Maximizing Outdoor Experiential Training and improvement Programs

Peter O Toole - Maximizing Outdoor Experiential Training and improvement Programs

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It is not uncommon for clients and company managers to be swept away by the novelty of outdoor experiential training and improvement programs. This often leads to misuse, failed expectations, and worse yet, training that is left in the training room. The qoute says Nancy Gansneder--University of Virginia professor and board member of the National community for Experiential schooling (Nsee)--is that "people who have a much shorter view tend to want that one-day romp in the park to affect how a team is going to work together. That's not going to happen. We have to invest an awful lot of time in it, and the payoff is down the road." (Schetter, 2002). Explore conducted by priest and Lesperance support these finding and suggest that any team improvements made by an Otd schedule may be lost after six months without support in the form of follow-up procedures along with team meetings, socialization events, coaching sub-teams, refresher training, and self-facilitation (1994).

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As many providers will tell you, educating the buyer is the first step to helping create any training that involves an outdoor component. Utilizing outdoor experiential training effectively requires being an informed cuonsumer, practicing good instructional design, and knowing how to go for an standard provider.

Being an Informed Customer

Many of the base misuses of Outdoor Training and improvement stem from misinformation in case,granted by vendors and a lack of an educated consumer base. Facts with regard to the benefits, theory and methodology surrounding the field are often overshadowed by slick color photos of novel acts that at best task an eschewed portrait of the nature and benefits of the learning vehicles.

What is Outdoor Experiential Training and Development

Outdoor Experiential Training and improvement can be defined as the purposeful use of outdoor-based active learning opportunities to enhance organizational turn straight through personnel learning (Current Terminology & Methodology). Such programs can be found under a variety of different headings depending on the location of the program.

Common Names for Outdoor Training and improvement Programs

United States

Experience-based Training and improvement (Ebtd), (Miner, 1991)Outdoor Experiential Training, (Laabs, 1991; Tarullo, 1992, Barker, 1995; White, 1995)Outdoor Based Experiential Training, (Wagner and Campbell, 1994)Outdoor Development, (Burnett and James, 1994)Outdoor administration Development, (Holden, 1994; Ibbetson and Newell, 1999)Adventure Education, (Miles and Priest, 1993)Adventure-Based Learning, (Callard and Thompson, 1992)Executive Challenge, (Tarullo, 1992)Outdoor Challenge Training, (Baldwin, Wagner, & Rolland, 1991)Adventure Education, Adventure Challenge, Corporate Challenge Programs, (web references)
New Zealand, United Kingdom

Outdoor administration improvement (Omd), (Ibbetson and Newell, 1999)
Australia and Canada

Corporate Adventure Training (Cat), (Priest and Lesperance, 1994)

Building off the Gass, Goldman, and priest model of Ebtd (closely connected to Otd), and as referenced by the task Challenge website (http://www.projectchallenge.com/training.htm, 2004), Otd (Ebtd) has six components that cut off it from original learning.

Otd is experiential: while working under hands-on conditions, habitancy learn best by doing.Otd is dramatic: the excitement and emotional aspect of these activities focus concentration and sharpen minds. habitancy remember what they learn.Otd is novel: because of the unique context and uncertainty of outcome for these activities, no one is considered to be an expert. Adventures tend to equalize habitancy and break the hierarchical barriers and apprehensions that often exist in large organizations.Otd is consequential: errors have inherent ramifications in adventures (getting wet in a canoe or falling of a rope), unlike in a classroom simulation (where play money is lost). Furthermore, success and failure is supported by those who beyond doubt matter (coworkers and oneself).Otd is metaphoric: adventures are a microcosm of the requirements needed for and changes taking place in the work world. Behaviors demonstrated by individuals and groups while these activities are parallel representations of the way they act and what happens in the office. As such, new learning (skills, coping strategies, and bonding among personnel) can be analogously applied toward future efforts on the job.Otd is transferable: testimonials by past participants support the utility of experience-based training, and limited Explore studies substantiate that new learning does show up in the workplace. habitancy refer back to their experiences and advent their tasks from a fresh perspective.

Although Otd is based colse to these unitary concepts, the vehicles and approaches implemented can be quite diverse. Whereas most Otd programs are carried on outdoors (there has been a modern trend to create synthetic outdoor environments indoors), the level of instruction, type of activity, level of risk, and achievable outcomes will vary agreeing to the type of schedule undertaken. Richard Wagner and Christopher Roland, authors of "How productive is Outdoor Training?" suggest that Otd programs can be broken into two categories:

Low-impact programs commonly use initiatives with limited physical risk. Activities tend to involve an whole work group.High impact programs use initiatives that have a relatively high level of perceived risk. They can involve individuals as the focus of the activity.

