Action Learning

Your team will grow in the great outdoors with action learning events, activities, and exercises. Teams develop during the experiential learning cycle as they experience unique problem solving challenges, reflect on the team process, and develop and test new theories of performance. Action Learning is a process for bringing together a group of people with varied levels of skills and experience to analyze an actual work problem and develop an action plan. The group continues to meet as actions are implemented, learning from the implementation and making mid-course corrections. Action Learning is a form of learning by doing.

These three Action learning experts will help you plan your next teambuilding event.

Action Learning

Our action learning / team building programs are designed to develop leadership qualities and enhance group effectiveness. Build your group unity on the trails and rivers of the beautiful Harpers Ferry area near Washington, DC, Northern VA and Baltimore, MD yet outside of your normal daily environment. Watch how experiential education strengthens the bond between group members and refocuses energy on important issues. Through "action learning" - using actual experiences as a learning tool, River Riders helps group members gain valuable insight into their interactions with each other. In our outdoor "classroom," teams are faced with challenging activities and problem solving scenarios to test their communication skills. Debriefings following the activities are the key to focusing on challenges and triumphs and linking them to real life situations. As a result your group will be inspired to improve weaknesses and capitalize on the strengths of each individual

Teambuilding by Nature

What are your life time goals? Dream?

Team Expedition Action Learning, Team Building, Customized learning:

A fantastic sequence of teambuilding activities - any place, any time, anywhere.Team Expedition is an engaging series of team building initiatives. Teams follow the experiential learning cycle as they experience unique problem solving challenges, reflect on the team process, and develop and test new theories of performance. The program design and facilitation ranges from light discussion to in depth knowledge transfer to personal and professional lives. Ask about our "Better-Faster-Cheaper" framework where collaboration and information sharing drives they key to organizational success. Each event is customized according to the focus of your organization and specific desired outcomes. Location InformationThis event takes place outdoors at a location near your resort. Ask about some of our favorite outdoor locations, such as the Murie Center in Grand Teton National Park.

Grand Dynamics

Teambuilding Services

by Action Learning Associates

We all know that people are more productive when they practice productive behaviors. Our role is to help you determine those productive behaviors, and then train you and your colleagues so that you can improve your inter-personal and intra-personal skills. We employ the action-learning model of doing, reflecting, learning and improving in all of our course designs.

Program Options include:

§ Indoor team building training programs
§ Indoor or outdoor Team Olympics programs
§ Outdoor ropes challenge course programs
§ Outdoor adventure race theme programs
§ Outdoor expeditions

Action Learning

Rope Course Teambuilding

Outdoor Teambuilding

4 x 4 teambuilding

Rock-Climbing Teambuilding

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You can find team building tools at HRDQ..Click here to visit HRDQ

Excerpt from: Heart of a Teacher,

by Paula Fox 

He was in the first third grade class I taught at Saint Mary's School in Morris, Minnesota. All 34 of my students were dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievousness delightful.

Mark talked incessantly. I had to remind him again and again that talking without permission was not acceptable. What impressed me so much, though, was his sincere response every time I had to correct him for misbehaving. "Thank you for correcting me, Sister!" I didn't know what to make of it at first, but before long I became accustomed to hearing it many times a day. 

One morning my patience was growing thin when Mark talked once too often, and then I made a novice teacher's mistake. I looked at Mark and said, "If you say one more word, I am going to tape your mouth shut!" It wasn't ten seconds later when Chuck blurted out, "Mark is talking again." I hadn't asked any of the students to help me watch Mark, but since I had stated the punishment in front of the class, I had to act on it. I remember the scene as if it had occurred this morning. I walked to my desk, very deliberately opened my drawer and took out a roll of masking tape. Without saying a word, I proceeded to Mark's desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room. As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The class cheered as I walked back to Mark's desk, removed the tape, and shrugged my shoulders. His first words were, "Thank you for correcting me, Sister." 

