Unleash the Power of Experiential Learning

0:03
Hi everyone, and welcome to today’s webinar, Unleash The Power Of Experiential Learning, hosted by HRDQ-U and presented by Jamie Thompson.
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My name is Sarah, and I will moderate today’s webinar.
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The webinar will last around one hour. If you have any questions or comments, please type them into question area on your GoToWebinar control panel. And we’ll answer as many questions as we can during today’s session.
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Today’s webinar is sponsored by MTa Learning and HRDQstore.com. MTa Learning has over 35 years worldwide experience of designing, supplying and facilitating innovative experiential learning activities, training resources, and people development programs. Their experiential learning materials and methodology are used by facilitators in over 100 countries, by thousands of the world’s most demanding organizations. There are values based organization, and it’s our commitment to these values that enables them to design and deliver innovative experiential learning, tools that can be used to deliver lasting change, HRDQstore are providers of research based training resources for classroom, virtual, and online soft skills training for more than 40 years, offering learning resources to help retain employees and clients, make better decisions, improve performance, and much more.
1:23
And today’s webinar is presented by Jamie Thompson. Jamie helps facilitators Unleash The Power of Experiential Learning, known for his engaging and empowering style and creative approach. Over one thousand facilitators and trainers from 37 different countries have attended his Train the Trainer programs, and they leave his training programs with the tools, skills, and confidence to deliver powerful experiential learning activities.
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Jamie has plenty of experience to tap into and share the MTa Experiential Learning Kits that he and his team have developed are now used in over 100 countries by many of the world’s leading organizations. He enjoys sharing his learning and has spoken at conferences throughout the world, including ATD USA, ATD Taiwan, and CATD London.
2:08
Jamie is creative approach, is combined with a rigorous corporate and academic backgrounds. He started his career with Deloitte’s Strategy Consulting Practice in 2003 and joined the MTa in 2008. In 2016 he won the EU Excellence and Human Resource Scholarship from Leeds University Business School to further his study of organizational behavior and organizational psychology.
2:32
He stayed on at the business school as a leader in residence, and guest lecturer, and retains an academic interest in team development and facilitation. Thank you for joining us today Jamie.
2:44
Thank you so much, Sarah, for that wonderful introduction. We’ve used HRDQ materials for about 15 years, now, and I know how much you guys are into experiential learning. So, hello, everybody. Thank you very much for joining me. Good morning, good afternoon, or good evening, depending on where you are in the world.
3:02
So, I’ve got 45 minutes with you now, and I like to think about how you can unleash the power of experiential learning, because, I really believe in the right context with the right approach. It is the most powerful and impactful method of experiential learning.
3:19
So, just to give you some context, one of the trends I’ve observed over the last five years, it’s been commoditization of learning.
3:28
We’re moving towards bite size, linear learning, and a profusion of short, cautious, kind of one size fits all approach. So, for example, you can go into LinkedIn Learning, and you can find five ways to handle a difficult conversation.
3:42
Maybe we’re doing too much participants, maybe doing too much of the thinking.
3:47
Oh, similar to how we might try to elaborate. So, we identify stimulus or a situation, and we teach people how to respond, which works, actually just get results. But it’s maybe not the very best way, and most effective way to develop a kind of high performers.
4:07
We’re going to need to adapt to the challenges and the changes for the 21st century.
4:15
So, I’ll be arguing today that we spend too much time helping learners develop skills and knowledge, and not enough, time helping participants develop qualities, qualities of mind.
4:27
So, as I’ve made my case, I’ll be talking about how you can use experiential learning, to develop skills, yes, but also to help develop dynamic, thoughtful individuals, Take your organization of organizations forward, kind of challenging times that we face.
4:45
The material I’m presenting is based on my experience of working in the 35 different countries and thousands of facilitation across the globe.
4:55
And also, criticizing my thinking by doing presentations, ATT, CIP G with organizations like Verizon, USA, and Qatar Airways.
5:05
And it also incorporates material state from academic cybersecurity, respect, hands, I’ll acknowledge, there’s, as we go along.
5:15
So, first of all, what is experiential learning? So, just to get some thoughts from a flaw, what do you guys think about when you, when you hear this term is very shallow law, what is it, seven hours in the chat? And I’ll just give us a baseline for the session. So, into work from.
5:32
So let us see what we come up with.
5:37
You can type your responses in the questions there, and we have some. some feedback coming from costs is constant E 10.
5:45
That said, senses, Aubry says, hands-on practice, Gazes, performing learning activities, Jennifer said the learning by doing, Kelly said, engaged in hands-on. So when your responses coming in here, a few more, We have Jessica thank hands-on opportunities, Sandra, learning by doing Tammy on the job.
6:08
And Charles says, Discovering the Wow.
6:13
Right? Well, wow. That’s That’s a simplification of answers. We got a couple of themes coming out there. Actually. one is this one that is hands-on piece. I know that is learning by doing and that’s really common way to conceptualize experiential learning.
6:30
And fundamentally, yes, experiential learning is that if we can define in a slightly more sophisticated, or a different way than even opens up some opportunities such as those who can help us think about the process, which we can really used to enable the facial expression.