This model seems incomplete given the heterogeneous nature of Otd vehicles and their impacted focus on work groups or individuals. Although Agran, Garvey, Miner and priest suggest a more detailed model of activities and purposes, their model too seems incomplete. A more ample model serving to consolidate the two is in case,granted below.

Activities and Purposes of Otd

Socialization Games

Examples: Name Game, Group Juggle, Human Knot, Lap Sits, Circle The Circle, Yurt CircleDescription: Games or activities designed with the aim of familiarizing work groups and individuals with other members of the group, inciting excitement, establishing group tones, and reducing individuals' inhibitions.Outcomes: Fun, Familiarization, Socialization, Excitement
Group Initiatives

Examples: Prouty's Landing, Croc Pit, Spider Web, Group WallDescriptions: Problems inviting real and imaginary ground-based obstacles (either natural or constructed) that challenge a group to pool their resources and work together to find solutions. Prosperous solutions require the participation of all group members working in concert (Brassfield, Sandweiss, and Smith, 2004). Outcomes: Team Work Strategies, Strategic Planning, productive Communication, Decision Making, Leadership, Personality Types, disagreement Resolution, allocation Of Resources, Creative qoute Solving, Trust And Support.
Low Ropes Courses

Examples: Mohawk Walk, Wild Woozy, suspend DouDescriptions: Often consist of personel elements or a series of elements based a few feet off the ground. Similar to high rope elements, these activities are not dependent on mechanical or physical belay systems, but rather, aggressive participant spotting. commonly require a degree of athleticism, supported by other group members, and a willingness to take risks. Involve a higher degree of actual risk. Outcomes: personel And Group Achievement, Team Work Strategies, Personal Growth, Risk -Taking, Trust, Communication
High Ropes Courses

Examples: Pamper Pole, Mulit-Vine Traverse, Burma Bridge, Postman's Walk Description: Refer to any number of elements based high off the ground where a belay theory of some sort is utilized to manage risk. Courses gift tests of physical strength, stamina, agility, balance, and flexibility, and they request participants to confront such emotional issues as the fear of heights, the fear of failure, and the fear of losing control. They require participants to draw upon reserves of courage and impel and to re-examine assumptions about their physical and emotional limitations. Conducted within a context of group encouragement and support, these programs often lead participants to a heightened awareness of self and to an increase of reliance and self-esteem (Brassfield et al., 2004).Outcomes: Risk-Taking, Confronting Fears, Re-Assess Assumptions About physical And Emotional Limitations, create Excitement, Build Confidence, bring up support and Encouragement.
Activity- Based Outdoor Pursuits

Examples: Climbing, Kayaking, Caving, Rafting, Mountain BikingDescription: Refer to outdoor adventures where rock climbing, kayaking, whitewater rafting, or some other car are used to metaphorically tackle problems. The level of activity, impact and risk depend on the environment, qualifications of the guide, nature of the program, and car utilized.Outcomes: Confidence, Coping With turn And Uncertainty, Leadership, disagreement Resolution, And Judgment.
Wilderness-Based Outdoor Pursuits

Examples: Expedition-Style Backpacking, Canoeing, and RaftingDescription: Refer to extended or multi-day wilderness adventures where food and supplies are carried along with the group. Outcomes: Leadership Development, Judgment, disagreement Resolution, exam Of Group Process, Big Picture, Team Work, Bonding
Other Adventures

Examples: military Scenarios, Fire Walking, Bungee Jumping, Car RacingDescription: May refer to a variety of simulated or nontraditional activities aimed at novel, shared experiences. different vehicles allow for different metaphors. Outcomes: Simulations allow for big photo experiences, time management, and decision making, while nontraditional activities focus on motivation, commitment, and leadership of teams.
Myths of Outdoor Training and Development

Outdoor Training and improvement has evolved considerably in the past thirty years and is now more on track with current instructional produce and training theories. Critics and skeptics of Otd often speak and reference programs of yesterday. Whereas there are still some programs who have fallen behind the times, many of the practices and myths of old Otd programs are outdated and no longer apply.

