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Psychological aspects of the effectiveness of outdoor programmes
Švyhnosová, Alena ; Gillernová, Ilona (advisor) ; Štětovská, Iva (referee)
An increasing number of organizations are using outdoor based programmes for individual managers, management teams and work groups. Outdoor programmes are based on experiential learning and encourage change and help each participant more fully achieve self-knowledge and understanding of others. Outdoor programmes use activities that are stimulating problem-solving tasks designed to help group members develop their capacity to work effectively together. Many tasks are like children's games, others are comlex and designed for specific needs. The participants gain experience by working together in a non-traditional work environment, recognise their own limits, learn how each member thinks and works. An important part of these activities is participant's reflection and discussion about the activity, how they approached the situation, and possible points of learning. This discussion is supported by the facilitator who iniciates the discussion, sets the rules for it and guides the discussion so the participants learn from the experience they have just gained and can use it not only for the next acitivity. The facilitator provides structured opportunity to help participants learn more deeply. Although many organizations use these programmes, they are not usually interested in results these programmes have. Our...
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Psychological aspects of the effectiveness of outdoor programmes
Švyhnosová, Alena ; Štětovská, Iva (referee) ; Gillernová, Ilona (advisor)
An increasing number of organizations are using outdoor based programmes for individual managers, management teams and work groups. Outdoor programmes are based on experiential learning and encourage change and help each participant more fully achieve self-knowledge and understanding of others. Outdoor programmes use activities that are stimulating problem-solving tasks designed to help group members develop their capacity to work effectively together. Many tasks are like children's games, others are comlex and designed for specific needs. The participants gain experience by working together in a non-traditional work environment, recognise their own limits, learn how each member thinks and works. An important part of these activities is participant's reflection and discussion about the activity, how they approached the situation, and possible points of learning. This discussion is supported by the facilitator who iniciates the discussion, sets the rules for it and guides the discussion so the participants learn from the experience they have just gained and can use it not only for the next acitivity. The facilitator provides structured opportunity to help participants learn more deeply. Although many organizations use these programmes, they are not usually interested in results these programmes have. Our...
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