6:45
So I like to conceptualize it like this. So, developing, understanding, skills and attitudes, the reflection on personal experience. And for me, the reflection is the key. Yes, we can do activity, yet, we get hands-on reflection.
7:03
Really, when we very much learning, and there’s also this personal experience piece.
7:09
So, often, I see experiential learning. Where we do an activity. I never show it takes about one, and I learned this phrase when I was working in the US as a facilitator.
7:19
Placing our experience and expectations on participants who are genuinely giving them the space to learn, reflects, and develop.
7:27
And so sometimes it’s frankly, couldn’t be dressers exponentially, but actually January, how experiential is it?
7:35
So just in terms of getting your input as well. I’m how happy are you guys using experiential learning, a particular level so …, how comfortable are using … as an icebreaker: Graduate development, …, C suite, and lateral.
7:58
You guys comfortable with using this learning for doing, getting people to reflect on that personal experience.
8:08
I’ll give you about 20 more seconds here to answer. I see some responses streaming.
8:16
Before we share the results on the screen.
8:22
15 more seconds, you haven’t voted.
8:32
OK, great, let’s skip those results.
8:35
Do you see those on your site, Jami?
8:37
Oh, hang on a second. Let me have a look.
8:42
Wow, right? OK, so we have 35 send us an icebreaker, 19 wishing, graduate development, 35, middle management, and just 12% for C suite now. That’s fascinating.
8:56
I do this, just ask this question all around the world, just 12% for C suite, which is interesting for me, because, especially learning so powerful.
9:07
And it’s actually in the C suite, where you can get the very best results.
9:11
Because, in many cases, a C suite, too.
9:16
The essence of the most complex team dynamics to do it, they tend to be the most articulate, and also tend to the most committed to the personal development, but also the development of the organization. And also, the C suite tend to be the people who need the most freedom in their learning. How can we, as facilitator, guide them effectively?
9:35
Surely, they cut himself. So as we go through today, one of the things I’d like to, it’s just perhaps and get a little bit, will guide you in how you might use expression in a very highest levels in your organization.
9:46
It’s difficult, because the problem is you need an activity which resonates with the complexities of their work environment.
9:53
And that’s hard, but it’s not impossible. And I’ll show you perhaps, how that’s possible. So thank you, everybody, for your inputs.
10:02
So just to help paint a picture of what I do, I use case like this. Price case, I guess, to create really rich learning experience, as they I challenge people, get people cognitively engaged learning, and getting stuff, thinking, I’m not supporting himself, thinking you’re starting to apply their learning.
10:24
Yeah.
10:24
Help if I just touch on evolutionary approach as well. And change the basis of about 40 years. Did you take a little bit of credit for starting is because, back in 19 82, my dad was a psychologist, running two week long program Should be multinationals and they were terribly boring. Or anyone that affected either using these things called overhead, projectors to do it alone. Just content has been effectively to have to make better decisions and it didn’t work.
10:52
Then I got toy for Christmas suicide when I want to just show me. And my dad saw me play with it and he saw me terrorized my siblings. But he also saw me sharing, so many attempting to leave you, So let me turn to security OK. And every single time I use it, I got better. And so you have an idea, he thought he was 22 where, maybe, you can get a current to current development, Mills ….
11:18
People thought he was crazy, people didn’t do this year in the 19 nineties, but it works, and it got results on stone approach to business, was born.
11:26
And so since 2007, I’ve been going all around the world, helping facilitation training like you were a cow and understand how you can seem really, quite simple activities to do drive organizational performance.
11:46
And, yeah, Jamie, we have a question here, um, you know, lots of experience, All learning methods, around, why have you done it for the last 15 years?
12:00
OK, good, good question. And so, yeah, I think would be pretty good thing about this. This methodology, is the, is the power. And the thought behind the methodology is how it’s linked to really powerful psychological processes. I’m going to tap for learning. You can get from it, reflects in Nepal as well.
12:21
People are comfortable using expressions icebreakers, but they’re not comfortable with getting experience learning. The C suite, really make a difference.
12:30
And it’s easy, reasonably easy if you’ve got the right tools and the right kind of intellectually robust methodology.
12:38
So, I guess I’ll talk a little bit more detail objects. You can say, Well, these objects history, … website, and I think all of those objectives are just about a true for today.
12:50
Think they do. You miss. one more point, And that is the extra learning center, so personal.
12:57
How can I possibly articulate learning outcomes? You already know you, I haven’t met you, and I know where you are in terms of your journey. So, they touch on it.
13:08
Something bigger than that, for me?
13:11
Really, what I’d like to see what I need to do is leave you, say to reflection. Trying to sort out some discrepancies that you might have heard state making sense of some of the complexities of delivering, especially, most importantly, compelled to take action, because that’s the key outputs of exposure to learn is actual orientation.
13:30
It enables people to make change and enables people to develop because, of course, if I give you too much cocksure, an asset that some of the thinking stops, I didn’t go through, will satisfy your experiential learning in more detail.
13:46
And I just like to start off by guessing about the world’s most famous and popular and using TPUs use effectively experiential activity called The Marshmallow Challenge. This is where you get participants to tell me, about 20 minutes of, each can put a marshmallow on top.
