INSIDE DOUGLAS COLLEGE / FEBRUARY 6, 1990

 

VOLUME XI, NUMBER 28

8: INNOVATION ABSTRACTS

: PUBLISHED BY THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT, Melee) ia) B AO] an fad. ¢ oy. Ve Veetel
_ WITH SUPPORT FROM THE W. K, KELLOGG. FOUNDATION AND THE SID W. RICHARDSON. FOUNDATION °

Wilderness Classroom: A New Resource for Staff Development

Espiritu Santa, an uninhabited island in the Sea of
Cortez, graced with numerous sandy beaches and
warm, clear water, was the site of a unique Palomar
College staff development program. Away from the
stresses of everyday living, a small group of educators
participated in a nine-day program which combined
camping in the wilderness, kayaking along the shore-
line of the island, and team-building workshops. The
program was designed to assist educators in identifying
principles of effective team-building and to “test out”
their learnings in a real life situation. That goal was
attained by challenging the group to spend a week
living together on a desert island where team-building
skills were crucial.

Inthe wilderness, participants met in a different en-
vin Qe and began relating to each other outside of
established roles. The intensive daily interaction facili-
tated supportive and open communication within the
group. Interpersonal barriers were lowered, and
individuals let their truer selves emerge. As the week
progressed, interactions became more genuine and
spontaneous. The group had formed a bond and
developed a cooperative attitude.

A series of workshops were offered to enhance the
team-building skills. On the island, workshops were
held in “wilderness classrooms”: a rock quarry nestled
in a grove of fig trees, a protected cove facing the
emerald sea, and around the evening campfire. The 20
hours of workshops focused on important ingredients
that make groups work, such as: “Understanding
Behavioral Styles and Personality Types,” “Effective
Communication,” “Leadership and Problem Solving,”
“Goal Setting,” and “The Creativity Process.”

Experiential exercises were utilized throughout the
program. Working in dyads, one person in each pair
was blindfolded; and the group took a “trust walk,” ne-
gotiating difficult terrain. The experience stimulated a
discussion of establishing trust and introduced a series
of communication exercises. Participants remarked, “I
learned the importance of being specific and descriptive
in ing others,” and “I learned how vulnerable I
feel (Sting another person with my safety.”

Other experiential activities involved art materials,
initiative tasks, visualization exercises, journal writing,
and group presentations. The learning gained from
these activities was applied to responsibilities and
relationships in the workplace.

One challenge the group faced was passing the
“dunk test,” a drill where two people sitting in a kayak
intentionally capsized the boat and practiced working
together to escape. The drill was used to prevent panic
in case a boat really did capsize at sea. This was put to
a test one day when two- to four-foot swells and stiff
headwinds made paddling difficult. Despite the fear
experienced as kayaks rocked sideways and one boat
snapped a rudder cable, the group effectively dealt with
the situation and returned safely to shore.

Regarding their learnings, participants wrote:

“This was an excellent program to help individuals
learn more about themselves. As the week progressed,
team feedback and sharing developed a solid level of
trust and an understanding of group dynamics.”

“Il was really forced to concentrate and had to
effectively communicate.”

“The presentation of behavioral styles and personal-
ity types was the most worthwhile activity in regards to
improving teacher-student and personnel relation-
ships.”

“The right brain activities were beneficial...] usually
do not seek them out...they were effective for investiga-
tion, creativity, and reflection.”

“I have discovered a new approach toward accom-
plishing my work.”

Outdoor experience was not required for participa-
tion in this program. The only prerequisite was an
adventurous attitude.

Maria Miller, Counselor
Judy Eberhart, Counselor

For further information, contact the authors at Palomar
College, 1140 W. Mission Road, San Marcos, CA 92069.

 

  

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EDB 348, Austin, Texas 78712

#=<%, THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Ko} Community College Leadership Program, The University of Texas at Austin