SANDY GULLS BEACH PARK

Sandy Gulls Beach Park



Sandy Gulls Beach Park

Introduction

The aim of this paper is to illustrate the outcomes of team working from small group projects at Sandy Gulls Beach Park has facilitated action learning at the resort for a number of years with more than 150 participants drawn from every department of this award-winning resort. We believe that action learning releases the potential of all team members by enabling them to grow, to innovate and develop their creativity and talent by learning about themselves, from each other and from the workplace. This kind of holistic development requires a dynamic team working approach and a customizable, self-directed approach to learning from action and reflection. This paper aims to explain and illustrate the potential for workplace learning from small group projects and the role of action learning in fostering personal, professional and organizational outcomes. The paper uses a briefing session with resource and other examples to outline an effective process for establishing small group projects in the workplace. Action learning releases the potential of all team members by enabling them to grow, to innovate and develop their creativity and talent by learning about themselves, from each other and from the workplace. The paper outlines the approach used by one of the world's leading family resorts to ensure that personal and organizational learning keeps pace with change. The paper draws on prior experience and examples to explain how an outcomes-directed process has been embedded in a large resort with large-scale team member participation.

Furthermore, if the process is organized correctly, there is a significant benefit for the resort as team members work together to find implementable solutions to operational issues and at the same, time addressing their own learning needs using the project as a vehicle for shared learning. The array of personal, professional and organizational outcomes is a key reason for incorporating small group project work in the Global University for Lifelong Learning ((GULL) (n.d.)) pathways and in this article, We outlines her approach to briefing, facilitating and reviewing group project work, drawing on the generic resources provided with the GULL system. The illustration is drawn directly from a briefing session, supported by examples from prior projects and extracts from the project guidelines.

Aligning individual learning aspirations with group projects

GULL's approach is to encourage all participants to begin their learning journey by reflecting on their own learning needs and creating a unique plan for learning that reflects personal and professional needs and aspirations. In some cases, participants later undertake a piece of work termed a “career review” so that they can create a more comprehensive plan for learning by drawing on prior learning and experiences. The assumption here is that if the learner can build from prior experiences and learning a more meaningful foundation for current and future learning can be established. Prior to undertaking small group projects, GULL suggests that participants review their personal plans for learning so that they can better determine how to use the project as a vehicle for ...