14:07
And I’m sure many of you about it, you saw, What do we think about a marshmallow changes when you get a marshmallow? 20 minutes, Guys, though it’s always tell you can put a marshmallow on the top. People think about it.
14:25
And, again, we have the poll open, so you can take some time here to respond. I see responses streaming.
14:35
We’ll give you 20 more seconds here to answer, and then we’ll get the results up on the screen.
14:40
Oh!
14:55
Alright, great. Let’s get those results there.
14:58
They’re up there, On the screen there, Jamie …. So not interesting to have got 22%. 26, 29% think it’s OK, few people think it’s better than nothing. Yeah, Yeah. I would never use it. I mean. I do wonder what you know When you lose your kitchen you start to New Delhi and all you can find a spaghetti marshmallows. Yeah, maybe maybe centers and then we maybe not quite famous poem is, is in London. So 36% if you’ve never heard of it.
15:30
That’s interesting. Because a Titan flex, my view on imagenet challenge, it’s OK. It’s OK. We’re going to use … C suite. We need activities which are which are better suited to start to sort of think about that.
15:47
Superficially extraordinary guess gets the right idea, was watching maybe lacking, or how who saw conceptualize. Why It’s not maybe the spiritual activity, because think about what happens when participants do the national challenge.
16:06
Whenever group you say you’re tasked to talk about two things, we talk about the tasks. And I say, that is the interaction with the actual physicality of what they’re doing or say so they’re offering. So it might be processing a credit card, or it might be interacting with with a system. It’s just kind of actual, the value, the delivery. Then the process is how you are actually doing it. So we’re thinking about how you interact with people, your behavior is, your …
16:36
motivations, The Marshmallow Challenge.
16:41
So, I’m actually getting sticky fingers, getting frustrated with the marshmallows. Embracing, the spaghetti, it’s all about apps, and that’s what people think back to us.
16:50
Cognitively, not much is happening.
16:54
Going to be using Spanish learning at senior levels, community cognitively engaged, if we need to provide an intellectually stimulating, which reflect the complexities of the challenging environments who can just doesn’t come through all the time, internationally, challenge.
17:10
So, yeah. It should be minus, Do better.
17:15
Works in some situations. All the time.
17:19
And Jami, so lots of people use the Marshmallow challenge, and it works well with groups. What would you say to them?
17:25
Yeah, absolutely. I mean, it comes across. As you’ve got 20% of people that love it.
17:31
This is mainly this idea of the success fallacy.
17:35
It’s a good opportunities. 100% actually killing people with PowerPoints. I am able to do something and it’s working well.
17:44
That is perhaps, how do we actually accept that. We could do even even better. We could kind of move from good to great. And I see that a little bit in the kind of work that I do.
17:55
Is switch working well, How we can make that change, and move and move forward. So yeah, I’d say to keep using it, but maybe think about what’s, what’s missing, how we could go from good to. Great.
18:07
So if I were, if I was in a situation where I needed something that Mark Malloch challenge, I do a little bit differently.
18:17
I can use components like these. And if I was going to explore the facets of a high performing team, I’d maybe do some seemingly say, draft like, get people to thread components onto the road.
18:29
But with multiple problems engaged in that process, you can a multi-faceted problem.
18:35
No real-world parallels. Say the task is really small, The task is diminished.
18:41
And so if I were to look at what was happening in the group compared to the marshmallow challenges facing quite different, what I would say, Infosys observed the group. I see a lot less interacting with the task, IE, the Composer, Marshmallow spaghetti.
18:58
But I see a lot more Pro six. I see a lot more talking into discussion. I see a lot more emotion. I see a lot more carbon issue. I see my decision making.
19:07
so far richer, dynamic process. We have far more to discuss afterwards if I easier to leave the task behind because it was so inconsequential.
19:20
So in terms of our time, efficiency, far much more from engaging people in the activity can be much easier for us as facilitators to start to real-world links because the complexity of the activity, sorry, the complexity of the process to match, the reality is that they face in the webinars.
19:42
So, I talked earlier, in terms of my definition of experiential learning, I said The reviewing was so critical and so for any experiential activity, it’s important, we find some kind of way to get people to reflect on activity.
19:57
I start asking them to make sense, the experience, because that’s where the value is to live and so on.
20:03
Yeah, we just great to get your thoughts from Florida. Here’s an activity which was very much focused around with assets of a high performing team.
20:12
Yeah. Even just an open discussion long term.
20:16
What I read with infringer may be question.
20:22
We have the poll live, and, again, we’ll give you some time here to respond before we get those results up on the screen.
20:30
And we’ll give you about 20 more seconds here to submit your answer.
20:40
Oh, I see the responses coming in. You see those on your side to Jamie.
20:44
Yeah, I’ve got those, thank you, Sarah. Yeah, yeah.
20:46
Just just to go and actually go through, Yeah, let’s get those up for everybody else to see as well.
20:55
Yes, OK, so we’ve got 9%. What did you learn them? So you do different, 82% wash. You continue to. Try to show, how did that go to … enabled your team to complete the task. So, well, the good news is that’s my favorite question. A, 52% of behaviors may produce complete the task, because its position process focused question.
21:22
And that’s what we’re so interested in, in terms of experiential learning.
