The purpose of this study was to examine the outcomes of using metaphors to enhance learning in the framing and debriefing of teamwork issues for a corporate adventure training (CAT) program. Through random assignment, four different but intact regional work groups from a European banking institution participated in a CAT program for the purposes…

Five models of program evaluation--needs assessment, feasibility study, process evaluation, outcome evaluation, and cost analysis--are described, and how they differ from research is explained. Six groups of stakeholders are identified, reasons for doing evaluations are discussed, qualitative and quantitative methods are described, five stages of…

All 120 managers and executives of a Canadian corporation participated in a 1-day experiential training in facilitation techniques, primarily debriefing strategies to help employees learn from workplace experiences. Five months later, a representative sample of participants identified successes, barriers, and potential improvements; most reported…

This study determined whether program setting (camp versus hotel) and program duration (five one-day sessions or a single five-day session) had any impact on development of teamwork in a corporate adventure training program. Results showed program setting had no effect, but short programs appeared to provide slower but greater overall gains in…

To determine the role that physical aspects of corporate adventure training played in the acquisition of trust, 75 employees from a New Zealand computer company were assigned to one of two groups with varying levels of physical activity or to a control group. Trust was enhanced in the two experimental groups but more so in the more active group.…

Survey of 274 women who completed an all-women outdoor adventure program examined motivations to participate in such a program; expectations, feelings, and perceptions about the program; and the outcomes and effects of the program on their lives. The average respondent was 42 and had at least a four-year college degree. Contains 20 references. (SV)

Examination of problem-focused and solution-focused facilitation approaches used with functional and dysfunctional corporate groups found that both approaches were equally effective at increasing teamwork in functional corporate groups; that problem-focused facilitation was less effective with dysfunctional corporate groups; and that…

Among the 156 employees of a Canadian corporation, group initiatives and ropes courses were equally effective at improving overall trust toward their organization. However, the ropes course diminished acceptance of others' ideas, while group initiatives built acceptance. The ropes course enhanced encouragement of others' efforts, while group…

For 72 new workers in a British automotive corporation, self-confidence was enhanced by participation in a ropes course. While general debriefing (addressing a wide variety of human behaviors) and specific debriefing (centered solely on self-confidence) contributed to these improvements, the benefits that accrued from specific debriefing were…

A survey completed by 189 persons attending the 1983 National Association for Experiential Education Conference resulted in a rank ordered list of 39 competency areas, considered essential to the effective outdoor leader. Respondents placed greatest importance on items related to safety, group counseling, and interaction. (JHZ)

Examines, compares, and contrasts New Zealand and Australian model programs of outdoor leadership development based upon the British Mountain Leadership Certificate System. Offers ideas on risk management and the issue of certification. (NEC)

Presents models through which educators can examine rationale for putting lives of others at risk. Reviews "Adventure Experience Paradigm" for facilitating changes. Considers components of exploration, experimentation, adventure, peak adventure, misadventure, devastation, and disaster. Suggests "Normal Life Risk" model as common means to justify…

Discusses ways in which outdoor leadership preparation differs in the United States, United Kingdom, Australia, New Zealand, and Canada based on questionnaire responses of 169 selected experts. Examines skills (technical activity, organizational, environmental, instructional, group management, problem solving) and attributes (motivational,…

Examines need for realignment of outdoor experience into non-competitive mode, suggesting similar changes in outdoor leadership training. Develops training model from experts' ideas of important components of outdoor leadership training. Applies model to four-year North American university program. Recommends program model for scrutiny and…

Presents a problem-solving model for outdoor group leaders. Describes assessment, analytical and creative phases of the model, and emphasizes the importance of experience-based judgment. Discusses ways of providing experiential problem-solving opportunities in outdoor leadership preparation programs. (SV)