Customized Outbound Training
&
Experiential Learning

Training Delivery

Our areas of expertise in Experiential Training include:

Time Management

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Team Building Training

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Stress Management Training

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Soft Skills Training

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Sales Training

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Problem Solving Training

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Motivational Skills Training

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Leadership Training program

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Customer Service Training

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Conflict Management Training

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Change Management Training

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Business Etiquette Training

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Training Methodology

At Trebound, we use a focused and structured approach to design each of our Training sessions. Our Programs includes Classroom Training Sessions along with variety of Outbound, Experiential, Adventure and Team Building Games and activities . We are also recognised widely for delivering successful customised training.

The process we usually follow is as follows:

We incorporate a variety of techniques and methodologies including David Kolb’s Experiential Learning Model (ELM), Gibb’s Reflective Cycle, Johari Window, Lateral Thinking etc. We work closely with the HR Department of every company to carefully analyse their individual needs and design training sessions that are targeted and effective in various areas such as:

"Tell me and I forget, Teach me and I remember, Involve me and I learn"
Benjamin Franklin

It is this thought that forms the foundation of our work at Trebound, where we believe that experience is key to learning. We facilitate Outdoor Training Programmes, which help enhance a whole host of management skills among teams.

What is an Outdoor Training Programme?

These are sessions that are generally conducted outside of office space, revolving around games and activities that are themed on a multitude of organisational skills and abilities. While customising, we choose the best methodology that can be applied for inculcating a specific skill. For example, we choose Johari window activity training when the team needs to 'think from various perspectives' for the better utilisation of the skills. Such Johari window team building exercises help the groups to observe the individual skills, building trust, understanding one's own ability, working by sharing and creating an open work environment. These activities are then reviewed in interactive group discussions to help participants analyse their performance, understand and learn the role of each skill, and then implement the same in the work environment.

At Trebound, our team of skilled facilitators challenge groups/teams to accomplish a goal, without teaching them the method. Once teams have performed the activity, their performance is analysed and discussed to help ingrain in them the importance of various skills such as communication, leadership , coordination, and resource management.

How does the Experiential
Learning work?

Experiential learning occurs when a person engages in an activity, analyses his/her performance critically, learns some useful insight from the analysis, and puts the result to work through a change in behaviour.

The first stage in an outdoor training session is to generate the experience or in more technical terms, the data. This is done with the help of a fun activity that includes the involvement of all members of the team. Facilitators take care to ensure that teams are as involved as possible, for only then will they be able to take-away substantial learning from the session.

The second stage is akin to data sharing, where participants are willing to share their experiences. The intention of this stage is to present the experience of every individual to the group, sensitising them to different perceptions, even to the same game/activity. This step involves finding out what happened at cognitive, affective, and behavioral levels during the course of the activity to every individual and to the group at large.

Here is where the effect of experiential training will be impacted. This stage will be the ‘group dynamics’ phase of the cycle, where participants will attempt to answer the question “What actually happened?”. The event will be visualised to thoroughly understand each aspect, thus critically assessing individual and group performance.

Here, participants are encouraged to map the inferences to their everyday work life. They are encouraged to identify situations in their every life, where such learning's can be impacted. The intention is to make generalisations that are true to ’what tends to happen’, not ‘what happened in this particular group at one instance’.

This stage marks the final result of the entire activity. Facilitators will help participants understand various situations where inferences can be applied, thus encouraging them to make a behavioural change.

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