Maximizing Outdoor Experiential Training and development Programs

It is not uncommon for clients and business managers to be swept away by the novelty of outdoor experiential training and amelioration 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). Research conducted by clergyman and Lesperance preserve these looking and advise that any team improvements made by an Otd agenda may be lost after six months without preserve in the form of follow-up procedures together with team meetings, socialization events, coaching sub-teams, refresher training, and self-facilitation (1994).

As many providers will tell you, educating the customer is the first step to helping generate 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 agree an suitable provider.

Being an Informed Customer

Many of the common misuses of Outdoor Training and amelioration stem from misinformation in case,granted by vendors and a lack of an educated buyer base. Data with regard to the benefits, principles and methodology surrounding the field are often overshadowed by glossy color photos of novel acts that at best project an eschewed portrait of the nature and benefits of the learning vehicles.

What is Outdoor Experiential Training and Development

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

Common Names for Outdoor Training and amelioration Programs

United States

Experience-based Training and amelioration (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 management 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 management amelioration (Omd), (Ibbetson and Newell, 1999)

Australia and Canada

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

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

Otd is experiential: while working under hands-on conditions, population learn best by doing.
Otd is dramatic: the excitement and emotional aspect of these activities focus concentration and edge minds. population remember what they learn.
Otd is novel: because of the unique context and uncertainty of outcome for these activites, no one is thought about to be an expert. Adventures tend to equalize population 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 positively 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 during 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 time to come efforts on the job.
Otd is transferable: testimonials by past participants preserve the utility of experience-based training, and dinky Research studies substantiate that new learning does show up in the workplace. population refer back to their experiences and arrival their tasks from a fresh perspective.

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

Low-impact programs commonly use initiatives with dinky corporal 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 clergyman advise a more detailed model of activities and purposes, their model too seems incomplete. A more comprehensive model serving to concentrate 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 Circle
Description: 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 Wall
Descriptions: Problems lively 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 wish the participation of all group members working in concert (Brassfield, Sandweiss, and Smith, 2004).
Outcomes: Team Work Strategies, Strategic Planning, efficient Communication, Decision Making, Leadership, Personality Types, disagreement Resolution, funds Of Resources, Creative qoute Solving, Trust And Support.

Low Ropes Courses

Examples: Mohawk Walk, Wild Woozy, dangle Dou
Descriptions: Often consist of individual 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 corporal belay systems, but rather, aggressive participant spotting. commonly wish a degree of athleticism, supported by other group members, and a willingness to take risks. Involve a higher degree of actual risk.
Outcomes: individual 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 whole of elements based high off the ground where a belay principles of some sort is utilized to conduct risk. Courses present tests of corporal 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 wish participants to draw upon reserves of courage and power and to re-examine assumptions about their corporal 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 growth of reliance and self-esteem (Brassfield et al., 2004).
Outcomes: Risk-Taking, Confronting Fears, Re-Assess Assumptions About corporal And Emotional Limitations, generate Excitement, Build Confidence, raise preserve and Encouragement.

Activity- Based Outdoor Pursuits

Examples: Climbing, Kayaking, Caving, Rafting, Mountain Biking
Description: Refer to outdoor adventures where rock climbing, kayaking, whitewater rafting, or some other vehicle 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 vehicle utilized.
Outcomes: Confidence, Coping With convert And Uncertainty, Leadership, disagreement Resolution, And Judgment.

Wilderness-Based Outdoor Pursuits

Examples: Expedition-Style Backpacking, Canoeing, and Rafting
Description: 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 Racing
Description: May refer to a variety of simulated or nontraditional activities aimed at novel, shared experiences. separate vehicles allow for separate metaphors.
Outcomes: Simulations allow for big photograph 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 amelioration has evolved considerably in the past thirty years and is now more on track with current instructional institute 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, Research has repeatedly shown that adventure activities are significantly safer than most other former corporal activities" (Priest & Gass, 1997). Added Research suggests that the key factors in the level of risk connected with Otd activities are: 1) participant screening and 2) the capability and capability of the guide or instructor. The project 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 comprehensive 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 essential incident Data is lively to search in the adventure industry, Keith Jacobs of Experiential Systems and member of the relationship of Challenge procedure Technology recently announced that he was aware of 16 essential incidents in the middle of 2002 and 2004. Of the 16 known incidents, 2 fatalities occurred. Nearly all of the incidents attributed some or all accountability to teacher judgment error (2004).

Myth 2: Otd pushes participants too far and places individuals in potentially harmful positions.
Fact 2: The outdoor training and amelioration industry has roughly universally adopted the concept 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 agenda are (for the most part) a thing of the past.

Myth 3: Otd is too expensive.
Fact 3: capability Otd programs, depending on what you are looking 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 charge connected to the cost of the agenda is often directly proportional to the return.

