synthesize their experiences.

II. Integration: Applying It

Creative Practices in Integration
Pfeiffer and Jones (1980) suggested several creative practices to be
incorporated in this stage:
Consulting dyads or triads - taking turns in helping one another to apply
learnings
Goal setting - writing applications according to goal criteria
Contracting - making explicit promises to each other about applications
Subgrouping - forming interest groups to discuss specific applications of
 new learnings
Practice session - role playing "back-home" situations to attempt changed
behavior

True Integration
Well-intentioned action plans are conceptual and cognitive, and must
subsequently be implemented and submitted to crucible of experience, success,
or failure.

III. Evaluation: How Did It Go?

The processes that will determine the value or the importance of a program to the
participants, as well as to the organizers, are referred to as evaluation systems.

Types of Evaluation
Evaluation procedures are either summative or formative or a combination
of both.
Summative evaluation - also known as terminal evaluation, measures its
objects against an absolute norm, a definite standard of excellence
Formative evaluation - also known as developmental evaluation, looks
more to descriptive data; measures observed outcomes against
intended outcomes
Cooperative evaluation - also known as Multisource or 360 degree
evaluation system; here, individuals rate themselves, are rated by
their peers, superiors, and those directly reporting to them, using the
same evaluation instrument.
Evaluation Instruments
Program interviews and selection procedures
Periodic "temperature" checks during the program
Reflection logs
Learning diaries
Work or practicum reports
 Observation of performance tryouts
Verbal feedback
Questionnaires
Pre- and post-interviews
Team clinic-ing
Facilitators' observations
Self evaluation performance appraisal instruments during the program
On-the-job performance appraisal instruments

Phases of Evaluation
The training team goes through a systematic three-stage process;
Appraising the effectiveness of
Participant's performance vis-vis expressed gains
Learning modules - design, content, and process
Facilitators and resource persons
Training materials, teaching aids, and adequacy of supplies
Scheduling - duration, pacing
Program structures, seminar facilities, board and lodging
Administrative and logistics support
Teamwork of training and staff
Costs - accountables and payables
Analyzing data gathered from the evaluation
Formulating plans
To incorporate improvements with the next program
For follow up mechanisms for the participants and the programs just
ended
IV. Ethical Considerations: Valuing It
Preparation
As responsible facilitators of learning, in assessing preparation, one must
consider not only the skills but so as the authenticity as a person. Paramount
consideration is the responsibility to be aware not only the strengths but also the
 limitations.
Use of Techniques
As facilitators, one must go through a systematic assessment or diagnosis of
the training an development needs of the client group. That is, facilitators must
make an effort to interview directly the prospective participants, either individual
or in focused group discussions (FDGs).
Conducting Structured Learning Experiences
As facilitators, they are morally obliged to receive the participant's
expressions as authentically theirs, that is, facilitators must not impose their own
set of beliefs to the participants under any circumstances. Facilitators may not
tamper with the data evoked from the participants in the course of SLE.
The Unstructured Learning Experiences
Some examples are encounter groups, sensitivity training, or T-groups, and
counseling or therapy groups. Structures, learning objectives, and learning
contracts of these special groups require further specialized formal competency
training.
Assessment of Competency
Constant feedback from, evaluation by, and clinic-ing with the team
members, particularly with professional facilitators, will keep a person aware of
the development of the skills and pace of growth.
Ongoing Personal Growth
This type of growth is imperative, for one of the most important training
components in our formation as group facilitators is our humanness, which
cannot be "put on and off". Our person, or pagkatao, is on the "front line,"
transparent and authentic, as we should be, even as we constantly make
presentations to one group after another.
V. Conclusion: Some Final Notes
Dynamics of Human Growth
Understanding that individual and group process is a discipline makes it a
potent tool for bringing about a "multiplier and ripple effect". The planned
change agent can use this understanding to open people to change and newness,
 making possible growth, development and transformation of rich human
resources of this nation.
Effecting Positive Change
The formula for effective growth is:
Effecting Positive Change = F1 (F2 x AR x AI)
where F1 = the function of the
F2 = facilitator, who multiplies
AR = accurate readings (interpretations) of situations and multiplies
selection of
AI = appropriate interventions (responses)

Thus, the facilitator increases the chances of achieving positive effects,

which will result in a situation that has changed for the better.
When the reading or interpretation of a situation is sensitively accurate, then
the response or intervention will be appropriate. The effect will be positive, thus
changing the situation for the better. The result will be new learning or growth.

