My Teaching Philosophy


I consider teaching as a noble vocation and profession. Primarily, I teach because I want to help educate, shape, and mold future leaders of our society who will make this world a better place to live and flourish. However, I also teach because of my self-serving interests. In teaching, I am allowed to “pay forward” to others by sharing my learning, knowledge, experience, and expertise to facilitate my students’ learning journeys. More importantly, as I teach, I also learn. As a lifelong learner, I value the opportunity to learn from my students and vice versa.


My formal teaching experience have so far been with the following types of students (or participants):

  • Graduate students

  • Working professionals

  • Business leaders

However, who said that teaching can only be done under formal settings? I am open to opportunities and possibilities to further enhance my teaching experience and repertoire.


Primarily, I teach human resource (HR) management-related courses and classes  across the entire HR value chain from recruiting, performance management, compensation, development, engagement, and retirement.


Also, I can teach Positive Psychology, Leadership, Business Management, and Entrepreneurship courses.

Regardless of what I teach, I make sure that I combine theory with actual, real-world practices to enrich the learning experience of my students.


I consider myself as an agile and inclusive, business-academic or a scientist-practitioner type of educator. I have always believed that theory and practice go hand-in-hand. In as much as data and information are useless if they are not transformed into knowledge or wisdom, pure research or theory is meaningless unless they can be applied and used in the real world and for the benefit of the society and humanity. Conversely, actual practices need to be grounded in research, science, and scientific inquiry to provide a disciplined approach and framework.


In doing so, my teaching style primarily adopts the use of the Socratic Method and the Adult Learning Process. However, as an agile and inclusive educator, I use other learning theories and teaching modalities that I believe would be best suited to better ensure the success of my students and provide them with the best learning experience.


In its most basic form, the Socratic Method advocates questioning everything. Nothing is sacred. Everything can be discussed, debated, and argued in a safe but brave or courageous academic environment. I expect the students to independently and courageously form their hypotheses or opinions, test and defend them, and eventually adopt the best argument based on sound logic, reasoning, and science.


On the other hand, the Adult Learning Process emphasizes experiential learning (Kolb, 1984) at its core. Students learn by doing, and from multiple sources: from the Lecturer, their classmates, and themselves. I encourage students to be ready to learn new knowledge, unlearn old ideas, and re-learn new ways of doing things or thought processes.


To be successful in my class/course, I invite students to:

  • Be responsible for their learning.

    • Students need to bring their whole and best selves into the class. Share their experiences, insights, and stories to help create a learning environment for the class.

    • Answer the CHALLENGE QUESTION for extra learning and grade points.

    • Fill out the “My Learning Journey” sheet provided to each student before the end of each class to help crystalise key learning points from the class.

  • Criticize ideas, not people.

    • Students need not be politically correct. Just be courteous, respectful, and professional.

  • Keep pace with the class.

    • However, I meet students where they are. No one is left behind. My class is a learning journey taken together by the students and myself as the teacher.

  • "Think on your feet."

    • Don’t wait to have the “perfect idea” before speaking out or sharing your thoughts. The only bad idea is the idea not shared. However, I provide scaffolding for those students who are not comfortable in this type of interaction so that they are able to share their thoughts and ideas as well.

    • The classroom is a safe environment for students to share ideas, incubate ideas, and agree to disagree. I encourage students to be courageous and brave in the pursuit of academic excellence.

  • Study to learn not just to earn grades.

    • Focus more on learning, less on the grades. The goal matters but the journey towards that goal matters more.

    • Students make their grades. I don’t give grades. I “assign” them based on students’ academic performance and overall class performance, both in-class and off-class.

    • Having perfect attendance DOES NOT and WILL NOT guarantee that students will pass my class/course. Students need to participate, get engaged, and fulfill all the requirements of the course.

    • I have a zero-tolerance policy on plagiarism. Students ALWAYS need to properly cite references as a basic academic courtesy and respect to others.

Disclosures & Disclaimers


The HR Central K.K. logo and its associated service logos and slogans are registered trade/service marks and properties of HR Central K.K.

Harrison Assessments Logo is owned by Harrison Assessments Int'l. Ltd and used here with permission.

The HR Agenda and JHRS logos are registered trademarks and properties of The Japan HR Society (JHRS) and used here with permission.

All other contents and materials © 2008 onwards by HR Central K.K. All rights reserved.


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