Product Details

• Amazon Sales Rank: #762322 in Books
• Published on: 2002-10-02
• Original language: English
• Binding: Paperback
• 88 pages

Synopsis
A comprehensive introduction to the philosophy, design and use of Outdoor Management Development activities. The first in a series of guidebooks published by the Institute of Training and Occupational Learning, it should prove indispensable to practitioners, buyers and academics. The book examines theories of experiential learning, good practice, management development applications, and the range of offerings available. Comprehensive appendices include a history of the genre and detailed examples of exercises. Although written from within OMD, the book adopts a critical approach to misuse of the outdoor, making a case for transcending simplistic teambuilds and "fun" programmes.

Customer Reviews

exactly what it claims to be
This ITOL Guidebook is exactly what it claims to be - "A Critical Introduction for the Intelligent Practitioner". It is also more than this because I would recommend it to all Outdoor Management Development (OMD) practitioners - however new, experienced or intelligent! The author actually does have a wider audience in mind. He hopes, for example, that the chapter on Outdoor Media and Course Design will appeal to buyers as well as to practitioners. This book does not claim to be a comprehensive guide. It is more of a selective guide to key issues - which is about the best you can expect from a book this size.

Thin books can be superficial. Not this one. Bill Krouwel homes in on key issues and challenges much common practice and accepted wisdom. His targets for criticism include: inflexible programming, predetermined outcomes, frontloading, routine reviewing, imposed culture change, short courses, isomorphic framing, 'Box 1' problems (such as aerial runways and ropes courses), role play (especially fantasy role play), single kayaks, and anything that resembles the TV game show It's a Knock-Out. A theme running through many of these criticisms is a distrust of fixed or imposed objectives. The author's style is direct:

"OMD providers who offer tightly tailored 'solutions' to people's developmental needs deserve contempt." (p.11)

Such critical views (even if harsh at times) are well argued and are well supported by examples and references. But this is not just a guide about what to avoid. Bill Krouwel also presents clear arguments in favour of certain uses of OMD and certain practices within it.

He favours:

* using OMD to meet the idiosyncratic needs of individuals and groups (p.11)
* reviewing what actually happens rather than reviewing what should have happened
* using tasks requiring participants to engage their whole selves with great intensity (p.26)
* using a self-development model rather than a training model e.g. delegates working with tutors to select * tasks to explore the issues they have decided upon (p.30, after Mossman)
* providing notebooks for participants to make review notes at any time
* using review to capture the outcomes of reflection, whatever they are (p.44)
* using Kurt Lewin's four factors that lead to psychological success in learning (p.47)
* bringing about an awareness of managers' own significance and responsibility by encouraging in them a consciousness of the difficulties in which they are engaged ... the unprogrammable complexities which face them (p.55, after Reynolds)
* recognising that development of awareness of self and others is potentially the most important outcome from OMD - but possibly the least straightforward (p.57)
* building relationships with others (p.68)
* appreciating that the same exercise will produce different learning outcomes (p.20; p.73)

The guide includes 20 pages of appendices which include four examples of instructions for OMD exercises: Poacher's Escape, Riotous Assembly, Haul of Fame and the Pestera Project. The appendix also includes an essay about the roots of OMD. The author is sceptical about claims that OMD has ancient roots in ancient Greece. He is also sceptical about models that categorise types of OMD into 'generations'. His arguments are persuasive.

One issue that is not really tackled head on is how providers can or should respond to client pressures for shorter courses. Can Krouwel's favoured self-development style of OMD be applied as successfully to short courses as it was to longer ones? I am sure this is possible, but it might require an even more radical departure from OMD traditions to achieve this.

I found it refreshing to find a description of OMD that includes well-founded criticism of practice, and isn't simply a championing of OMD. This small book should make a significant contribution to any debate about the future of OMD. Yes, it is what the subtitle says: 'A Critical Introduction for the Intelligent Practitioner'. It also raises questions that will help providers and users to review current practice and stay ahead of the game - whether or not you happen to agree with the author's own view of OMD.