21:28
Then there’s a couple of interesting things coming out that only 2% for Washington to continue doing.
21:34
We surprises me, because often if we want people to reflect, it can be useful to get people to think about what they’re doing effectively. How often in the workplace do we spend time recognizing what we do well? How often do we spend time recognizing the strengths of our college and how apportioning ICP to build confidence Bill? So that kind of self affirmation really help people understand what they’re doing well, because we can help them understand what we’re doing. Well in this interactivity, maybe we can help them understand what they could do really well in the world, to help them understand their strengths, and what they bring to achieve was, surely someone asked fundamentals of capitalize on diversity.
22:16
So that’s interesting. What did you learn, is an interesting question.
22:21
And me, I feel me nervous about using that question straight off. What did you learn?
22:28
Maybe you may have learned something, but until we really thought about it, how can we learn. So maybe that’s a question which just comes down the line. What can you do differently?
22:40
Yeah, and get an interesting. I mean, this is the right area.
22:44
But actually, until we are discussing in more detail as to discuss thoroughly and thoughtfully really know what we should be doing differently. And it’s interesting that … more results than the wash as you continue to do differently. It has more negative connotations, assuming that there are problems. And I think so often as facilitates experiential learning, that’s how we can open our discussions.
23:09
We get people to think about what we should do differently, then what’s not going so well, rather than actually what we should, we couldn’t do, what we build on, in terms of our strengths, and not passing the poll results, which is very typical of the results, which I assume them to the teachers.
23:28
So, thank you, everybody, for watching.
23:32
So, we’ve talked about mine.
23:34
My favorite.
23:35
So, yeah, just just a little reflection question just to think about rationale for doing experiential learning in terms of the processional a really exciting tax, what’s going on in terms of interaction components or bare soil materials, but actually only ration of consensual process.
23:57
Then when we come to reviewing hour questions, process focused enough of a positive enough to try to drag people into why we call learning arena, an area where we start really cognition to engage people in the process and get them to think forward. And if we go into early, with the negative, and that makes life so much easier as facilitators.
24:24
And so, with that kind of protest question that you guys have identified, then I might expect fail to elicit unless, like this. Actually, bigger than this, as well, we could dig into each one of these kinds of skills, Massachusetts approach, which, in more detail. So soft skills to feedback from the floor, on the processing engine to think, and develop a language of the behaviors and what they are doing. Because it’s so important to get participants felt articulate, what it is to committee. There’s a little piece of research that suggests if you ask your manager, or it is to be part of a high performing team, the two countries, teamwork, and communication.
25:08
Get people to articulate what it is early on, in terms of the team working.
25:13
Then, they’re not going to have a language in which to discuss what to do the language, in which to think these really open questions based on productivity, which gives you a chance to apply a wide range of processes. Then, we can start to introduce a participant centric rethought, cyber learning where we’re drawing from the participants often pushing concepts onto people.
25:43
Move towards a deeper level of learning. So, not just your skills and knowledge, which I’ll talk about in terms of trends that I’ve identified, but so cognition.
25:53
So, raising awareness of one’s self and your impact, thinking about, you know, to choose how you approach problems, your values, what motivates you.
26:03
So we’re starting to take much more deeply into what’s going on with individuals in the room, and using that to really drive our performance.
26:16
So, we’ve got this big self articulated list, and then soften in organizations, we tell participants, plus, plus, Next, really good experiential learning thing when you give a little bit of control.
26:30
So, what I’m doing is I’m pushing the lady Jane eligible participants, Be getting them to think about what they need to focused on, how they can improve individual and team performance, which, again, makes it difficult to articulate predefined learning outcomes, because you’re giving the participants to learn what’s right for them at any given moment. And that can really think it’s very uncomfortable for facilitators, and also makes it hard for organizations as well, because how do you identify a live show outcomes, and not notified?
27:05
There are real benefits, because game based environment is learners who define their own learning pathways to shemesh better, because they cognitively engaged.
27:17
They do what’s right for them.
27:21
And so just another thing to reflect upon, participants will believe their own data, so you can give up control.
27:32
If you can define your own, they’re learning outcomes thought we could be different, so I’ll make a big impact.
27:40
They’ll take ownership is more likely to action their learning bit of a journey across your organization as well, because your learners need to embrace our freedom as well, difficult or more, more cognitively demanding for participants, because they need to do the thinking. And so will they engage, more, embrace, that freedom.
28:04
People and experiential learning who, I respect the most a guy called, Bill Prowl.
28:09
Put it nicely like this, makes it found, find flouting, one of the Key Principles development.
28:15
That principle is that people generally know what they need to come and actually want to improve upon.
28:21
But, as facilitation, training is so often, caging corralled people’s thinking into our pre-determined pathways. If we’re doing, I’m a trading room, what kind of reflection does that have on our organizational culture?
28:36
How can we expect actually create dynamic, creative individuals in the training room, where defining learning objectives for participants, Of course, when you see it sometimes, but how can we get participants more freedom, at all possible?
28:53
So, what might you do in terms of an engineering?
28:56
Or, I’ve got participants to think of all the facets of a high performing team using simple activity with which process, and then, am I going to use far more process complexity.
