Using Experiential Learning
to Develop Team Skills
below has already taken place.
is left here
as an example of a workshop design that may be repeated in the future.
If you would like to host or attend this kind of workshop (or are just
curious about what happened)
send a message to email@example.com
to Develop Team Skills
provided by Roger Greenaway
workshop highlights some of the key issues, strategies and
opportunities to consider when using experiential learning to develop
- The emphasis in this workshop is on how to
- The workshop includes some brief practical exercises
allowing you some 'experiential' insights into the possibilities.
teams and teamwork
involved? A spectrum from superficial to total.
- How positive? Learning from mistakes or achievements.
- How much reviewing? Balancing experience and review.
- How much say do learners have? How is this decided?
myself in teams
models - their uses and limitations
- Learner-generated models - clarifying and developing
- Learning from here-and-now team experiences -
personal reflection - norms and exceptions
- Through feedback from others - how my behaviour
- Avoiding labels and stereotypes - multiple realities
variety of team experiences ('Active Experimentation')
tools that help teams explore their own processes
- Activities that highlight weaknesses
- Activities that highlight strengths
[Link to Reviewing
different activities with the same team
- Experiencing different roles and responsibilities
the same team
- Experiencing different teams with different people
development of team skills
importance of liking experiential learning
- Nit-picking vs. studying success
- Destroying barriers to success and making recipes for
resources about experiential learning and team skills
methods help everyone to stay focused on skills development.
- Experimentation helps to discourage stereotyping and
- A positive focus removes fears about learning by
Roger Greenaway. He provides trainer-training in reviewing skills
worldwide. He is the author of handbooks about experiential learning.
Roger draws on his experiences as a development trainer and on his
doctorate in management learning. He is currently involved in the
development of S/NVQ Level 4 in Development Training.
The address of
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