Part 2 Structured Learning Experience

SECTION 1: VALUE INFORMATION AND TRANSFORMATION

Beliefs and value system play a key role in this area: they shape our preferences, direct
our behaviors, and therefore determine the quality of our lives.

Value Clarification and its variations not only identify beliefs, values and practices in the
Philippine setting but also propose various means of effecting value transformation.
Emmaus- cross cultural values emphasizes the overriding value of respect for different
cultural value systems and of peace.
Building Our People, Building Our Nation- a value transformation workshop is a
 research utilization activity derived from the report of a national survey and study
conducted for a movement toward the moral recovery of the nation.

SELF MASTERY
- personal effectiveness into a more accurate description and comprehensive framework
for the experiences of self-awareness
- this section addresses the development of emotional literacy or “emotional
intelligence”, in order to achieve true self- mastery
- we become more aware of our behavior by being part of a group in which the members
open up to one another, each one serving as a mirror to the rest

Mindfulness
is a state in which a person is able to be fully attentive to the present moment, attaining a
deeper and clearer self knowledge and feeling relaxed and energized quickly and
simply
Mindfulness: A Meditation Approach assist individuals to get in touch with a deeper
dimension of the self
stress is created in the person who has given up antiquated ways of doing things
too much stress may drive a person to either inaction or overreaction
Body Mind: A Stress- Management exercise identifies alternative ways of managing
stress, with emphasis on the connection between stress and physical functioning.
Yin Young: training for Androgyny encourages the individual to develop behaviors and
attitudes traditionally assigned to the other sex in order to become more integrated
and whole.

VALUE CLARIFICATION
Objectives:
To understand the process of the value formation
To identify the individuals beliefs, values, and practices
To determine the positive and negative consequences of such practices
To arrive at decisions of value modification
Orientation:
The facilitator may refer to the overview on value clarification. She may emphasize the
importance of identifying individuals beliefs, values, and practices to determine their
effect on our development as individual and as a nation.

EMMAUS: CROSS CULTURAL VALUES

Objectives:
To be able to live or coexist peacefully with a specific group of people whose culture,
religion, beliefs, values, customs, and traditions differ from one’s own.
To understand the behavior of a specific group of people whose culture, religion, beliefs,
values, customs, and traditions differ from one’s own.
To respect and accept other people as they are, as well as their culture, religion, beliefs,
values, customs, and traditions.
Orientation:
The facilitator may talk on the overriding value of peace. She may also speak of respect
inspite of differences, a necessary component of peace.

BUILDING OUR PEOPLE, BUILDING OUR NATION: VALUE

TRANSFORMATION WORKSHOP

Objectives:
To understand the findings of a nationwide survey on the strengths and weaknesses of the
Filipino
To identify specific strengths and weaknesses of individuals and the group
To plan for strategies that will minimize these weaknesses and enhance our strengths in
so far as they affect the family, the community, and the nation
To appreciate the importance of transforming ourselves as a people in order to rebuild our
nation.
Orientation:
The facilitator may refer to the general objectives of the whole seminar and link this
module in terms of the importance of having a baseline understanding of ourselves before
we can plan to become more effective individuals.

MY “PAs”: PERSONAL ASSESTS

Objectives:
To identify one’s personal qualities and abilities
To determine how these are manifested in behavior and their impacts on others
To identify the collective strength of a group
To develop the ability of self affirmation and a quickness to affirm others
To appreciate the importance of emphasizing the strengths, rather than the weaknesses in
people building

MINDFULNESS: A MEDITATION APPROACH

Objectives:
To learn to approach whereby one can get in touch with the innermost dimension of the
self
To recognize the importance of making time quiet and reflection
To experience feelings of relaxation, peace, and wholeness

THE NINE JOINT EXERCISE

YIN YANG; TRAINING FOR ANDROGYNY

Objectives:
To become aware of the potential inner resources in each individual
To identify traditional male and female stereotypes
To appreciate the need to develop behaviors traditionally assigned to the other sex in
order to become more effective whole persons.
Orientation:
The facilitator may discuss the general orientation on personal development. She may
link this SLE to the previous session and/ or the general objectives of the seminar.

