Work Placement and Theories of Experiential Learning - Essay Example

Work Placement Name: Lecturer: Course name: Course code: Date: Context of the Organisation I work with an organisation that trains young players in football. I am the head coach in the sports club and my roles entails coaching the players and being in charge of the coaching sessions. The training sessions are on Fridays, Saturdays and Sundays. The organisation provides or assists in the provision of amenities for recreation and other leisure time occupation for the residents of areas of social and economic deprivation in Manchester in the interests of social welfare. It also provides such facilities as sporting and societal behavior for the benefit of the public and in particular for the promotion of social inclusion and community development. In addition, it is essential for mentoring young people to be good citizens and to promote healthier lifestyles among such residents. Major activities undertaken in the organisation are football and fitness training sessions that take place three times a week in leased premises. The facility currently offers training sessions for 110 people. They include; 60 under-12s (boys and girls), 30 under-18s and 20 under-25s. We are beginning supplementary education for the young people and children and Keep-fit sessions for older people. We plan to develop interpreting services for the whole community. Public Benefits of the facility our work is the provision of sport, keep-fit and education activities in poor communities with a view to making young people better citizens, healthier residents and a more cohesive community. The organisational structure comprises the management which constitutes the chairman, treasurer and I am the secretary. There is a committee of five people who oversee the activities and lobby for funding. It faces various challenges ranging from funding to commitment by the officials to guarantee the sensation of all the activities. Some of the organised football tournaments fail to gather large crowds because the officials have divided opinions on dates and venues of the events. It often meets the players unprepared and psychologically torn down. The donors currently subscribing to the sports club are sensitive to previous management of funds and they are keen to see tangible results when it comes to winning the matches. Over the past two months, the club has been frail with lean resources to support the training and taking players to attend away matches. Though major challenges prevail, the club has been able to win the National Youth Cup and Queens’s Sports Medal in the last four months. The club provides for young people under the age of 25 years. They are categorized as between 20-25, 13-19, and below 12 years. These groups are physically active and would desire to play with minimal fatigue. They also have great enthusiasm for sport and practice. My role in the club is essentially to provide mentor skills, offer leadership and effective management to the young players. This entails raising and sustaining the expectations of the players, challenging them to reach new heights, giving them hope when they are down and instilling relevance and consistency in their daily engagements. I fit as a team player and mobilizer as I constitute a motivated team three days a week to pursue other strong teams within Manchester. Table 1: SWOT Analysis Diagram Strengths: i) Interpersonal skills help me in communication, assessment and evaluation and problem solving skills in the pitch. Experience and learning makes me proud to share and transfer to the young players (Kolb, 1984). ii) . Negotiation skills allow me to arrange and convince other teams to agree to play in our own terms. iii) Qualification in physical education and coaching Opportunities: i) Best rating of the club makes the team stride high in negotiating for funding and support. ii) Good reputation it has earned for a couple of months. Weaknesses: i) Unfavorable schedule: The players require time off to attend classes interrupting the training. (Knowles, Holton & Swanson, 2005) ii) Unbalanced gender representation in the committee Threats: i) Lean financing lowers levels of activities in the coaching exercise ii) Possibility of other teams failing to agree on tournament fixtures iii) Donors to withdraw funding owing to poor match results. SWOT analysis identifies strengths, weaknesses, opportunities and threats to the success of the football team. Theories of Experiential Learning The cognitive theory of Carl Rogers, discouraged by the emphasis on educational cognitivism, believed that it was responsible for the diminishing excitement and learning enthusiasm (Knowles, Holton & Swanson, 2005). His point of view reiterated the educational inclusion of feelings and emotions (Kolb, Boyatzis & Mainemelis, 2000). He idealized that education and therapy had common goals of self-knowing and personal change. Like Maslow, his interest was in learning that resulted in personal growth and development (Miettinen, 2000). The theory of experiential learning was presented his full through his 1983 book, Freedom to Learn for the 80's. He idealized that the greatest levels of crucial learning comprised personal involvement at affective and cognitive levels (Rogers, 1998). These levels were self-initiated, though extremely pervasive and influential enough to cause attitude change, behavior, and in some instances, the learner personality (Turlock & Courtenay, 1999). Learning is required to be evaluated by the learner and assume some meaning as a proportion of the total experience. His major findings were in outlining attitudes which featured a true learning facilitator (Miettinen, 2000). He mentioned that the realness of the instructor should not provide a "front" or "facade" but strive to discover of his/her own feelings and to relay them in the context of the classroom. The instructor ought to give, and participate in direct learners’ personal encounters. Learners need to be prized through acceptance and loyalty of each individual student (Rogers, 1998). The instructor ought to show wider acceptance of learner’s apathy, fear, hesitation, and his/ her goals. In addition, the instructor should show empathic understanding of the intrinsic reactions of the student (Garrison, 1992). Rogers cautioned that a non-judgmental teacher is assured to ignite suspicion among adults and older students, since they have been deceived a number of times. The bright teacher is cognizant about this and can accept their earlier distrust and apprehension so as to build new relationships between teacher and students (Rogers, 1998).  