The major part of experiential learning programme we run involves the use of action centred learning tasks. All tasks are problem based in the sense that they are designed to probe a group's processes and behaviour, the results of which underpin the rest of the programme.

The level of difficulty in experiential learning task design affects the time for their completion. These range from short duration experiential learning tasks of 20 minutes or so, to longer duration experiential learning tasks taking the form of mini projects lasting 40 hours or more.

Short experiential learning tasks are used to bond groups, or to make key points without which groups might flounder in larger projects. To achieve this groups are given a set of clear objectives and supported throughout as they devise a means for achieving them.

For large experiential learning projects the objectives, or how to achieve them are unclear. The problem is often ambiguous, demanding a high level of information handling skills, cooperation and concentration. These experiential learning projects generate a great deal of information on the group's ability to organise, plan, coordinate and control itself. They run in real time and involve a great deal of complex decision making not only in group management but in the allocation of resources (e.g., space, materials, equipment and finance) to tasks and also in terms of time management and the appraisal of options and the making of difficult choices, etc. These experiential learning projects need a high level of team work if they are to achieve a successful result on time! We don't want people to be bored by making experiential learning easy!

It is in the execution of the 'mini experiential learning projects' where the group first becomes involved in what is traditionally thought of as outdoor activity; climbing, abseiling, kayaking, sailing and so on. The elements of outdoor activity are never treated as an end in itself but is integrated into the overall experiential learning project. If the group had reached a stage in the experiential learning project where it was necessary to sail to an off shore island or access a sea cave then the skills involved would be taught to those participating, as the activity takes place. This not only saves time but has the advantages of putting the experiential learning element into context (given the nature of the project and the environment it operates in).

It is left to the experiential learning group to allocate roles and there are roles available for everyone irrespective of their outdoor preferences or abilities. The experiential learning project finishes with a detailed post task review where processes are justified, decisions questioned, conflict examined and learning points noted for future practice.

Examples of experiential learning projects are enclosed where training groups usually receive a ten minute briefing prior to being 'kick started' into the mission by information coming to them via fax, or e-mail. Because the end result is never certain the group is expected to give regular up dates on their progress and finances as the project is running. Our experiential learning projects are 'real' missions which often use the services of local people (in their homes and elsewhere) to inject reality and because it is a race against time the clock never stops! After all for experiential learning to be effective it must reflect the very real pressures of business life.