Outdoor Management Development course for Corporate.
We at Outdoor Adventure Management offer OMD “outbound Training” for corporate with substantial difference, we realize the current trend of corporate environment is “Fast and Productive”, with our unique “made to design” flexible program we are prepared to cater to variety of corporate sectors. Our most of the programs are designed as per the requirements of various corporate sectors and its various divisions.
Our programs are aimed at-:
1. Improve communication skills amongst employees.
2. Increase productivity.
3. Improve quality efforts to quantity efforts ratio.
4. Improve PROBLEM SOLVING skills.
5. Improve time management.
6. Improve Team Bonding.
7. Encourage LEADERSHIP QUALITIES.
8. Instill competitive attitude.
9. Encourage and teach the importance of reviewing skills.
10. Emphasise on Support/team work.
11. Encourage Experiential learning.
12. Instill greater degrees of Trust in team and in Management.
13. Encourage LEARNING at any cost, any where, any how.
14. Special exercise to de-stress in daily routine.(Basics of Yoga.)
15. Encourage self assessment.
16. How to cope with Ups and Downs of day to day work.
17. How to handle positive criticism.
18. How to develop Effective Listening skills.
19. How to give positive Feed back.
20. How to cope with Unfamilier,Uncomfortable experiences.
21. Stepping back-Taking look-Slowing down, approach explained.
22. How to encourage Creativity.
23. How Letting go and Trusting others works in work environment.
24. How to be a part of Powerful Group.
25. How Total Involvement works.
26. How to resolve Leadership Conflicts.
27. Learn to take that FIRST STEP.
28. When an organization grows its inevitable that Individual who is part of the organization too Grows.
29. Realizing that Limitations are in the Mind, Learning to take Risks.
30. How to put off PROCRASTINATION.
31. How to set Short term, Long term Targets.(Personal, Corporate.)
32. How Giving and Receiving Appreciation works in work environment.
In Adventure programming and Character building three main aspects are dealt with namely “Intellectual aspect”, “Emotional aspect”, “and Physical aspect”. During adventure programming its unique ability to break through the restrictions that the participant often maintains unknowingly. In the direction of permitting new growth of the individual, and the group, by challenging their awareness, providing completely new experiences, risk taking, and initialization of these experiences is completely participant driven. With structured and guided experiences (Team building, trust, communication, conflict resolution, risk taking, challenge courses, problem solving.) by trained facilitators, the awareness and insight into ones own personal strengths and weaknesses leads into the responsibility of personal actions and understanding of their personal limitations. A debrief or generalization ,allows the participant to recreate their personal awareness, to discuss and share their goals and realizations. This adds to their known personal strengths and weaknesses by reflecting on the choices that were made.
Stress is often seen as one of the ills in our society, but properly utilized; stress can be positive and creative force. During adventure program we purposely place the individual in a carefully designed and administered stressful situation. Simply the aim is to challenge the individual and rather than frustrate them. With this design it is possible for the individual to see beyond what they are currently prepared to encounter. These exercises are capable of pushing mental and physical limits of the participants to the level of solid confidence.
“Challenge by Choice”
In adventure and experiential programs, healthy stress is seen to evolve from healthy risk taking. Risks are found in three different basic forms:
PHYSICAL (i.e. heights, closed spaces)
EMOTIONAL (i.e. rejection, personal disclosure)
INTELLECTUAL (i.e. being right or wrong.)
Everyday we are presented with risks, both real and perceived. In educational settings students take risks daily by participating in sports, doing group projects, speaking in front of the class. The level of risk is completely dependent on the person and the limitations that they have placed upon themselves. Most behavioral choices stem from the perceived and real risks that the individual faces. When we decide, (or are encouraged and supported) to take a risk, we may experience some common symptoms of stress such as a knotted stomach, flowing adrenalin, shaking, and increased sweat/perspiration. Some decide not to take the risk, and shy away from opportunities that could benefit them, for fear that success is not achievable. Often we may also experience fear or fear of failure because we cannot cope with the demands of the situation, or do not fully comprehends the benefits that can occur from trying. If this occurs regularly we feel frustrated and may even come to harbor a very real and lingering fear of a particular type of situation or those similar to it. In some cases a whole pattern of losing at life can be initiated, by limiting their environment, choices, and lifestyle. Others choose not to apply themselves, and to allow all experiences to control their view on life, and rarely take control of the situations that surround their lives. But should the chance of failure be minimized or defocused, or should the participant be prepared in advance to cope confidently with a carefully administered stress situation, the results may be quite different. By learning how to cope in stressful, but safe, environments, one can develop as sense of community, trust, and respect that creates a dependable support group and allows for further opportunities within the adventure learning cycle. Rather than frustration and defeat, the individual may experience the exhilaration of a reasonable challenge and the joy of personal growth and success. All to often good and bad experiences are differentiated by a middle ground where a viable, personal achievement is possible. With a sense of empathy and support the perceived risks are minimized, and the potential of learning is maximized.
