Research and evaluation are tools that can help validate experiential education practice and provide a better understanding of it. Defines types of research and evaluation and discusses the benefits of these activities. Reasons for conducting research include (1) gaining support and credibility; (2) program improvement; and (3) marketing. (KS)

The ability to learn is the basis for all other skills and distinguishes effective employees from those that are not so effective. Trainers must teach employees to turn common events into learning opportunities and to create their own learning systems. (JOW)

The focus of aikido training is conflict resolution and the goal is to communicate with another human being. Aikido training can be applied to all areas of life. Like experiential education, aikido allows risk taking in a safer place than the "real world." (KS)

A literature review on action learning in management/executive development concludes that few meaningful examples of action learning have been assessed for their effects on organizations. There has been more focus on team building than on individual or organizational learning. (SK)

Reviews the psychological need for certainties in uncertain situations in business and the generic solutions offered by the "guru" industry. Points to action learning as a developmental method geared toward asking questions rather than providing answers. (SK)

Describes present-day outdoor challenge education and briefly notes its history. Argues that it provides a framework for organizations to improve teamwork, problem solving, risk-taking, self-esteem, and interpersonal communication. Describes how advantages of outdoor education can be maintained when a program goes indoors. Notes advantages of…

Discusses the characteristics of "good" and "bad" games used in adventure- or experiential-education settings. Good games are simultaneously familiar and exotic; have minimal rules and no clothing requirements; have an achievable "flow state"; and are cooperative, challenging, and accepting of failure that advances the group's problem-solving…

Describes five games (two for preschool children, three for all ages) used in adventure-, challenge-, and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props needed, instructions, and variations. The games act as icebreakers; build group trust and cooperation; or nurture positive,…

Describes three group-processing activities used with youth or adults in adventure- and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props needed, and instructions for group processing and reflection. Involves stimulating campfire discussion for various purposes, journal writing…

The 2-year process by which the Massachusetts Institute of Technology's Center for Organizational Learning transformed into the self-governed Society for Organizational Learning illustrates new ways of conceiving organizations, the capabilities required for change, and critical elements of the process: diverse representation, grounding in business…

Explaining ecological footprint analyses, this activity consists of a survey as a preliminary activity. Presents the survey questions and a chart of required calculations for ecological footprint activity. Lists the chart in five categories: waste management, energy, water, transportation, green space, and food. Provides information for follow-up…

Hospital employees (n=95) who attended experiential workshops on aging had significantly higher posttest scores on the Palmore Facts on Aging Quiz, indicating increased knowledge and improved attitudes about aging. (SK)

Proposes that situational factors in communities of practice should be considered when examining the social origins of knowledge and individual construction of it. Suggests that, because existing knowledge interacts with that from history, culture, and community, the roles of particular social circumstances in the construction of individuals'…

Kemmis examines how evaluation and self-evaluation might be used to subjugate workers to organizational needs. He explains how Habermas' Theory of Communicative Action can help create conditions that liberate thinking. (SK)

Presents three perspectives on power in an adult education course--learner, teacher, and manager--that illustrate how, regardless of role, each holds multiple positions in power relationships. Discusses power issues in terms of democratic teaching practices, language, and culture. (SK)