SOCIAL I.Q: ASSERTIVENESS TRAINING

Phase 3- Integration: Wrapping it up
Group process in the philippine setting
General statements
-Practitioners should and must also be very aware that with handling and
working with groups and different people that assumptions one must have must be
in relation to a group’s motivational drive. It is not about what the participants feel
about the program, what is important is their performance after the program.
Use of group process
STRUCTURED APPROACH in Group Process, that is to primarily predetermine skills
that must be developed and then designing a program that will develop expertise in those
skills.
Group process should develop and that is, in the ability to diagnose the skill needs of the
client.
CAREER EXECUTIVE SERVICE DEVELOPMENT PROGRAM’s (CESDP) live-in
portion was strong in developing skills needed for diagnosis, decisiveness, creativity, and
communication while the live-out phase was strong for developing skills needed for
perception and motivation.
A useful tool in developing a greater sense of relevance is the INCIDENT METHOD.
In the philippine setting
-Father Moran ought to teach of service to people and more importantly in
concern to the Filipinos that their contribution in any way to be recognized and be
appreciated by those significant to them through developing EFFECTIVE
FEEDBACK SKILLS. This is important to help them to make a more
meaningful life for themselves.

Group discussion in nation building

-The attitude of the citizenry is one of the main stumbling blocks in a
nation’s socio-economic progress.
-WE MUST USE ALL OUR SKILLS ESPECIALLY PSYCHOLOGISTS
AND US PSYCHOLOGY MAJORS, DRAWING IN ALL EXISTING
KNOWLEDGE OF PSYCHOTHERAPY AND PERSONALITY CHANGE
AND EVEN DISCOVERING NEW FACTS AND INVENTING NEW
TECHNIQUES TO OBTAIN OUR THERAPEUTIC GOALS.
Goals
-Filipinos must then learn to
1. Work together,
2. To work together, Filipinos must also learn to trust each
other,
3. And to be able to trust others, then one must learn to trust
himself first.

Treatment
GROUP DISCUSSION SUBSTITUTES PROBLEM-SOLVING
APPROACH FOR TRADITIONAL APPROACH
GROUP DISCUSSION TEACHES DISCRIMINATING TRUST
FOR PEOPLE OUTSIDE THE ALLIANCE GROUP
 GROUP DISCUSSION TEACHES INDIVIDUAL
RESPONSIBILITY

A description of the group-centered leader

2 Contracting approaches to Leadership in small group
-which are titled Basic Philosophy, and Principal Behaviour having both
Group centered and Leader Guided description.
Distinctive functions performed by the group-centered leader
(the functions or skills of the Group-Centered Leader are:
LISTENING SKILL, CONVEYING ACCEPTANCE SKILL, AND
LINKING SKILLS.)
How the group-centered leader goes about these 3 important functions
First,
in the “Listening function” the Group-Centered Leader, the leader
tries to discover a way of getting into the thought processes of the
other person or learn how to enter into the person’s own unique
“frame of reference”.
Being a Group-Centered Leader requires certain attitudes like
wanting to understand, earnest intent to be with people, and tries to
hear only what is present in the speaker’s awareness.
Tries to restate in his own language the expression of the speaker
and then to check to see if the restatement is acceptable to the
speaker.
Second
In the “conveying acceptance function” the leader conveys
acceptance from the group members by avoiding certain responses
and relying on certain other responses. Avoiding, direct responses
that convey intent to change others, and should consider indirect
attempts to change others.
Third
In the “Linking function”, the group-centered leader clarifies the
meaning of a comment and makes clear to the group how the new
contribution is related to the previous discussion. The group-
centered leader's linking function is very important during the early
stages of group development when each member's contributions
are likely to be more ego-centered than group-centered.