At the end of the year, I was asked to teach junior-high math. The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the "new math," he did not talk as much in ninth grade as he had in third. One Friday, things just didn't feel right. We had worked hard on a new concept all week, and I sensed that the students were frowning, frustrated with themselves and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down. It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed me the papers. Charlie smiled. Mark said, "Thank you for teaching me, Sister. Have a good weekend." That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual.

On Monday I gave each student his or her list. Before long, the entire class was smiling. "Really?" I heard whispered. "I never knew that meant anything to anyone! I didn't know others liked me so much." No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again.

That group of students moved on. Several years later, after I returned from vacation, my parents met me at the airport. As we were driving home, Mother asked me the usual questions about the trip, the weather, my experiences in general. There was a lull in the conversation. Mother gave Dad a sideways glance and simply said, "Dad?" My father cleared his throat as he usually did before something important. "The Eklunds called last night," he began. "Really?" I said. "I haven't heard from them in years. I wonder how Mark is." Dad responded quietly. "Mark was killed in Vietnam," he said. "The funeral is tomorrow, and his parents would like it if you could attend." To this day I can still point to the exact spot on I-494 where Dad told me about Mark.

I had never seen a serviceman in a military coffin before. Mark looked so handsome, so mature. All I could think at that moment was, "Mark, I would give all the masking tape in the world if only you would talk to me." The church was packed with Mark's friends. Chuck's sister sang "The Battle Hymn of the Republic." Why did it have to rain on the day of the funeral? It was difficult enough at the graveside. The pastor said the usual prayers, and the bugler played taps. One by one those who loved Mark took a last walk by the coffin and sprinkled it with holy water. I was the last one to bless the coffin. As I stood there, one of the soldiers who acted as pallbearer came up to me. "Were you Mark's math teacher?" he asked. I nodded as I continued to stare at the coffin. "Mark talked about you a lot," he said. 

After the funeral, most of Mark's former classmates headed to Chuck's farmhouse for lunch. Mark's mother and father were there, obviously waiting for me. "We want to show you something," his father said, taking a wallet out of his pocket. "They found this on Mark when he was killed. We thought you might recognize it." Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. I knew without looking that the papers were the ones on which I had listed all the good things each of Mark's classmates had said about him. "Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it." Mark's classmates started to gather around us. Charlie smiled rather sheepishly and said, "I still have my list. I keep it in the top drawer of my desk at home." Chuck's wife said, "Chuck asked me to put his in our wedding album." "I have mine too," Marilyn said. "It's in my diary." Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. "I carry this with me at all times," Vicki said without batting an eyelash. "I think we all saved our lists." That's when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again. 

The density of people in society is so thick that we forget that life will end one day. And we don't know when that one day will be. So please, tell the people you love and care for that they are special and important. Tell them, before it is too late.

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Simulated negotiation. Real-world skills.

Before the people in your organization attempt to maneuver through real-world negotiations, give them the opportunity to practice their skills in the safety of the classroom with Strike Fighter, HRDQ's new action-packed simulation. The winner of the 2009 NASAGA Game Design Competition, this learning-rich experience is aimed at helping individuals become more competent and confident negotiators by teaching a solid start-to-finish strategy.

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24 customizable scenarios. Unlimited use. One low price.
Get instant access to an incredible library of simulations that you can easily add to your training. The Reproducible Simulations Library (RSL) is a robust collection of 24 downloadable scenarios on compelling soft-skills topics such as decision making, negotiating, leadership, and more. Similar to our other reproducible training resources, they're ready to deliver "as is," but you can also tweak the content to fit your needs. Hit print and then use them over and over again.


Volumes I and II were a hit with our clients, and now there's a new collection! The Training Games Library, Volume III is a great low-cost resource for customizable training games. Available for immediate download, these games are built on a PowerPoint® platform, so they're simple to tailor for a fun, interactive, and relevant learning experience that you can use over and over again.

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