29:08
So, I’m always going to choose. Got multiple stakeholders, which has got ambiguity in the brief, which has ill defined customer requirements when she got time constraints, multiple phases.
29:21
So, tasks might have competing objectives, and they might have lots of different priorities to manage.
29:30
Because ask us the reality, fast, the reality of modern organizations.
29:34
And if we’re not starting to sign those complexities into our experiential learning, then how can we possibly expect people or spare time learning to help participants about the skills they need to succeed?
29:52
Sir.
29:56
Yeah, so we just review it.
30:00
This is, This is, I think, one of the most common ways. I see facilitators to review experiential activities, say, they use this technique or stop, start continue. I wonder what source …, which you use it, so you do you do an activity.
30:25
Then you frame the discussion around this question was should you stop, start, continue, maybe just drop matches in chat.
30:36
What do you make of that review style?
30:38
See it in kind of complex activities, nerdiest stocks continue unity.
30:47
The question is I will share some of the answers we receive.
30:55
Oh.
30:58
And Jimmy, could you give us an example maybe that to help?
31:03
Stirrup some ideas from the audience.
31:06
Yes, sir! It’s just, it’s a very simple method of reviewing.
31:12
So after a any experiential activity and people will be reported to participants. They say, OK, well, you can your experiential activity, just reflect for a moment three things from each team. What would you stop doing?
31:27
Already starting to continue doing. And I’ve chosen this because it’s the most, I think, the most widely seen reviewing experiential activity, which which I come across in the same way that marshmallow challenges, the most famous way of viewing experience.
31:47
What I see is the most famous responses coming through. Sandra said, I use this method, It makes learners review their current understanding.
32:00
I like to use it, but not exclusively. I’ve used it, too.
32:05
Yeah, OK, Barbara said, This is difficult since learning is ongoing, so as soon as you answer a question, you will find yourself changing your answer.
32:19
Yeah, yeah. Open-ended questions, and Jennifer said, I like it as a general reflection of one’s work, process, is processes, et cetera, not sure about reviewing it in this way, after an experiential activity. I think that might be a bridge too wide to cross that soon.
32:40
Yes, sir. I think you guys did a lovely job of summarizing perhaps my thoughts on it as well.
32:50
It’s nice. It provides you with a framework, which is always great. This is open-ended, which is also very good as well.
33:01
10 Yeah. I like I like this answer about being a bridge too far.
33:06
It ties in very nicely to the title on the last slide, as well, say. Someone was paying attention, 5, 5 feet away to this time, all that all of us.
33:15
Yeah, absolutely, I think it’s like the marshmallow challenges is doing some things, right. But actually, perhaps, we could be even more, more effective.
33:25
So, we think about what a really nice, structured way of reviewing experiential learning could be, we could do something like this, and this is how I might conceptualize what we’re trying to do, So.
33:39
I always like to give people some time to individually, reflects, stop, start continue. It is the most famous way of reviewing experienced activities.
33:51
I would say, individually, reflection, time is perhaps the most effective, but at least used method of reviewing experiential learning.
34:01
So, this is where we adjust, said, maybe 10 questions for participants that tie into some of the different process things we’re interested in getting participants to reflect on.
34:14
Send them away for coffee for 10 minutes, 20 minutes, and just get them to crystallize their thoughts about loss, what’s going on.
34:23
And in research learning, I see so often doesn’t, doesn’t happen. We say so much time doing the activities and then we jump into a debrief.
34:33
We don’t give partial since that time, to do what I really want to do, a mass and mass think, and it can be catalyzed by providing really structured, thoughtful framework of open-ended questions.
34:50
So, we’re not doing wish one of our participants alluded to a second ago, we’re not, we’re not creating bridge too far.
34:58
We’re getting people to think in a structured manner about what happened, and giving them some ideas to take to the table, which is also really important if we want to grow, because of caution.
35:10
Any experiential says she gains have the extrovert, you’re going to have the people that write … thing because they talk.
35:18
But actually most experiential sessions’, how are we capitalizing on the participants who do value that time, where they can just be themselves accountable for their thinking and then take something to the table.
35:35
So if you can find that time just to send people away, I’d highly recommend it.
35:40
Then what we’re trying to do is you’re trying to open up this broad discussion. So it’s great. You can probably like, how did you go, question, how do you, how do we go this broad questions that flaw? Let’s get some crazy ideas, Let’s get some different ideas less.
35:57
Let’s get some different perspectives into the machine, shows different perspectives if you’ve got those individual thoughts down on paper because so often in experiential learning. What wasn’t listening that we listen to each other and the loudest person? because, yeah, machines who listened and listened to me anyway, and if we’re not alone.
36:19
But actually, can we get people to crystallize that thinking, too and get that diversity of thought brought to the table?
36:26
Then what we can do is we can actually use exploratory questions. So if you guys are individually co-chairs and skill sets very similar and she started to use our skillset community and coercion context. You can start to have really good discussion. Say, Tell me more. What, where do you think about, what was the evidence for that?
36:47
To take a journey, we have crystallize our ideas.
36:51
Then only then, can we start to move to the kind of stop start continue questions? He’s closing question these action orientated question you said, what did you learn? Question is is a classic and that’s a great question.
