Provides guidelines for choosing the best indoor or outdoor training to meet learning objectives. Offers advantages and disadvantages of both types and suggests how to choose which is best for the situation. (JOW)

The personal, one-to-one relationship of mentors and proteges is a crucial difference between the role of mentors and teachers. Mentors may act as teachers, advisors, experts, or senior colleagues. Their primary functions are support, challenge, and vision. (SK)

Describes a classroom activity called "Let's Party" (borrowed from Ruth McCubbrey) and tells how it gives students a genuine feeling for the concepts and principles of general semantics. (SR)

Presents a seven-phase model for debriefing following experiential activities. Eight d-games (i.e., framegames that structure debriefing) related to the phases in the debriefing process are described, and applications of the d-games are illustrated with reference to a common base activity. (13 references) (Author/MES)

Suggests that insight as a participant-observer is more valuable than merely hearing about other people's experiences. Discusses experiential learning, the use of simulations and structured exercises as safe places to take risks, and learning cultural patterns of assumption. (LRW)

Interviews illustrating professional judgment support characteristics of informal workplace learning: contingent, practical, process, particular, and affective-social. Growth in the capacity to make judgments occurs in three ways (1) ability to separate initial need from actualization of judgment; (2) ability to interpret conative-emotive and…

The disconnection between mind and body that characterizes Western thought rejects the experiences of the body as a part of experiential learning. Because experience is located in the body, experiential learning is better understood as a process of "re-membering." (Contains 32 references.) (SK)

Approaches to assessment of prior experiential learning (APEL) sit within Enlightenment theories of knowledge. Alternative epistemologies offered by postmodernist, feminist, and antiracist theories suggest a different basis for assessment: situated knowledge. APEL can give visibility to outsider knowledge and alter the relationship between…

A team of learning coaches facilitated an action learning group in a public utility. The coaches' diversity raised interpersonal issues but added a wealth of perspectives and experience. Important components were team formation, a balance of program and individual needs, and group diversity. (SK)

Intentionally Inclusive 4-H Club Programs is a pilot project intended to create accessible 4-H environments for people with disabilities. An experiential curriculum for 9-12 year-olds was developed and used in three North Carolina counties. Formative evaluation showed how 4-H staff are raising awareness and involving youth and volunteers with…

Narratives express the richness and diversity of experience and challenge simplistic analyses of management issues. Narrative can be a valuable tool for conveying the reality of managerial situations to participants in management development. (Contains 35 references.) (SK)

The evolution of technology causes human capital to become obsolete. We study this phenomenon in an overlapping generations setting, assuming that technology evolves stochastically and that older workers find updating uneconomic. Experience and learning by doing may offer the old some income protection, but technology advance always turns them…

The following is a summary of the authors five-stage model of adult skill acquisition, developed in collaboration with Hubert L. Dreyfus. An earlier version of this article appeared in chapter 1 of "Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer" (1986, Free Press, New York).

This paper describes how an innovation in the practice of action learning, self-managed action learning (SMAL), was developed and then applied in practice on a number of management development programmes for a Health Board in Ireland. The nature of action learning set facilitation is discussed. The paper describes how the term set facilitator was…

The dramatic rise in popularity of action learning (AL) over recent years has provided opportunity and impetus for various applications of this approach to be developed and tested in practice. This article describes one organisation's experience of AL, demonstrating that it can be effective in terms of stimulating and supporting reflective…