Optimising skills transfer via outdoor management development

Burke, Veronica; Collins, David

doi:10.1108/02621710410546678

Cited by 12 publications

(7 citation statements)

References 19 publications

(18 reference statements)

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“…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.…”

Section: Professional Development and Adventure Educationmentioning

confidence: 99%

Behavior Change After Adventure Education Courses

Rhodes¹,

Martin

2013

Journal of Experiential Education

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In this case study, a mixed-method approach is used to examine the extent and type of changes in workplace attitudes and behavior, as self-reported by soldiers who had participated in 6-to 10-day "Experiential Leadership Development Activities" (ELDAs) delivered by the New Zealand Army Leadership Centre. Observations made by workplace colleagues of ELDA participants corroborated the self-report data, both reports being made on an average of 4 months after a course. The findings indicated that almost all participants (97%) perceived improvements in their own attitude and/or behavior, the main changes being in the areas of "improvements in dealing with challenges" and "having a more positive attitude." Most colleagues (87%) also noticed some improvement in behaviors, in similar areas. This mixed-method evaluation provides evidence of the benefits of adventure education courses, both prescribed and unpredicted outcomes, enhancing intra-and interpersonal skills in the workplace.

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Section: Professional Development and Adventure Educationmentioning

confidence: 99%

Behavior Change After Adventure Education Courses

Rhodes¹,

Martin

2013

Journal of Experiential Education

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“…Representative design is considered the most effective way of maximizing the potential for contextualized individual learning relevant for the everyday performance environment of the learner. Recognition of the need to design programmes that reflect everyday environments is already apparent in outdoor management development [78,79], yet not readily utilised in AEP. From an ED perspective, for learning to be useful in an everyday context, representative design is key.…”

Section: Representative Designmentioning

confidence: 99%

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

King

Hardwell

Brymer

et al. 2020

Sports

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Two decades ago, McKenzie's meta-analysis of literature provided six fundamental elements of adventure education programme design still used to guide research and practice today. While the value of McKenzie's early work should not be underestimated, adventure education has undergone considerable changes. Adventurous activities are now available in urban and indoor contexts and used to facilitate a growing health and wellbeing agenda. The use of risk as part of adventure education programming has also been critiqued. This paper reflects on contemporary notions of adventure, risk and the emergent narratives emphasising the associated psychological benefits. The Ecological Dynamics framework, along with representative design delivery, are presented as a viable way of building on McKenzie's work. Both consider how effective outcomes in adventure education programmes are achieved through designs that focus on the unique relationship between the individual and their environment. While McKenzie's six elements recognise the importance of human relationships, Ecological Dynamics forefronts relational elements, not just between participants but, importantly, the task and the environment. Individual participant needs in relation to their everyday life therefore become the focus of adventure education expanding beyond the traditional long-standing narratives of risk and danger. Through these two important concepts, this paper advocates an approach to the design of adventure representative of a participant's everyday environment. In this way, adventure education outcomes translate beyond the adventure-specific context and align more holistically with the needs of individual participants while also assuring emphasis on individual health and wellbeing.Sports 2020, 8, 20 2 of 16 environments. Activities referred to the quality of the activities designed into the programme and how well they provide mental, physical and psychological challenges and opportunities for mastery. Processing described the process of making sense of the programme by the participants and how learning in the adventure programme might be transferred to everyday life. The group element focused on the impact of group size, fellow participants and cooperation during learning. The instructor's influence included how they interacted with the group and what they brought to the programme. The participant's characteristics and capacity for autonomy were also considered important.Underpinning these categories was the notion that effective adventure programme design suggested the inclusion of challenge and risk, for example, opportunities for emotional and social risk. Contemporary evidence suggests AEP is still based on activities designed to emphasise the impact of risk (physical and psychological), with little regard for nature and requirements of participants [2][3][4][5][6]. According to Wurdinger [7], it is risk, danger and uncertainty that differentiate AEP from other activities and impacts on the learning outcomes (see Brown and Beames [3] for a contemporary ...

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“…Outdoor, adventure and experiential education (OAE) is widely used and acknowledged as effective pathway to promote personal and social skills and competencies that are relevant in professional life contexts (Burke & Collins, 2004a). Many outdoor education providers offer specific programmes for apprentices, work groups, and managers, with costumer companies returning year after year with high satisfaction, rendering this "a multi-million pound international industry" (Jones & Oswick, 2007, 327).…”

Section: Introductionmentioning

confidence: 99%

Systematic Literature Review on Outdoor Learning and Vocational Education and Training

Hildmann¹

2022

Preprint

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The report presents the procedure and findings of a systematic review of international literature on Outdoor Learning (OL) in Vocational Education and Training (VET) contexts. While OL is a widely established and successful practice to promote personal, social and leadership skills in VET settings, very little literature and research directly address the tools employed in this field and the learning effects they produce. Wider literature on Outdoor Learning, Outdoor (Adventure) Education and leadership training and team development programmes provide substantial evidence that OL in VET successfully promotes the transversal and transformative competencies that are called for in international frameworks for life-long learning, e.g. by the UNESCO and OECD. Among key factors leading to these effects are the multi-sensory engagement in the outdoors, real-life challenges and applications, measures for post-course integration of the learning into the work environment, and (self-)reflection. Direct literature and research on OL in VET is called for to expand and refine this body of knowledge.

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Optimising skills transfer via outdoor management development

Cited by 12 publications

References 19 publications

Behavior Change After Adventure Education Courses

Behavior Change After Adventure Education Courses

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

Systematic Literature Review on Outdoor Learning and Vocational Education and Training

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