Optimising skills transfer via outdoor management development

Abstract

A framework for the optimum development and transfer of conflict-handling skills via outdoor management development (OMD) programmes has already been presented (Part I, Journal of Management Development, Vol. 23 No. 7). A qualitative study with ten OMD providers confirmed the framework to be tenable insofar as the concepts represented within it were reportedly utilised as aspects of provision but, crucially, there was little evidence of an underlying rationale or set of principles to optimise effect. Hence, a questionnaire survey was conducted to ascertain perceived provision from the client's perspective and to provide a foundation for assessment of the framework to a wider managerial population. The results suggested that aspects of the framework were identifiable to participants as features of course design but, once again, there was an apparent lack of awareness about how these approaches were best utilised to optimise skills transfer. Results from both studies indicate a common lack of understanding on behalf of both providers and clients as to the pedagogical or philosophical principles underlying the application of particular methodologies to maximise efficacy.

Behavior Change After Adventure Education Courses

“…Notably, the results of this study also strongly suggested that the program caused a reduction in employee sick days and improvements in quality improvement results-that is, positive outcomes at the organizational level (Kirkpatrick, 1996). An investigation of participants' perceptions of efficacy of different OMD approaches for transfer of learning to the workplace (Burke & Collins, 2004) also suggests some degree of retention and/or use of learning.…”

Inputs and Outcomes of Outdoor Management Development: Of Design, Dogma and Dissonance

“…OMD research often focuses upon training outcomes and neglects the underlying mechanisms by which these effects are elicited (Burke and Collins, 2004a, p. 678). According to Hodgkinson such ‘A‐theoretical empirical studies, however well executed, do not typically yield enduring contributions to the academic enterprise or policy and practice' (2005, p. 2).…”

“…As conceptual frameworks have been developed, a number of studies have taken a positivist, confirmatory approach to OMD: testing hypotheses generated through extensive analyses of the literature (Burke and Collins, 2004b; Hamilton and Cooper, 2001; Ibbetson and Newell, 1996; Keller and Olson, 2000; Lucas, 1992; Mazany, Francis and Sumich, 1995; Ng, 2001). These have often produced equivocal results and have generally failed to support the predicted relationships, indicating that our theoretical understanding of OMD may be insufficient to support methodological approaches such as these.…”

Learning through expeditions: the need for method as well as opportunity—a response to Allison and Von Wald (2010)

“…Thus, business, sports teams, children and the military have all been the focus of programmes designed to develop skills that will transfer to the 'home' environment. However, the transfer of learning becomes a tacit assumption far too often in these settings, and several authors (for example, Brown, 2010;Burke & Collins, 2004a, 2004b have stressed the need for explicit consideration. Consider the following quote from Wolfe and Samdahl about the use of 'high ropes' challenge courses:…”