Let us answer your questions
Below are answers to the most common questions posed to us. If you don’t see what you are looking for then please feel free to Contact Us
MTa Immersion Activities
Yes. Please get in touch and we will set you up.
Yes, we’d be delighted to. We have developed lots of bespoke activities for clients around the world. Please get in touch for more information.
MTa The Culprit Online is currently available in Spanish.
The other activities are currently only available in English.
Each activity is divided into the task and the ‘Learning Arena’.
The task involves groups completing the MTa Immersion activity, this provides the platform for learning.
The ‘Learning Arena’ is the review process, here learning is developed through reflection, review and discussion, usually guided by the facilitator but based on learning review sheets. Each activity is categorised by its conceptual level (e.g. introductory) and its predicted discussion topics (e.g. Importance of planning) and target learning opportunities (e.g. Building on ideas).
MTa Immersion activities are designed for anyone aged 15 – 80+. Remarkably, the same tasks can engage school pupils and senior managers / professors, but the style and content of the learning review processes are different. MTa’s materials are designed to appeal to people from all walks of life, no matter their culture or creed.
Developing the Learning
No, MTa Immersion activities are designed to be used by any competent facilitator who understands the principles behind experiential learning and is able to help participants; draw out and develop their own learning during a group discussion; and make links between their learning and their daily life and or work. The facilitator notes for each activity provide background information and all the details needed to run each activity.
There are several criteria to bear in mind;
- The overall purpose of the event.
- The learning objectives of; the participants; and if relevant, their managers; and the organisation.
- The relevant experience and skills of the participants (both with experiential learning and the subject matter) and the diversity of the group.
- The context of the learning (what is happening before and after the activity).
- The number of participants.
- The time available.
The grading of an activity refers to the level of skills, attitudes, approaches and behaviours that an activity is designed to address. For example, an introductory communication activity might address the basics of effective communication within a team, whereas an advanced communication activity will require effective communication within a team but it may also address communication across multiple, remote teams.
The conceptual level of the learning from the activity has no relationship with the technical difficult of the task. Some of the tasks that require the least skill with the components are the most conceptually demanding from a learning perspective.
Before running an activity, you should;
- Have a clear understanding of the learning objectives (the participants’ and if relevant their managers’ and the organisation’s).
- Decide which activity will best meet these learning objectives (information to help make this decision is provided in the facilitator’s manuals).
- Read and follow the advice given in the appropriate facilitator’s notes.
- Decide how the learning will be drawn out and developed during the learning review.
- Do a technical check as outlined in the facilitators guide.
Different activities are different lengths. Each activity involves the task and the learning review process. Most tasks take 20 – 60 minutes however, the time taken for a learning review varies greatly depending on the aims of the facilitator and participants. The review process involves individual review questionnaires, group discussion and relating learning back to the workplace. Facilitators should plan to spend at least as long on this as running the task. Therefore, a complete activity (task + review) can take anywhere between 15 minutes and half a day.
As a general rule, the more able the group, the longer the learning review will take, a short task can provide a catalyst for an in-depth and challenging discussion.
Usually nothing but observing and making notes of incidents and actions that are most likely to offer learning for the group. You should also police the rules- the rules are there specifically to help develop the learning opportunities so they should be enforced. Some activities do have an additional role for the facilitator, this will be detailed in the facilitator notes for the activity.
Ordering and Payment
You can pay:
- online using a credit or debit card.
- by requesting an invoice and transferring the money by BACS or calling with your card details.
Our standard invoicing currency is GB Pounds Sterling, but we also accept USD and Euro.
Please get in touch if you’d like to order and pay in USD or Euro.
No, VAT (UK sales Tax @ 20%) is not included in our prices. If you are a UK based business and purchase an activity 20% VAT will be added to your invoice.
Your account will activate as soon as your purchase is complete, so you’ll be able to run the activities straight away.
Any PC or Laptop with access to a stable internet connection through Google Chrome or Microsoft Edge.
We do not currently have the function to schedule actvities, but it is coming soon.
The accounts are issued on a per trainer basis. If you’d like to add access for more trainers, please get in touch.
Once they return to the activity page they will be automatically placed back into the activity.