37:07
The very end of your process, not the very beginning of your process, what should you start to enter a great question?
37:14
It’s up to 30 minutes, one hour, one hour discussion. It’s not a question to open up on otherwise. It will be a great it wasn’t a bridge too far.
37:26
Yeah.
37:27
So, yeah, these are kind of questions, and, if I was using an activity that was broad in scope and deeper questions, I would use, I began to think, you know, detail about facets of a high performing team, so how did you organize ourselves in terms of your roles to capitalize on diversity or her plans? You agreeing and try. The more detailed communications? not, just mostly communication, Mike, so, these open-ended questions, they’re getting people to think a lot more detail about what’s really happening.
38:07
And.
38:10
We’re done, theoretically, then, I might want to frame it in this kind of model, because so much carries on in teams.
38:19
So that’s obviously experienced activities, because we’re not using robust theory to start to describe, and we’re not using reverse theory in valuation review frameworks.
38:32
This is. This is my favorite model of team development, is very, very talented. And a professor called Professor Peter Hawkins.
38:40
And this is his model of Team Performance USA, reflects nicely into experiential learning, because we talk about team process.
38:52
And we also have the externality should attain the entire …, we’ve got complexity, we’ve got sophistication. And that’s what you need If you’re going to, to experiential learning. Using expression, but the higher echelons of your organization, where you can share real benefit and what they are going to benefit.
39:14
Could start to think about our Commissioner. You say how clearly define their success criteria. Do they know what they want to deliver, because think about the clarification. What are the goals for the KPIs?
39:29
And then we can move on to co creating two dishes, the internal process within the team.
39:35
To be honest, tends to be the bit where people are quite good.
39:38
Focusing and produce a warm water, and really what enables effective teamwork, married to think about. actually, how we engage with critical state holds in a more process, emotional level.
39:53
And also critically, in terms of experiential learning, how good we are at, applying our, our learning …
40:00
experience, axes, which are multiple phases, so we can start to A apply learning from the actual activities, But also, we consider how individuals, teams, organizational, cultures, we are applying organizational learning as well, So we’re trying to design experiential activities and experiences which reflect the complexities of organizational culture and infusion in marshmallow challenge, You’re probably missing a little bit of the importance of that, both of these different quarters sorry.
40:42
Should you spend doing this review versus the activity? Yes, thank you, thank you, Sarah. So, I, Yeah!
40:51
It’s interesting, I think, when people start doing experiential learning, most typically see, is a binary in 19 95 percent of the time on the activity, and 5% of the time, when the actual review.
41:04
Pricing.
41:06
Particular, if you’re working a C suite, flip it, spend the vast majority of time on the review.
41:13
To do that, each get foundations, right: You need activities, which provide a really rich process, which reflect the complexities of the reality we are dealing with, And you also need your review frameworks to be robust, be comprehensive, promote the deep thinking, and then you flip it, and that’s when the C suite, or the senior people in your organization will see real value. Because they start to see the reflections of the complexities in actual activities and experiences that you’re creating.
41:43
Thank you. Thank you, sorry, good question.
41:48
Oh, so, yeah, just search reflection for you guys, if you’re doing experiential learning, how well do your activities mapping to the interior bus fare interior bus process?
42:01
The kind of process is the annual more senior people against be happy with. And you’d like to.
42:08
So I’ve talked, if I wish to kind of summarize that process, they need to choose an activity which is complex and scope matches your organization utilizes to provide individual thinking time for participants. It sounds really obvious, and it is.
42:26
But so often, it’s not done, and give participants a framework, an instruction to work in.
42:33
Say that about covering the complexities that you want to cover, or you are using the beneficial to your end.
42:43
Law. Review, PHD, pushing for things, and then it closes things down to draw conclusions and then test it. Test your activity, because that’s not only valuable in terms of reinforcing learning, we also, you can have a discussion about how well you are actually applying organizational learning.
43:02
And then me show you how learning transfer stage, as well. So, that was interesting. We’ve done the activity. But what does that mean now in terms of how we can be more effective as individuals teams and kind of maturation.
43:16
And, so, I’ve talked a little bit about source a lot of hope our kind of process.
43:24
What’s what’s going on in terms of? Cognitive level, and what I hope is where we’re going?
43:31
Providing an easy way for you guys to operationalize a deeper level of thinking.
43:36
So, an organizational psychologist be familiar with this, but so often illumining, we just help people become better at what they’re doing. So it is kind of single loop learning. We typically do some review the resume to improve and change. And eventually, they can apply the right time to get the right results.
43:55
We don’t do deeper. We’re not taking into the underlying values and beliefs and attitude is kind of why we do things and how we do things.
44:06
Because if we don’t do that, we’re really take D We need complex activities to do that.
44:14
Then we’re going to get this …, so we’re just looking at changing behaviors. Bus behavior is driven by emotions and our emotions are driven by our attitudes and said we just have look at changes superficial.
44:26
We can change their behaviors and it’s never really going to work because we always have this disconnect between what we’re thinking or feeling and our values and beliefs are being asked today.
44:42
And Jamie, so trainers are worried about bringing emotional situations into the classroom. What would you say to that?