Myth 1: Otd is inherently risky and places individuals in uncomfortable situations.
Fact 1: Some elements of Otd are inherently more risky than others. However, Explore has repeatedly shown that adventure activities are significantly safer than most other original physical activities" (Priest & Gass, 1997). Additional Explore suggests that the key factors in the level of risk connected with Otd activities are: 1) participant screening and 2) the ability and ability of the guide or instructor. The task Adventure 20-year study of deaths and injury on challenge courses published in 1995 shows that out of a total of 194,800,000 recorded participant hours, the ample incident and serious crisis rate averaged to 4.33 accidents per million participant hours (Jillings, Furlong, LaRhette, Ryan, 1995). That is considerably less than driving a car to and from the site. Although vital incident Facts is inviting to locate in the adventure industry, Keith Jacobs of Experiential Systems and member of the connection of Challenge course Technology recently announced that he was aware of 16 vital incidents between 2002 and 2004. Of the 16 known incidents, 2 fatalities occurred. Nearly all of the incidents attributed some or all responsibility to educator judgment error (2004).

Myth 2: Otd pushes participants too far and places individuals in potentially harmful positions.
Fact 2: The outdoor training and improvement industry has almost universally adopted the notion of "Challenge by Choice". Practitioners recognize that some Otd exercises place participants too far beyond their limits and encourage participants to try their best and only do the things that they are comfortable doing. Boot camps and overhead Trust Falls at the onset of a schedule are (for the most part) a thing of the past.

Myth 3: Otd is too expensive.
Fact 3: ability Otd programs, depending on what you are finding for, can range from to 00 or more per person per day. Training fees often fall right in line with other classroom schooling and training that seeks similar outcomes. As with all training, the money spent is an venture in developing human potential. The expense connected to the cost of the schedule is often directly proportional to the return.

Making Training Work

There is a name for outdoor training and improvement programs that lack poor instructional design--we call it "recreation." As Roger Delves, vital counselor with Ellis Hayward, puts it, "one of the biggest risks of any assosication investing in outdoor administration improvement (Omd) [the United Kingdom and New Zealand term for Otd] is leaving the training in the training room" (Gregory 1999). To maximize learning, Otd programs must be viewed in the same light as more formal training. Implementation of a produce framework like the Adie Model (assessment, design, implementation, and evaluation) can be very beneficial.

Assess. Peter Sheath, general manager of the Bristol plant of general Domestic Appliances and strong advocate for Otd advises, "Firstly, you must have clear expectations, and make sure they are relevant" (Cook, 2000). If you compete a basic needs assessment, and "if there is no company benefit, don't do it," warns Karen Moore, a psychologist and director of assessment at the Dove Nest Group, a administration training consultancy based on the shores of Lake Windmere in Cumbria.

Organizations need to be beyond doubt clear of their objectives and about what they are trying to achieve. John Howard, an Otd provider at Anglesey Sea and Surf center (Assc) discusses inherent clients. "They whether have totally overblown objectives that cannot be met in a short course, or they simply don't know exactly what it is that they want." (Shutte, 1999). Vague or fuzzy objectives often lead to failed expectations and failed trainings. Be safe bet to gift your objective to your educator and provider before designing the program. Fuzzy objectives should be clarified.

Design. Once a goal assessment has been completed, it is equally imperative that an audience and target habitancy assessment is completed. Some activities and programs work well for safe bet people. High ropes courses, whitewater rafting and wilderness programs are not for everyone, and can be risky for older employees with heart conditions. Other activities like group initiatives are more universal and allow participants more options and roles in choosing their experience and level of participation.
In choosing activities and designing the program, be safe bet to consider pre-instructional and follow-up activities and programs. A good provider can help you go for ways that will best meet your programmatic needs.

More will be said about choosing a provider later on in this paper.

Implementation. Programs vary widely in degree by the nature of the product and provider chosen. Groups who come well ready are most likely to reap the benefits of Otd. In many cases, this means informing participants of what is unbelievable of them and what they should expect of the program. Participants often express signs of anxiety and distress when they lack the proper Facts to choose to feel otherwise.

Depending on the distance and nature of the schedule chosen, active components and time for reflection and discussion should be shared nearly equally. Participants should be allotted the time to make adjustments and apply new learning immediately, else keeping and change of Facts is unlikely. choosing a good provider is key to the ample outcome of the program. Wagner suggests there is no greater indicator for the success of a schedule than the ability and ability of the facilitator (Cain and Jolliff, 1998).

Evaluate. There is a true lack of good assessment that has been conducted in the field of Outdoor Training and Development. As the bottom line becomes more leading to companies, human resources departments are feeling the pressure to show support for their programs. Otd programs are oftentimes at the top of the list because of their novel and flamboyant nature. Steve Nielsen, managing director of the Leadership Institute, is quick to warn evaluators and company directors, "If you only look at the bottom line, you are only going to work on the things that can truly be measured. And if that's all you are going to work on, then you are doomed to failure. You must deal with habitancy where habitancy live--in their hearts--and then tie it to their minds."

