Bruce OLivER Newsome
practical skills and applied knowledge in Security, defense, and risk management
Experiential training is a naturally attractive alternative to formal (classroom) education, but good experiential training does not come naturally.
Classroom learning often produces knowledge that can be recalled when tested but not applied in practical situations. Knowledge that is not exercised is quickly forgotten. Experiential learning encourages trainees to apply their knowledge and thereby better integrate the new learning into actionable understanding. And it's more enjoyable, which aids learning and retention.
Experiences may feel good but teach nothing. While participants may report that they both had fun and learnt something, temporary "feel-good" effects lead to unreliable self-reports. Most experiential activities are so abstract that they teach nothing of use in the real world; worse, they may train the wrong responses (negative training). Experiences should be combined with proper instructional design to guarantee positive training.
Unfocused and vague activities are unfortunately the most common: self-discovery hikes, rope courses, outward-bound adventures, find-your-own-meaning field trips, self-appointed executive coaches, motivational speakers, self-help cheerleaders, and rah-rah social activities. .
Well-designed, data-driven, and outcome-focused training simulates the situation, challenges the trainee, helps the trainee achieve the learning objectives, and produces performance data. In other words, it simulates, stimulates, educates, and explicates.
Expertise produces better training results. Internally-appointed trainers often lack expertise in training or in the subject matter. My method is a combination of instructional design, game design, and subject matter expertise.
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