44:50
Yeah, Absolutely. It’s really common concern. So, the recorded like talking about unpacking things and what impact came to be on the team. And it’s not always it isn’t always appropriate to take deep grief, for example, if you’re running money laundering training. Don’t necessarily want to have discussion about what people’s values and beliefs and they’re very personal level. My daughter’s compliance. You probably just compliance, you might not.
45:19
But if you’re thinking about team dynamics and team development, then it’s much better to bring it to tailor the training room where it can be unpacked where it can be talks about, thought about, and then put it together in a, in a better way.
45:34
Experiential activities in the classroom, they do generate typically emotional baggage, sure. They didn’t create anything you want to bring to the table. Things are already existing. Brought to the table and dealt with a really structured controlled way than just laugh too fast, to say how many carefully, but actually, by doing in a safe and controlled way, it can be enormously beneficial and cathartic for teams. And organizations. So, yeah, it can be really valuable when done in a sense to him structured way.
46:11
So, yeah, just cemeteries. again, something to reflect on our deep, enough incentives of what you’re doing, in terms of reflection processes. And, in terms of, crashes, in terms of what you’re exploring as well?
46:23
Because if you do explore things in depth, and you can have a big impact on how people are working and how people are engaging.
46:32
Second.
46:36
To do that, you just need to need to, get this process of alignment, in terms of complexity between your work environment, and experiential activities. So, how much thought to be putting in, to walk through this experiential look like, in terms of the processes that?
46:53
Going to be demonstrated, are observable, or practical?
46:57
Versus actually, what might be useful to think about organization?
47:05
So it’s hard to do, at least, it’s really quite hard.
47:08
Because you duties re-assuring best activities, you do need these, these frameworks And so this is something we might have a surprise. I have a solution for you. This is the charging talking about today is the CMT Insights hit.
47:26
So it’s kind of all done for you, So you get 53 different activities that will create a rich, deep process.
47:36
And has about 400 different learning topics in the general plot by each kind of how it’s different activities.
47:47
And it takes you anytime produces an experiential learning, seeking guidance, shop, so to know, you, get your materials, you get all the reflection sheet, and then E J of any Transfer Documentation. And Christianity. structure to a Drive Organizational Organizational. Performance.
48:06
No.
48:10
Got savant care.
48:11
There’s lots of other cases, as well, depending on, Depending on what you’re looking for, if you’re looking for Maybe, a, OK, which looks at how, teams to work across boundaries.
48:22
And you can call them too many, if you can simply team development, …, assessment, coaching, workplace efficiency, that we can do, mean lots and lots of different options and solutions.
48:35
If you’re interested in more about mastering experiential learning.
48:39
that I run, my MTA Facilitates programs I do them all around the world and Urban Programs in London or Dubai or I can fly to your organization and delivery for your states and various people program, Verizon Manufacturing and Qatar Airways Emirates I could fly anywhere. I do that.
49:04
Some days together, think about how I facilitate or the furniture, it looks like activities emotional, organizational priorities.
49:14
So, thank you so much, everybody.
49:17
Just like to leave you with, some to think about summary because I don’t want to close anything, because it makes for a really good experiential learning. There is no question.
49:30
Just kind of niggling jarring that keeps getting into keeps, making the thing that keeps making refraction relate to the learning experience she just had. So, don’t let it finish, you do when you’re thinking about it, just like that kinda pebble in your shoe. Just let it just want to irritate your. Just be conscious of that. Keep thinking about? it keeps in drought and means to you, in terms of how can your practice as a facilitator of experiential learning.
50:00
I love connecting with people involved in each Virtual Learning, so …
50:03
reach out to me, Sarah, find a way of getting my details, and yeah, thank you so much for attending, and I’ll open it up to any questions.
50:18
Great. So we have 10 minutes here To answer any questions that you have. If you have them drop them in the questions box. And we have our first question from Marissa. And Marissa asks, How do you convince leadership of the importance of experiential learning, and this same age, when there’s so much emphasis on the broad reach and low cost of learning online?
50:41
Yeah, absolutely. And I think this rose towards touching on earlier about the commoditization of learning.
50:50
I’d say, what if you can do it through with them.
50:52
Because that’s when they feel the real power of it.
50:58
Me show you prioritizing it as well. So, there are times when experiential learning is truly the best and most cost efficient solution. When you want to develop teams, when you want to develop leaders, when you’re trying to develop qualities of the mind. And so, it’s often a good idea to us, they didn’t see new people, what they really want from their people.
51:20
And if you do ask them really quite surprised, if it is, we want to know more.
51:26
I suspect they’ll say things like lunch more crazy, or more irritated when a more collaborative.
51:32
More flexible, adaptable, resilient.
51:35
They are all qualities, because you have individual teams, the culture.
51:40
And you develop that by getting people in a room together or indeed online UTC’s priest goes online, and getting them to reflect and think, and engage, and that’s going to make a big impact. But it is more expensive. So, I think it’s very much return on investment question, but also cessation question as well, and to your senior people on that side. And then, once they will say, felt it, no matter how valuable attrition is much easier and much easier to sell.
52:13
Great. And then we’ve had a ton of questions come through on, you know, you know, How can people use experiential learning, but in a virtual setting? Do you have any tips, recommendations, or any commentary on that?
