EHRD 630

Debriefing Summary
02/07/2016
Group 3
Bob Allen
Olabanji Asekun
Jennifer Bush
Kyle Christian
Weston Griffin
Toria Henderson
Carrie Perkins

Role: The Debriefer

This R&R role is highly important, and involves two tasks. First, the Debriefer writes a 3-5
paragraph summary of the R&R meeting for that week. This includes general topics discussed
and questions raised (take care not to breach team confidentiality). Second, this member will
email a copy of this debriefing to the instructor no later than 11 pm CT on Sundays These
debriefings will assist the instructor in both ensuring that the R&R teams are working effectively,
and in aiding in class session discussions.
Debriefing Summary*:

When reflecting on this weeks reading assignments, our group discussed the following topics:
the difference between nonformal and informal learning, barriers to learning, is formal or
informal learning more effective, and potential problems with learning and participation.
Nonformal learning can be considered the type of learning that takes place in a structured
situation but without the use of course material and without certification or other types of
completing documentation. An example of this type of learning is on-the-job training where a
task is taught to an employee by a peer. In contrast, informal learning takes place outside of a
structured environment, for example, learning a task by simply observing and mimicking
movements.
Examining barriers to learning is one aspect to consider when discussing adult
participation in learning. As a group, we discussed Maslows hierarchy of needs and how it
relates to learning. Before any learning can take place, the basic needs of security and safety
must be met. After those needs are met there are a multitude of other barriers that may prevent

adult participation. A few that were discussed include: the cost of adult education, a general lack
of interest, self esteem and confidence, and access to resources.
From there we discussed which is more effective, formal or informal training. Formal is
useful when there is a need for a structured learning environment and documentation of
completion. However, adults often find it hard to be motivated for this type of learning and at
times is considered to be dull and uninteresting. As a group, we found informal learning to be
more engaging and rewarding, especially outside of the work environment.
Our discussion concluded with what we considered to be potential problems with learning and
participation. Some of the common problems that we discussed were unqualified trainers,
repetitive training with no variances in material or instructors, difficulty in motivating learners or
an unwillingness to learn, and different levels of learning ability.