Team building program design

In the guise of education, not all training providers can effectively quantify the impact and relevance of a training program that was conducted. It becomes even more fuzzy when experiential learning programs are conducted by charlatans, whose only credibility is having attended their tertiary education in a discipline other then education and learning. Hence, effective training programs will embody 3 critical factors;
  • Competent facilitators
  • Sound curriculum that embodies customization
  • Instructional design methodology in designing the contents
Instructional design methodology in developing contents
Having completed a master’s degree in Instructional design, i see a co-relation and relevance between the work done by Rothwell, W.J and Kanzanas, H.J (1988), Mastering the Instructional design process, and developing contents for experiential learning programs. Rothwell, W.J and Kanzana, H.J(1988), showcased 6 steps required in developing instructional materials.
  • Preparing a working outline
  • Conducting research (perhaps on the the organization, critical incidents and culture)
  • Examine existing instructional materials
  • Arranging or modifying the existing instructional materials
  • Preparting tailor made instructional materials
  • Selecting or preparing learning activities

Another very commonly used ISD model is ADDIE, its acronym  and stages is similar to what I have described above. The ADDIE model  is shown below;

Instructional System design

Instructional System design

Sound curriculum design
Curriculum design starts with the consultant and stake holders. Customization of learning content will invoke working with an experienced consultant who is able to understand the business requirements of your industry. Consultant must be able to align your sectional departmental needs with the activities chosen for the team building program. There must be sound tangible learning objectives designed. This includes making sure the activities symbolically personify the real world at the office. Experience facilitators who hold sound education in learning and education with industry experience will be able to carve learning content to showcase this. Experiential learning curriculum content that is designed should showcase the following;
  • Activities that is robust and highly engaging that will require team inputs and participation
  • Metaphorically design scenarios that portrays symbolic rembalance of the work place
  • Each activity has a desired learning outcome
  • Lastly, an opportunity for participants to reflect and make a concerted thought to apply the skills learnt in the work place
Competent facilitators
Facilitators who have worked in a corporate setting for adequate numbers of years, hence very familiar with the demands and requirements for corporate results.More often then not, trainers, who hold their first degree in other disciplines cannot adequately grasp the need to ensure learning content is aligned with corporate performance strategies.Facilitators who can hold their ground in the context of their intellectual capacity of having spent critical years in schools in the realm of education and learning. More specifically, adult education. Facilitators must hold at least a post graduate Diploma in Human Resource Development. Moreover, in the context of using adventure and experiential methodologies, individual themselves should be familiar with the use of low and high ropes elements. This includes having valid certification to use ropes courses that is recognized by state institutions or the regulatory body.
Ebnu Etheris, MA.(IDT) and B.Ed&Trn (HRD)
We focus on designing Outdoor Team Building Activities for the Workplace & Corporate
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