Interactive Strategies for Improving Performance
involves a combination of action and reflection by a team to solve complex,
strategic problems in a real-world organizational setting. Team members apply
existing skills and knowledge and create new skills, knowledge, and
Interactive Strategies for Improving Performance
involves a combination of action and reflection by a team to solve complex,
strategic problems in a real-world organizational setting. Team members apply
existing skills and knowledge and create new skills, knowledge, and insights
through continuously reflecting on and questioning the problem definition,
the collaborative behavior, and the ensuing results.
Research is a strategy (similar to action learning ),
in which a team of participants conduct field research to examine a question.
Specially suited for participants who don’t know what they don’t know, data
collected during the research may alter the original question. The team may
learn unanticipated principles and procedures because of the volatile nature
of open-minded enquiry and objective reflection.
Inquiry (AI) is an alternative to traditional problem solving.
Instead of focusing on what is wrong, AI emphasizes positive aspects of a
situation. The AI process involves encouraging participants to share stories
of positive experiences with each other. The facilitator reviews these stories
to identify themes for further inquiry. Participants create and share images
of a preferred future and brainstorm ways to create that future.
Learning Activities (ABLA ) require participants to complete
a test, a rating scale, or a questionnaire and receive a score (and other
feedback) about their personal competencies, attitudes, or personality traits.
In some ABLAs, participants' responses are combined to identify the perceptions,
opinions, or characteristics of a team, a workgroup, or an organization. Whenever
appropriate, ABLAs encourage interaction and discussion among participants
to analyze their responses and to apply the results to future action.
Games are training activities that primarily depend on playback
of recorded audio messages (such as audiotape or streaming audio) to provide
the training content, structure the training activity, and collect player's
response. Most audio games use few or no visuals (in the form of text or graphics).
Games borrow structures and play materials from popular recreational
games to create highly motivating training events. Board games typically use
game cards and dice to encourage individuals and teams to demonstrate their
mastery of concepts, principles, skills, and problem-solving strategies.
Games involve pieces of information (such as facts, concepts,
technical terms, definitions, principles, examples, quotations, and questions)
printed on cards. These games borrow procedures from traditional playing card
games and require players to classify and sequence pieces of information from
the instructional content.
Games are a special type of simulation game that involves actual
cash transactions. They are not gambling games. Nor do they focus on accounting
procedures or financial management. Instead, they exp lor e interpersonal
skills (such as negotiation ) and concepts (such as cooperation
). These games use cash because it effectively simulates the real world
and brings out natural behaviors and emotions in participants.
are activities conducted near the end of a session. They are
used for reviewing main points, tying up loose ends, planning application
activities, providing feedback, celebrating successful conclusion, and exchanging
information for future contacts.
Activities involve an individual facilitator (the coach) supporting
the learning and Improving Performance efforts of another individual (the
coachee) through interactive questioning and guidance. The process usually
requires the two people to establish goals and the coach to observe the coachee,
debrief the activity, offer relevant feedback, and suggest suitable improvements.
Game Shells incorporate special types of framegames that are
presented on a computer screen. The shells permit the loading of new content
(usually in the form of questions) by the facilitator. The computer program
creates the game and acts as a timekeeper and scorekeeper. Some of the shells
provide highly graphic interfaces with sound effects that reflect popular
TV game shows. These computer games can be presented to large audiences by
projecting the display on big screens.
Decisionmaking Activities involve a list of items (usually
10) to be arranged in order of priority. Participants complete the task individually
and then reach consensus in teams. Then they compare their priority rankings
with expert rankings. In the process, they learn more about factors that contribute
to the importance of items and also factors that influence making decisions
and reaching consensus in teams.
Adventure Learning involves physical activities (such as sailing,
rafting, rappelling, rock climbing, exp lor ing wilderness areas, and walking
on rope bridges) in challenging indoor or outdoor environments. A trained
facilitator ensures safety of participants and conducts suitable debriefing
discussions that enable participants to construct knowledge, skill, and value
from these exciting experiences.
Techniques provide a structure that enables participants to
solve a problem or to utilize an opportunity in a creative fashion. These
techniques are useful not only for learning new skills and knowledge but also
for improving the performance of a team.
Friend involves a special type of peer-coaching approach. In
this strategy someone you trust (your cri