Overview

This chapter includes the structured experiences that are used in the training designs presented in this workbook. Structured experiences enhance training sessions for new supervisors by engaging participants in energetic activities. The activities enable the training group members to exhibit and practise behaviours that start the Experiential Learning Cycle.

The interactive learning activities included in this chapter are considered structured experiences , although they include activities that many trainers refer to as exercises' or games . When considering the specific usefulness of structured experiences in training new supervisors, it is helpful to consider the various types of activities that trainers might run.

• Structured experiences. These are step-by-step designs that implement the Experiential Learning Cycle discussed in Chapter 4. This chapter includes seven such designs.

• Exercises. This term refers to repetitive activities designed to teach skills. Exercises follow a general format that includes illustration of good performance, opportunities for practice of desired behaviour, observance of performance, feedback and repetition of the cycle until improved performance is achieved consistently.

• Games. Games are events staged to allow training participants to have fun. Games often lack direct relevance for learning.

• Activities. Any interaction during a training session - even private work - can be considered an activity. Activities enable experiencing, which is the first step of the Experiential Learning Cycle. Activities therefore create the common experiences upon which learning is built.

• Icebreakers. Participants sometimes come into training feeling inexperienced, sceptical, reluctant, or scared. Using icebreaker activities to open a training...