Making Training Work

There is a name for outdoor training and amelioration programs that lack poor instructional design--we call it "recreation." As Roger Delves, essential consultant with Ellis Hayward, puts it, "one of the biggest risks of any organization investing in outdoor management amelioration (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 institute 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 business benefit, don't do it," warns Karen Moore, a psychologist and director of assessment at the Dove Nest Group, a management training consultancy based on the shores of Lake Windmere in Cumbria.

Organizations need to be positively clear of their objectives and about what they are trying to achieve. John Howard, an Otd provider at Anglesey Sea and Surf town (Assc) discusses inherent clients. "They either have totally overblown objectives that cannot be met in a short course, or they naturally 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 certain to present your objective to your teacher 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 population assessment is completed. Some activities and programs work well for certain 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 palpate and level of participation.
In choosing activities and designing the program, be certain to consider pre-instructional and follow-up activities and programs. A good provider can help you agree 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 stock 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 predicted of them and what they should expect of the program. Participants often express signs of anxiety and distress when they lack the proper Data to choose to feel otherwise.

Depending on the length and nature of the agenda chosen, active components and time for reflection and seminar should be shared nearly equally. Participants should be allotted the time to make adjustments and apply new learning immediately, else holding and transfer of Data is unlikely. choosing a good provider is key to the comprehensive outcome of the program. Wagner suggests there is no greater indicator for the success of a agenda than the capability and capability 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 lowest line becomes more prominent to companies, human resources departments are feeling the pressure to show preserve for their programs. Otd programs are often 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 business directors, "If you only look at the lowest 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 population where population 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 relationship of Challenge procedure Technology, recently estimated there to be more than 15,000 ropes procedure 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 palpate Based Training and amelioration (Ebtd), suggests there is a divergence in the middle of programs offered by programs that furnish educational programs and organizations that furnish organizational development. "A facility, such as the Ymca or camp, may have a ropes course, but they aren't necessarily able to furnish a corporate program" (Campbell 1996).

When approaching a provider, go prepared. Shop around and compare 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 extremely useful when comparing vendors and deciding either or not an Otd agenda is right for your organization (c).

Types of Programs and connected Costs

Program Type Recreation schooling amelioration Redirection
Primary Purpose To convert feelings To convert reasoning To convert functional behaving To convert 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 action emphasis Reflection added transfer of learning Supported transfer
Organizational Goals Disconnected Aware & connected Well integrated Seamless connect
Hrd's Role Can be absent May discover Should support facilitation Must co-facilitate
Organizational Intent Zero order convert First order convert Second order convert Third order change
Organizational Impact None individual only principles (individual) principles + individual
Typical length 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 Research completed by Richard Wagner and Christopher Rolland (1992) and personal palpate as an Otd provider.

Determine the objectives for the agenda before choosing the vehicle or scope of the program. agenda objectives should be exact and measurable. If your objectives are immeasurable, you should negotiate with your provider on more clear objectives that are obtainable.
Select an Otd agenda 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 agenda often means sacrificing some objectives. If a agenda does not fit your objectives, revisit your objectives and consider a new program. Keep in mind, the agenda should be dictated by the objectives and not vice versa.
Look for a provider that listens to your needs and desires. capability providers will be willing to customize the training agenda to meet your exact 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 faultless programmatic needs. Some practitioners offer needs assessment and assessment services, others do not. In many cases, it is more cost efficient to use in house trainers who are customary with your business to show the way 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 thought about you should check references and choose carefully.
Ask for references and check up on them. Do not rely naturally on word of mouth of the adverts of a glossy magazine. Look for a proven track report in agenda effectiveness and safety. capability providers should be able to furnish you with some sort of documentation.
Inquire about how much time will be spent engaged in action and how much time will be spent in seminar and reflection. As a role of thumb, at least 20 minutes out of every hour should be spent reflecting. This might take form in assorted 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 exact palpate working with other clients in your work area? What credentials do they carry? If the nature of your business is exact and you cannot find a provider, consider bringing in a branch matter expert from your own business 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. Added fees for a capability provider should be regarded as investments in employee amelioration and not debits. If cost prohibits you from choosing a reputable provider, consider an alternate training vehicle.
Invite upper management and prominent decision makers along.
Evaluate the effectiveness of the Otd program. Maximize the results by modifying the agenda based on assessment results.

Outdoor Training and amelioration can be a marvelous tool when utilized correctly, but it is prominent 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 Research to be completed by both providers and corporations who are implementing the programs. Currently, the most defense and assurance of capability programs is being an educated customer, ensuring that good instructional institute principles are incorporated, and choosing a capability provider that is concerned in partnering with your organization (Priest, C). Else, critics might be proved right in their assertion that Otd is naturally and over-priced day at the park for burnt-out managers.