Choosing a Provider

Availability of Outdoor Training Programs in the United States is staggering. Jim Liggett, owner of Ropes Courses Incorporated and founder of the connection of Challenge course Technology, recently estimated there to be more than 15,000 ropes course in the United States. This statistic needs to be taken with a grain of salt, however, as many programs and courses are run as part of a summer camp. Kirk Hallowell, co-chair of experience Based Training and improvement (Ebtd), suggests there is a contrast between programs offered by programs that provide educational programs and organizations that provide organizational development. "A facility, such as the Ymca or camp, may have a ropes course, but they aren't necessarily able to provide a corporate program" (Campbell 1996).

When approaching a provider, go prepared. Shop colse to and correlate programs from a series of vendors, both locally and elsewhere to get a good feel for what is inherent and will work best for you.

Priest provides a characterization of corporate and/or Ebtd programs that can be highly useful when comparing vendors and deciding whether or not an Otd schedule is right for your assosication (c).

Types of Programs and connected Costs

Program Type Recreation schooling improvement Redirection
Primary Purpose To turn feelings To turn thinking To turn functional behaving To turn resisting and denying
Application Universal/everyone Organization-wide Intact group (team) Pairs or individuals
Action Events Off-the-shelf Tailored Customized Unique and original
Learning Cycle performance emphasis Reflection added change of learning Supported transfer
Organizational Goals Disconnected Aware & connected Well integrated Seamless connect
Hrd's Role Can be absent May inspect Should aid facilitation Must co-facilitate
Organizational Intent Zero order turn First order turn Second order turn Third order change
Organizational Impact None personel only theory (individual) theory + individual
Typical distance 0.5 - 2 days 1 - 3 days 2 - 5 days 3 - 10 days
Cost per Client +/program day 0+/program day 0+/program day 0+/program day

The following 10 recommendations grow out of Explore completed by Richard Wagner and Christopher Rolland (1992) and personal experience as an Otd provider.

Determine the objectives for the schedule before choosing the car or scope of the program. schedule objectives should be specific and measurable. If your objectives are immeasurable, you should negotiate with your provider on more clear objectives that are obtainable.Select an Otd schedule on the basis of your objectives and not on the recreational desires of your participants, your own desires, or cost prohibitions. Settling for a lesser schedule often means sacrificing some objectives. If a schedule does not fit your objectives, revisit your objectives and consider a new program. Keep in mind, the schedule should be dictated by the objectives and not vice versa.Look for a provider that listens to your needs and desires. ability providers will be willing to customize the training schedule to meet your specific needs. Be aware of cookie cutter models. What worked for person else won't necessarily work for your company.Select a firm that meets your complete programmatic needs. Some practitioners offer needs assessment and assessment services, others do not. In many cases, it is more cost productive to use in house trainers who are customary with your company to escort the needs assessment and evaluation. In that case, it is also helpful to have those trainers come along and help facilitate discussion. The more that is required of the provider, the more considered you should check references and choose carefully.Ask for references and check up on them. Do not rely simply on word of mouth of the adverts of a slick magazine. Look for a proven track record in schedule effectiveness and safety. ability providers should be able to provide you with some sort of documentation.Inquire about how much time will be spent engaged in performance and how much time will be spent in discussion and reflection. As a role of thumb, at least 20 minutes out of every hour should be spent reflecting. This might take form in discrete ways. Interrogate about alternate forms of assisting transference back to the workforce.Inquire about the qualifications of facilitators. Are facilitators trained in first aid? Do they have specific experience working with other clients in your work area? What credentials do they carry? If the nature of your company is specific and you cannot find a provider, consider bringing in a field matter devotee from your own company or elsewhere to help employees make connections back to the workplace.Cost. Programs can range from 0 to 00 or more per person per day. Do not let cost be the driving factor in your decision. Additional fees for a ability provider should be regarded as investments in employee improvement and not debits. If cost prohibits you from choosing a reputable provider, consider an alternate training vehicle.Invite upper administration and leading decision makers along.Evaluate the effectiveness of the Otd program. Maximize the results by modifying the schedule based on assessment results.Outdoor Training and improvement can be a great tool when utilized correctly, but it is leading to know its limitations. Although data exists that suggests that Otd programs have measurable achievement in the workplace, there is a need for more formal Explore to be completed by both providers and corporations who are implementing the programs. Currently, the many defense and assurance of ability programs is being an educated customer, ensuring that good instructional produce theory are incorporated, and choosing a ability provider that is concerned in partnering with your assosication (Priest, C). Else, critics might be proved right in their assertion that Otd is simply and over-priced day at the park for burnt-out managers.

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