Shouting in the dark

Are you someone who likes to talk and debate? Do you like the thrust and argument of politics? Or do you simply enjoy hearing other people's opinions on topics that rock the world?

In our fast paced lives these days, often the longest debate will occur on the sideline of our children's or grandchildren's sports matches. Then it is often more to do with the fairness of the ref's last decision than anything world shattering. We just don't have the time to devote to well-delivered argument. Yet this skill is one that should be well honed before teenagers arrive in adulthood. Not that an argumentative teen is the best example of logical debate, but the skill is vital once they get to working age. Listening with logic and presenting a well-reasoned debate will enable businesses to take up bright ideas and move into new ways of doing things. The more staff with these skills the better.

What we still tend to do is believe we have to fill heads with knowledge. Take a look at social blogging and messaging sites and you quickly realise that the skills of natural skepticism and internal debate will help navigate through the snippets of conversation and lottery of links to find information of real value.

What is experiential learning? Part 2

Just presenting a 'hands-on' exercise does not mean you’re using an experiential learning tool. The activity has to have an element of unexpected learning within it. The trainer must take a backstep from the learning environment and become a challenger or a last resort consultant. The trainees direct the learning environment.

A simple example is a game I designed for trainees learning about marketing for the first time. There were some important concepts we needed to get across to them without using the time-honoured PowerPoint-Talking-Heads scenario they were so used to. Instead, I designed a game that took a number of production and employee faults/issues/challenges and created them as obstacles on a classic roll-the-dice board game. I controlled all the ‘issues’ so it was far from experiential learning.

I added an extra learning challenge, however, in that the rules insisted that counters on each lane of the double-track could not get further apart than three spaces. The learning outcome from that would come out in discussion – employee skills and production rates are interlinked. But it was still not experiential learning.

In a group more open to different types of learning, I could have turned this into an experiential learning challenge. Sure, I would have given the board, and the basic rules/format, to the teams but I could have left the teams to come up with their own version of the game to illustrate given goals.

Let’s look at how that would have fitted into the parameters of experiential learning:

• A process of thinking – They would have had to use the KWL (What I Know,/What I want to know/What we learned) process to research and test the process


• Team work and good communication – They would need plenty of team work to do the research and design the rest of the game


• Role recognition – They would have had to acknowledge team member skills and assign roles


• Time and project management – They would have had to apportion time to tasks
  
• Managing conflict – They would need to manage conflict if there were disagreements about what needed to be included


• Group decision-making – And of course they would have to use good decision-making to come to a successful conclusion

If you would like to use the boardgame as a method of teaching about productivity issues I have arranged a generic set with blank cards that you can download free. You will need some light card to stick the boardgame onto, and to create the cards, plus dice and counters.

The set gives some examples of issues you might adapt to suit your industry. Then you can decide whether you want to control the learning about the issues or let your trainees use their own knowledge about production issues to create a game.