Exposure to adventure learning and experiential education becomes a transferable life skill, and is immediately achievable and is an observational opportunity for the facilitators. These types of programs aim to create naturally stressful situations where frustration is legitimate only as long as it draws upon the individual’s own resources. It allows for personal goal setting, reflecting and recreating the personal understanding of the participants. By removing the perceived limitations of “Right & Wrong” answers encourages self-confidence and personal growth. The substitution becomes a spectrum of personal and team solutions to any given problem by encouraging critical thinking and then the realization of choices and interdependent networking naturally evolves. The ability to excel and bypass personal limits enables the empowerment of self. A key to the use of stress as a positive force is the concept of creative problem solving. Briefly, creative problem solving implies that an individual confronted with a creatively designed problem will respond with a creative solution. Too often they are presented with problems to which a prescriptive solution is required. The individual tends to expect success from a proven solution, even though the situation may have changed, or aim to fulfil the supposed expectations of the facilitator with little concern for their personal growth. Problems can be presented in such a way that the individual must think about a solution than seek out a pattern or expectations of the facilitator. At best, adventure programs incorporate elements of guided discovery, problem solving, and individual program learning within a group setting.
The role of the facilitator in adventure program is usually low-key, and non-directive. They ensure that the learning environment is safe, supportive, and respectful. They must adapt to a wide variety or “correct and doable” answers, and focus the learning of the participants to their level of intellectual, emotional, and physical abilities. Ideally their facilitator is a wise and experienced resource rather than an arbiter of the “TRUTH”, allowing each individual and group to excel and achieve at their own pace.
Risks and Education have previously been described in three general areas and can be divided into perceptual and actual risks:
1. PHYSCIAL RISKS:
The consequent stress from such situations is perhaps the easiest to visualize. Fear of heights, claustrophobia, reptiles, water, and darkness all representatives of risk situations for some individuals. These fears are often biologically or psychologically based, and are difficult to overcome for most individuals. By learning to cope with these real risks, and to be aware that they affect others, a little at a time, the individuals are able to build self-confidence and increase the ability to function in a similar setting at a later date. There is every chance too that in the process of learning how to make choices around personal limitations and fears in a safe and caring environment that the individual may learn something more about themselves or others, that will transfer to the daily life of that participant. They will also be exposed to the benefits of these activities to themselves and others during different endeavors.
2. EMOTIONAL RISKS:
These are often the most difficult to assess and to cope with as a human being. Should I offer friendship to an individual, and risk rejection? Should I say what I really feel or think? OR should I say and do what I feel is expected? These are common and sometimes painful considerations that we face constantly. Activities that are performed in a supportive group atmosphere, as most adventure activities are; considerably increase the individual’s comfort and confidence in them. Taking emotional risks in a supportive milieu contributes greatly to the development of an open, caring, and responsive individual.
3. INTELLECTUAL RISKS:
Presenting new challenges that they often have not been presented with previously, and where the possibilities for a solution are accompanied by only general guidelines often serve to confuse, frustrate and threaten the individual who has learned to depend less on his intellectual ability and more on his ability to predict solutions expected by a facilitator. Learning becomes an intellectual adventure rather than a game of chance. In adventure programs the intellectual requirements demand not that the individual look for a prescriptive solution, but instead define and design a solution, which will work for them and their team within the context of the task. As a result his or her awareness of their intellectual potential is expanded as well as his or her ability to cope with the frustrations of not being able to immediately perceive an expected solution.
While adventure activities often aim at developing a specific ability or experience, most activities incorporate and integrate growth in all three basic risk areas. A fear of heights, for example is a physical and emotional risk in that the fear of rejection, humiliation and loss of status among peers often accompanies the actual physical fear. Not being able to cope with a situation intellectually can mean rejection from the group or a very low perceived or real status position within the group.
It is of value at this point to examine an actual adventure program rationale, in this case presented in the introduction to PROJECT ADVENTURE as adventure-based physical education program.
1. To increase the participant’s sense of personal confidence.
2. To increase mutual support within a group.
3. To develop an increased level of agility and physical coordination.
4. To develop an increased joy in one’s physical self and in being with others.
5. To develop an increased familiarity and identification with the natural world and with those we share it.
It is interesting to note the priorities listed in this program rationale. For the most part the individual personal values and experiences are held above the team or group emphasis found in many traditional, competitive, physical education programs. The individuals are allowed to develop as themselves, and share this experience in a supportive atmosphere with peers, rather than being caught in the stigmatizing, status-sorting that occurs in many traditional programs. Co-operation, not competition, is the key factor. Allowing each individual to internalize and process their personal abilities and success within the team’s goals, and celebrating the recognition of positive growth through experience.
Ultimately, the aim of an adventure-based program is to put the participant into contact with a personal experience, which they are comfortable placing themselves out on a limb of risk of their choosing, and adapting the tools to apply that learning to other aspects of their life. Concepts are taught with which facts can be utilized, rather that facts alone being taught.
IMPLEMENTING ADVENTURE PROGRAMS
THE FACILITATOR’S ROLE
In introducing adventure programs, the following general format will maximize the value of the process.
1. BRIEF – Challenge By Choice
Introduce the group on the activity, explain the rules/guidelines/objectives, limitations, and conditions that apply and must be followed. The briefing should aim at exciting the group and inspiring its creative energies.