Authentic leadership in the Philippines

The need for new leaders with vision and integrity
-Leaders who practice “servant leadership”, which is important because
a movement gains momentum when the lives of its leaders touch the great
majority
Criteria of authentic leadership
-To identify these leaders, the criteria of being maka-Diyos, makatoo, and
makabayan should be used. A set of criteria could be drawn out The moral
recovery program should be able to allow discussion of persons who have these
 three qualities, together with the qualities of kagandahang-loob and lakas ng
loob.)
Authentic leadership indicator
-Some indicators are: MAKA-DIYOS, MAKATAO, MAKABAYAN,
KAGANDAHANG LOOB, and LAKAS NG LOOB.

Group Leadership Functions Scale

-consist of 28 items, and has 1 to 7 scale for each item.
Group leadership functions interpretation sheet
-Four functions: EMOTIONAL STIMULATION, CARING, MEANING
ATTRIBUTION, AND EXECUTIVE FUNCTION.
Scoring sheet

What to look for in Groups

-Group process or dynamics deals with such items as morals, feeling tone,
atmosphere, influence, participation, styles of influence, leadership struggles,
conflict, competition, cooperation, etc. But commonly the easiest aspect observes
often are
participation
communication
influence

styles of influence
-Influence can be negative or positive and can take many forms.
Four styles are suggested that are believed to frequently emerge in groups
1. AUTOCRATIC, 2. PEACEMAKER, 3.LAIZZES FAIRE, 4.
DEMOCRATIC.
Decision making procedures
Group atmosphere
-People may differ in the kind of atmosphere they like in a group.
Perceptions can then be gained into the atmosphere of characteristic of a group
through finding words that can describe the general impressions held by group
members.
Membership
-A major concern for group members is the degree of acceptance or
inclusion in the group. Different patterns of interaction may develop in the group
which gives clues to the degree and kind of membership.
FEELINGS
-Observers may have to make guesses based on the tone of voice, facial
expressions, gestures, and many other forms of non-verbal cues.
NORMS
-These norms may be clear to all members (explicit), known or sensed by
only a few (implicit), or operating completely below the level of awareness of any
group members. Some norms facilitate group progress and some hinder it.
Task maintenance, self-oriented behavior
Type of behavior relevant to the group’s fulfillment of its tasks: Initiating, Seeking
Information or opinions, Giving information or opinions, clarifying and elaborating,
summarizing, consensus testing.
Type of behavior relevant to the group’s remaining in good working order, having a good
climate for task work, and good relationships which permit maximum use of member
resources, i.e., group maintenance: Harmonizing, Gatekeeping, encouraging,
compromising, and Standard setting and testing.
Emotional issues: causes of self-oriented emotional behavior
These issues or basic needs include; the problem of goals and needs, the problem of
identity, the problem of power, control, and influence, and the problem of intimacy.
The kinds of behavior are produced in response to these problems like; Dependency and
counterdependency, Fighting and controlling, Withdrawing, and Pairing up.

A conceptual model of Group Development Process

Principles and conditions for learning in adult education

Principles of learning
9 principles of Learning:
LEARNING IS AN EXPERIENCE WHICH OCCURS
INSIDE THE LERNER AND IS ACTIVATED BY THE
LEARNER.
LEARNING IS THE DISCOVERY OF THE PERSONAL
MEANING AND RELEVANCE OF IDEAS
LEARNING (behavioral change) IS A CONSEQUENCE
OF EXPERIENCE.
A COOPERATIVE AND COLLABORATIVE PROCESS
AN EVOLUTIONARY PROCESS
SOMETIMES A PAINFUL PROCESS
ONE OF THE RICHEST RESOURCES FOR LEARNING
IS THE LEARNER HIMSELF
THE PROCESS OF LEARNING IS EMOTIONAL AS
WELL AS INTELECTUAL
PROBLEM SOLVING AND LEARNING ARE HIGHLY
UNIQUE AND INDIVIDUAL PROCESSES.
Conditions which facilitate learning
Learning is facilitated in an atmosphere which encourages people to be active.
Learning is facilitated in an atmosphere which promotes and facilitates the individual's
discovery of the personal meaning of ideas.
Learning is facilitated in an atmosphere which emphasizes the uniquely personal and
subjective nature of learning.
Learning is facilitated in an atmosphere in which difference is good and desirable.
Learning is facilitated in an atmosphere which consistently recognizes people's right to
make mistakes.
Learning is facilitated in an atmosphere which tolerates ambiguity.
Learning is facilitated in an atmosphere in which evaluation is a cooperative process with
an emphasis on self-evaluation.
Learning is facilitated in an atmosphere which encourages openness of self rather than
concealment of self
Learning is facilitated in an atmosphere in which people are encouraged to trust in
themselves as well as in external sources.
Learning is facilitated in an atmosphere in which people feel they are respected.
Learning is facilitated in an atmosphere in which people feel they are accepted.
Learning is facilitated in an atmosphere which permits confrontation.