52:26
Yeah, sure. So So maybe That’s the next webinar for Sarah.
52:29
So whenever it was March 4 to 2020 people from all around the world, getting in touch asking me, how, How it, Because Larry Experiential learning online. So last couple of years, I’ve actually developed a collaborative online platform where everybody joins us, zoom in a virtual space where they can manipulate data, they meditate shapes and objects. They manipulate information and collaboratively And to create the same really rich social team, individual, cognitive processes that you would get in the physical space.
53:09
Put in the online payment, online space, because everybody’s doing a task that requires everybody to be involved. People can’t just say too much happened is an issue. They have to be involved and Because of that and then you can have the same kind of conversations that you would have after, after a physical experiential session. So the principles the same: You just need a different tool set and that’s the kind of tools that I’ve been developing over the last couple of years.
53:37
Great. And we have another question here from Daniel who asks, What would you suggest anyone who wants to get started?
53:45
Yes. So, Well, constraining myself. I’ll say, OK, you know, go down to Wal-Mart and buy yourself a pocket of spaghetti marshmallows. Because that’s the cheapest way Stop.
53:57
Obviously I can help you saw I provide all the materials you need, but I think I started, was a low risk environments.
54:04
So when I was taking over MTA many, many years ago, I was practicing Medical Scout Group, practicing their skills and … semi organized universities. Senior organizations that can benefit from a high quality people development. So you need to find yourself a task. Actually, go onto our website. We’ve got three different download or tasks for free.
54:29
Which are available, Which you can do is readily available materials, and then you’ve got the slides, You’ve got the breach Gulf facilitator knows you call the …, find people with practice, and then do an experiential, yep, So how do you experience Daniel? Reflect on, and think how I think, what you could do to enable you to be successful, and they’ll take you forward.
54:56
And then we have another question here from Amy, who asks, what’s the biggest mistake trainers meet?
55:03
Yes.
55:04
So, just thinking about all mistakes I’ve made, Amy, it’s doing your activity, which is too difficult.
55:11
So, it’s quite. It’s seem to be some paper often, seem quite easy enough to do them individually.
55:18
It’s the complexity of working together, which causes problems, and so it has a facilitator, you just have to easy, super easy to recover from. What was it enabled? You guys say, successful, loves talking about that.
55:30
If you do an action because she’s too difficult than people disengage, they get defensive, they start to blame next to the TD. They push back, and they feel cheated.
55:41
So, so that’s a big mistake, you know, to voting, sufficient time to review, Facilitates, often worry that participants will only enjoy playing the games. And that’s not my experience.
55:56
Participants actually really value learning about themselves, learning about how they can have a less stressful time, learning about how I can track my colleagues better. You get at learning through really robust review processes and getting people to spend time on review processes.
56:10
So I think he’s not having confidence to really help people learn and spend too much time trying to entertain the workflow that I think people quitting importer. They really value is development. If they don’t well, it may be Few organizations say, hey, pay attention to that.
56:34
And we have time for one more question from Maria. Who asks, can you tell us about a success story?
56:44
Yeah, our success story.
56:47
Right.
56:48
So, let’s say yesterday, I was working with a crew of 40 people from a government organization, who are based in London.
57:00
And they were having real challenges about how they work in silos that have been working. So it’s been difficult for them to, to interact and an activity, which can represented that situation. We should have an opportunity to collaborate across silos if they wanted to be more comfortable working in silos state, that will pan out.
57:30
So you run the activity, Hands, see, I didn’t know it, was coming out of, participants, knew, knew all coming.
57:37
For me, after about 45 minutes, when the CEO said, look, guys, what’s going on here, We’re not talking to them, not collaborating, this is a reflection of our organizational culture.
57:49
And I think this is what’s gonna on at the moment, and then there were the nods around the room, the, participants. Yeah, I get it how interesting, wow, you know, working so hard individually. But, we’re not working together effectively – why is that? Then you leave the activity behind and you have a discussion that the activity simply catalyst for bringing that issue onto the table in the right kind of non-aggressive way, which is going to elicit discussions. I think anytime you you bring the conversations to the table it’s a success, and … nice things happen … very quickly, it starts those powerful, useful thought-provoking conversations that allows us to take the organization forward.
58:32
Well great, and that does bring us to the end of our session. And thank you so much for your time today, Jamie, for an informative webinar today.
58:42
No problem at all. Thank you. Thank you, Sarah. It’s been an absolute pleasure. And thanks to everybody who was inputting on the chat and the polls and do to reach out to me if you’d like to connect, I’m always delighted to stay in touch with people who are passionate about experiential learning as I am.
58:59
And today’s webinar was sponsored by MTa Learning and HRDQstore. MTA Learning is a values based organization. And it’s their commitment to these values that enables them to design and deliver innovative experiential learning tools that can be used to deliver lasting change. HRDQstore are providers of research based training resources for Classroom, Virtual, and Online soft-skills training for more than 40 years. Make sure that you check your e-mail following today’s event for links and information about MTa Learning’s website.
59:30
And I would like to thank you all for participating in today’s webinar. And I look forward to seeing you all next week.
59:37
Yeah. Thank you, thanks so much, everybody – and do reach out if you’ve got any more questions.