The other behaviorist experiential theory was brought forth by Kolb when he described two unique ways of gaining experience namely: abstract conceptualization and concrete experience. He also provided two ways of promoting experience which are reflective observation and active experimentation. According to Kolb (1984), concrete experience gives the information that creates as a foundation for reflection. Owing to these reflections, it is possible to adapt the information and conjure abstract concepts. These concepts were then used to advance new theories about the globe, which can then actively test. From testing of these ideas, it is possible to again collect information through experience, starting from inauguration of the process. Such process does not necessarily start with experience (Kolb, Boyatzis & Mainemelis, 2000). However, every individual chooses the type of learning mode will suit based on the specific situation (Turlock & Courtenay, 1999). For instance, if one can imagine that he/she is going to train as a football player. Other people might decide to start learning through reflection by seeing other people as they play football. Some people may prefer to begin more abstractly through reading and analysis of rugby game instruction book. Similarly, others may opt to just get right in and go to open fields to practice playing on pitches (Kolb, 1984). The question arises which better model experiential learning to apply. While situational variables are significant, our own tastes play a huge role. Kolb unravels that people who are taken as “watchers" like reflective observation, as opposed to the "doers" who more likely to prefer active experimentation. Kolb explains that as a result of our hereditary equipment, our unique past life experiences, and environmental needs, it is possible to develop a preferred mode of choosing. These tastes also serve as the foundation for Kolb's learning styles. This model style of learning is given where every of the four types have core learning abilities in two specified areas (Kolb, Boyatzis & Mainemelis, 2000). For instance, people with the diverging style of learning are common in the concrete experience areas and in reflective observation. He further suggests that a number of distinct factors can affect desired learning approach. aspect that he has note are type of personality, educational specialization, choice of career, current job role and adaptive competencies (Kolb, 1984). Current issues in the work place setting Safeguarding: Protecting the interest of young players is significant to enable them pursue their goals at young age. They will be able to become talented players in the future when their academic, physical, emotional and psychological concerns are taken into consideration. The team shall also be safeguarded from external criticism and disrepute. My leadership as the coach will ensure that the concerns and interest of the players is prioritized. Health and Safety: Emphasis will be applied to their health and safety by providing first aid kits, on call ambulance and field safety. The field, materials and tools being used by players will be tested for safety and health of the players and fans. In the case of injuries, the team will constitute an emergency support group to assess the degree of injury and recommend necessary steps. The team will also maintain environmental cleanliness in the pitch and dining areas. This will instill discipline and order among the players. CRB checks: My responsibility will also be involved in vetting of players before recruitment, vendors and suppliers. Criminal Record Bureau (CRB) checks will be important in upholding due diligence and raising the reputation of the team. Some players have doubtful credentials requiring vetting and investigation. This cannot be hurriedly done but procedures of indentifying and knowing the basic details of players is important for managerial reasons and also for coach to know the weaknesses and strengths of the players of which it will be easy to improve their training and coaching. References List Anderson, G., Boud, D. & Sampson, S 1996, Learning contracts: a practical guide. London: Kogan Page. Gaiptman, B & Anthony, A 1989, Contracting in fieldwork education: the model of self-directed learning, Canadian Journal of Occupational Therapy, 56 (1) pp.10-14. Garrison, D.R. 1992, Critical thinking and self directed learning in adult education: an analysis of responsibility and control issues. Adult Education Quarterly, 42(3): Healey, M & Spencer, J 2008, Surviving your placement in health and social care. Maidenhead: Open University Press McGraw Hill. Pp 35-48 Kolb, D. A., Boyatzis, R. E., & Mainemelis, C 2000, Experiential Learning Theory: Previous Research and New Directions. In Perspectives on cognitive, learning, and thinking styles. Sternberg & Zhang (Eds.). NJ: Lawrence Erlbaum. Kolb, D A 1984, Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall. Knowles, M., Holton, E F & Swanson, R A 2005, The adult learner: the definitive classic in adult education and human resource development. (6th ed). London: Elsevier. McAllister, M 1995, Learning contracts: an Australian experience. Nurse Education Today, 16 pp. 199-205. Miettinen, R 2000, The concept of experiential learning and John Dewey's theory of reflective thought and action. International Journal of Lifelong Education, 19(1), 54-72. NHS Education for Scotland. 2008, Quality standards for practice placements: revised 2008. (2nd ed). NHS Education for Scotland. Rogers, C 1998, Experiential Learning. Merriam & Caffarella, New York Turlock, J. E., & Courtenay, B C 1999, Learning style preferences among older adults. Educational Gerontology, 25(3), 221-236. Read More