Abstract
The process observation analysis, supported by Industrial Engineering skills, highlighted the practical applications of essential elements in group dynamics, such as interaction, participation, and task fulfillment. Analytical thinking and keen attention to detail enabled a nuanced breakdown of group interactions, drawing connections between observed behaviors and desired outcomes. The study emphasized that incorporating process observation techniques in educational counseling enhances student support, effective decision-making, and smooth conflict resolution. Findings demonstrated that organizational and planning skills—essential in time management and agenda setting—play a vital role in maximizing productivity during engagements. The Industrial Engineer’s systems thinking skills provided a holistic view, capturing how structured agendas and managed timelines contribute to successful organizational meetings. The use of a participation matrix showcased an effective data collection and analysis approach, enabling a structured evaluation of each participant’s contribution to group discussions and overall productivity. Additionally, integrating both qualitative and quantitative techniques illustrated the value of statistical and quantitative analysis in action research. Results indicated that purposeful seating arrangements and attention to environmental details foster equal engagement and open conversation. Creating a collaborative and supportive atmosphere promoted active engagement, showing the impact of effective interpersonal and communication skills. Finally, Industrial Engineers apply problem-solving and decision-making skills in process observation analysis to assess interactions, communication, and other elements essential for cooperative decision-making. Documenting these observations effectively through technical writing ensures that findings and recommendations are communicated clearly to stakeholders, making process observation analysis a robust tool for organizational growth and productivity.
Author Information
Vielle P. Digor, Technological Institute of the Philippines, Philippines
Geewel P. Dariagan, Technological Institute of the Philippines, Philippines
Kristine Bernadette T. Empaynado, Technological Institute of the Philippines, Philippines
Jemerson L. Baldonado, Technological Institute of the Philippines, Philippines
Jeremie N. Nervar, Technological Institute of the Philippines, Philippines
Isaac Philip Eraga, Technological Institute of the Philippines, Philippines
Jaypy T. Tenerife, Technological Institute of the Philippines, Philippines
Paper Information
Conference: ACE2024
Stream: Counselling
This paper is part of the ACE2024 Conference Proceedings (View)
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