Trainor Train Yourself

Setting goals and objectives
-There are but two types of training, one which you receive from the
others and the other one which you give to yourself.
-Using alternatives like Tom Bodell’s “Meta Goals”, Teresita Nitorreda’s
“creative application” objectives, or David Megginson’s “Four Approaches”.for
self-training and self-development.
-It is important to continually review where you are going and to be aware
of the dangers of drifting away from your objectives.
Some practical tips
-Teresita Nitorreda suggests some practical tips:
At the end of a training day, review and reflect on the happenings of the day. What struck
you most?
Check your own perceptions of participant responses and learnings by eliciting direct
feedback from them either orally or in writing through evaluation forms, for instance.
Regularly "clinic-ing" with fellow trainors is most helpful in self-training. Assuming that
there is a high level of trust among the members of the training team, feedback on one's
performance would be valuable.
To train yourself further, keep reading the studies, reports, reflections, commentaries, and
research work of other trainors.
Finally, do your own experimenting. Challenge your own creativity.

The person of the trainor

Creating climate
-Whatever specific objectives of the seminar he is conducting, the trainor,
through his person, adds a unique dimension to the dynamics in a given group.
This dimension is the "climate" that the trainor creates in the group context.
-Climate can be positive or negative.
Positive psychological climate allows the participant to feel free to be truly himself
without fear of judgment or censure.
Negative psychological climate produces anxiety tension, mistrust, etc. that would block
the group from accomplishing its task.
Reverence for the person
-“To respect another is to be open to this person’s experience, to suspend
judgment, to allow oneself to be moved by silences and nonsilences.”
-That is two persons must learn to respect each other’s space and pace.
Value influences
-A Trainor must be secure with his own identity, clear of his directions,
aware of his strengths and weaknesses, and his vision in life.
Different styles
-There are as many styles of interventions as there are different types of
people. For Henrietta Pascual, trainors will experience where their individual
capacity will be tested and they have to explore then own alternatives that will
help them learn and gain their own Trainor Development.

Is it worth it?
-Juan Kanapi Jr. answers Yes. and explained “There are many things you can do
as a formator. You can help people grow. You can make them happy by allowing
them to be themselves. You can make them more effective in their life by helping
them develop skills. The formation allows them to grow faster beyond what they
can normally do by themselves. For these, formation and being a formator is
worth it.” He also added that even with having doubts, and pains along with the
way it helps you grow and persist in training and formation.

PHILIPPINE CULTURAL VALUES AND DEVEOPMENT

Sociocultural change is a complex phenomenon interrelated with all aspects of

life, economic, political, technological and ideological.

Philippine Society And the Need For A Value Synthesis

Philippine society has remained by and large a bayanihan society with a

tendency to stress tradition, authority, personalism, family ties, interdependence and
harmony rather than innovation, autonomy and achievement.

Mainstreams in the Philippine Cultural Tradition

Malay Ethnic family

Chinese influence
Indian influence
Spanish influence
American influence

Philippine Value System

Value systems are configurations of culture. They compromise existential and normative
postulates, that is, the people views about nature of things, explanation of events,
perceptions of reality, interpretations for the rightness and wrongness, undesirability,
appropriateness or inappropriateness of action, aims, goals and aspirations , their belief
and sanction systems--in brief, the dominant motivations and basic principles underlying
their patterns of behavior.