How to improve your learning for grounds management

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An approach to learning whereby a learner selects relevant information which they find suits their needs.

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A traditional approach to learning with information, which has been selected by someone other than the learner, being delivered to a learner, typically by a teacher or a controlled sequential online training programme.

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There are many maintenance activities and management decisions which can usefully be reflected on, however we have chosen the following example because the principles are very relevant for any turfgrass surface.

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Reflective learning is an active process, something which has purpose. It is about being critical in a constructive self-reflective way and where the self-reflection is documented.

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The process of reflecting on an action or involvement in an activity as part of continuous (lifelong) learning to improve an individual’s performance, behaviour, skills, knowledge or capability.

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This can either be constructive feedback to reinforce the learning made, providing encouragement (a reward) and acting as a motivator for further learning, or negative feedback to penalise an individual.

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An idea generation and problem-solving technique which provides interaction and a deeper understanding of the relationships which can exist between roles in a workplace.

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An idea generation and problem-solving technique which can be used for ‘what if’ scenarios and is especially helpful for trying to generate ideas for strategic, long-term, consequences, alternative futures and potential problems.

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Donald Schön proposed two stages of reflection to aid learning: ‘Knowledge-in-action’ which is the application of tacit knowledge (that which is embedded and intuitive to an individual) to a specific problem.

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See Heutagogy.