The “Full Value Contract” starts each visit. By setting goals with each group, the facilitator is able to discover the personality, maturity, and expectations of the group. The facilitator is also able to introduce concepts of “Challenge By Choice” (respecting personal limits, and trying to take a step further in a controlled risk situation), Respect, Safety, as well as a sense of community. Each activity and program offered will have varying levels of briefing to suit the activity being presented. The facilitators take each ‘teachable moment’ and experience and try to make it a positive and enjoyable to all involved. They work at fulfilling the goals set out, and encourage many levels of leadership and personal involvement.
Facilitators run the activity in such ways that the elements discussed above are maintained. Focus the activity in such a way that there is an element of stress is always present, but not so much that the group or individuals within the group grow helplessly frustrated and shut down. The conditions and limitations (i.e. blindfolds, no verbal communication) that the group is working under can be easily adjusted in mid-exercise so that the situation is consistently challenging (either by increasing or decreasing the level of limitations or challenges depending on the emotional, physical and intellectual safety of the group). DURING ALL ACTIVITIES, the ability to ensure that the safety of the participants is first and foremost at all times. By referring back to the FULL VALUE CONTRACT, and also allowing the internalization of the goals set out by the group this goal is achieved by the group as a whole. The facilitator should try and maintain a non-directive role, encouraging and guiding the participants to discover their own solutions and potential.
The sequencing of the activities is vital to each group. The activity of choice should fall within the sequence of activities in such a way as to draw upon the previous and support the transition into the next. By understanding the sequence, the facilitator is able to ensure that emotional, intellectual and physical safety is achieved at all times.
When the facilitator carries out their role successfully, the participants will accomplish more than they ever could on their own, and what they were initially aware that they could achieve. Yet if the approach is truly participant centred, which is the goal, the participants may not be aware the facilitator had a role at all. The participants must be active in their learning role. Group initiative problems, wilderness programs and challenge courses are especially fun and motivating. But if used thoughtlessly they become a mere diversion – fun – and educationally pointless. By engaging the participants in critical thinking, goal setting, and follow through in the realization that there is relevance to their daily life this can be achieved easily and memorably. To achieve these goals, the facilitator’s fundamental role is to be intentional. To have an objective and then teach towards it, knowing the goals and using the tools (i.e. challenge course for personal and character development) available to create situations from which “springs” some revelations, insight, and direction from the participants. The recognition and planning for the parts of the process to fall into place is the focus on a large and small scale.
Lastly and most importantly, all activities should be followed up with a DEBRIEFING session where the participants can express their feelings and thoughts about their EXPERIENCE. This is can be introduced in many different designs, but all should contain elements of a supportive environment, positive communication, and mutual respect. Recognizing personal characteristics such as integrity, honesty, empathy, fairness, initiative, perseverance, courage, and personal responsibility by the facilitator or other participants often occurs, and is highly encouraged. Experience dictates that this is the stage that distinguishes adventure programs from many other recreational and educational programs. As an activity is transformed from a “cheap thrill” or “been there, done that” or “neat game” into a valuable living and learning experience, skills are learned which can be applied to many other aspects of life. The facilitator should aim to help the participants to see below the surface of the activity and should facilitate the transfer or perspective change from a particular experience to a wider sphere of life experience to be shared and celebrated.
Experiential education and adventure programs should combine direct experience that is meaningful to the student with guided reflection and analysis. It is a challenging, active, participant-centered process that impels students toward opportunities for taking personal initiative, responsibility and decision-making. A well-planned and executed adventure program with an experiential approach allows numerous opportunities for the participant to connect the head, body, heart, spirit and soul. This process allows for the development of character and community while promoting healthy risk taking. Adventure programs can be conducted almost anywhere with any type of activity or learning medium. The most successful programs are ones hosted in different settings than the participants are used to (out of their comfort zone), and participating in activities that are out of their daily routine. Though experiential education is not simply “learning by doing”, it does involve an active participation in all of the processes necessary to complete the outlined goals. The misunderstanding that this type of learning can be done anywhere by participating in “activities” is often not educational, but simply a prescribed patter of social conditioning that teaches us to stay in a pre-determined box for fear of being labeled as different from the norm of the culture that they are in. By consciously mixing the choice of content and process, the absence of excessive judgment, the ability to engage in purposeful endeavors, encouraging the big picture while teaching with multiple learning styles (concrete experience, reflective observation, abstract conceptualization and active experimentation) to different intelligences, the role of reflection, finally creating an emotional investment are all of the elements necessary for success. The ability for participants to learn outside their perceived comfort zone challenges them to stretch limits in ways they never thought possible. The individual and team character transformation is an exciting and rewarding completion to a well-conceived and well-led experimentation learning and adventure program. Meaningful education that involves healthy risk and personal development is a reality. As the facilitators continue to push their own personal edges of their profession, and subscribe to their own life-long learning, they eagerly share their wisdom and guidance with the participants. The best way to learn is to teach, and the goal is to learn to live life to its fullest, to respect ourselves and others, as well as the world we live in.