Depending on their design and objectives, Team Building Events  are a vehicle of great potential in environments such as corporate or academic, and generally in those where teamwork is a key factor. Among the most common goals of our events include: corporate communication both internally and externally, motivation, entertainment or training. Those Team Building Events whose primary goal is the latter, i.e. Training & Development,  would fall within the methodology known as Outdoor Training.

Each and every of our tailored made Training & Development projects are designed with the collaboration of accredited professionals and consultants experts in the facilitation of tools such as Belbin Roles ®. Should you need further information, please do not hesitate to contact us. We will be delighted to put toguether a bespoke Training & Development programme for you.

“A team is distinct from a group when it has the following attributes: a common purpose; recognition by each individual as belonging to the same unit i.e. team identity; interdependent functions; agreed norms and values which regulate behaviour.” Moxon (1993) . “Team building can be simply defined as a structured attempt to improve the effectiveness of a group of people who work temporarily or permanently together” Clark (1994)

Along the same lines Shivers-Blackwell (2003) and Moxon (1993) argued that the primary purpose of team building is to improve work team effectiveness within the organization. Such development, goes on Clark (1994), may be particularly focused in terms of outputs- that is, the speed and quality of decisions and actions produced by the team, or in terms of more nebulous areas, the quality of relationships, greater cooperation, more of a corporate attitude, etc.

Experiential Learning theory defines learning as: “The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience.” Kolb (1984) . For Dr. Martin (2001) the use of Experiential Learning promotes active involvement and contrasts with the passive learning associated with traditional teacher-centred methods:

“Experiential Learning is based on the belief that the process of personal growth occurs through change as a result of direct experiences. It is an active process involving the learner being placed in unfamiliar environments, outside their positions of comfort and into states of dissonance. This lack of harmony requires problem solving, inquiry and reflection”

Kraft and Sakofs (1991), cited in Martin (2003) argued that “experiential activities should be real and meaningful providing natural consequences for the learner, for example, outdoor activities”. Krouwel (1994) also cited in Martin (2003) argued that the use of EL, and in particular the outdoors, confronts people with the results of their own actions and provides important learning for life.

Dainty and Lucas (1992) cited in Brown (2003 p.30) suggest that Experiential Learning activities should be sequenced, starting with fun and enjoyment, through narrow skills, broad skills to development (Figure 2.4).

The process of Reviewing in our team buildings is leaded by trustworthy independent and highly recognized consultants who facilitate a professional debriefing of our events. A review of the process used to achieve outcomes is essential to transfer the learning back to the natural team´s environment (Figure 2.3 Kolb´s cycle - Above). “Reviewing is an essential feature of experience-based learning. The main function of reviewing is to enable participants to learn from their experiences”. Dr. Greenaway (1992)

For further information you can view and download a novel academic piece of  research undertaken by a full time member of our team Alex C. Diego.