About the Author
Dr. Ghazi Hamad Al-Oufi is from the city of Dammam in the Kingdom of Saudi Arabia. He has over thirty years of diverse administrative experience in various fields, including youth work and international organizations such as Saudi Airlines, Petromin, Saudi Aramco, and Islamic Relief Worldwide. I am also a member of the founding team of Aramco at King Abdullah University of Science and Technology. I have previously volunteered in the maritime sector and currently work as a trainer and consultant.
Introduction
After experiencing the learning journeys of the “FIRST-ADLX Framework”— Active Deep Learner eXperience — my understanding of the training process changed, and I began reflecting on the impact of my training on the people around me. I did not stop at reflection but started implementing the concepts and domains that I had experienced in the learning environments I designed and facilitated. At every stage of the learning journeys, I made sure to implement the five domains of the framework:
- Focusing on the Learner Behavior
- Interacting within Positive Group Dynamics
- Reviewing Activities within RAR
- Sequencing within the Session Flow
- Transforming Learning into Performance
My journey extended over five days, with a total of 23 participants, both male and female adults, all engaged with enthusiasm and passion for learning and development.
Learning Outcomes
My first step was designing and reorganizing the learning outcomes, starting with attitude, then skills, and finally knowledge learning outcomes. I’d like to share some of these outcomes with you:
Attitude Learning Outcomes
- realize the importance of working in an environment that values individuals’ emotions and upholds ethical principles;
- appreciate the significance of social responsibility;
- feel the importance of empowerment in the topic of the study.
Skills Learning Outcomes
- develop skills for positive interaction;
- develop skills for effective communication and active listening, and for accepting others’ opinions;
- apply empowerment concepts with beneficiaries using specific techniques to deal with both individual and group cases;
- design an appropriate plan for empowerment;
- evaluate proposed solutions effectively;
- identify diverse performance outcomes;
- use the concept of needs analysis to assess the condition of the beneficiary.
Knowledge Learning Outcomes
- Define the concepts of empowerment;
- List the concepts of empowerment;
- List ways to design an empowerment plan;
- List methods to evaluate available solutions;
- Define the concept of needs analysis.
Performance Outcomes
- The learner will be able to empower employees in the workplace, each in his/her context, in a healthy and effective manner.
Applying FIRST-ADLX Framework Domains
Throughout this journey, I was keen on applying the framework’s domains in the design and facilitation of training. I directly implemented them by reconsidering the sequence of activities and training materials I possess and adjusting them to align with the domains of “FIRST Framework.”
I added experience activities and ensured that the learning activities incorporated the three phases of the RAR model: readiness increase, activity facilitation, reviewing actively. I also paid attention to time management to ensure smooth flow and continuity. Additionally, I introduced several methods to apply the domains and achieve the desired outcomes of the journey.
The journey included more than twenty activities, ranging between experience and learning activities. Some of these activities were adjusted, and others were omitted to better align with “FIRST Framework.” For example, I replaced a high-energy game that required intense physical effort (the chairs’ game) with a brainstorming activity to accommodate the health conditions of some participants and to avoid discomfort.
One of the activities from the first day that I’d like to share is the opening activity, “Standing in a Circle.” In this activity, participants were asked to stand in a circle and prepare to share personal information after receiving colored candies. I explained to them that each color represents a type of information: red stands for a favorite personality, green for a favorite book, brown for a favorite country to visit, yellow for something they are proud of or feel regret about, and orange for a favorite place.
In this activity, as in others, all the framework’s domains were applied:
To implement the F Domain, each participant chose a candy color and shared a personal piece of information. This helped participants get to know each other and connect in a pleasant way. Meanwhile, I moved among them to observe, assess, listen, and praise their participation and engagement in the activity, ensuring that everyone took part. It was confirmed that the three principles of this domain were applied: Individualization, Trust the Learner, and Probing and Assessing.
As for the second domain, the I Domain, I maintained a positive atmosphere with smiles, lighthearted conversations, and gentle humor, which significantly enhanced the activity and created a social environment where participants enjoyed themselves as if they were among friends.
To implement the third domain, the R Domain, the participants’ readiness, as mentioned earlier, was ensure, and they were followed up during the facilitation phase. However, the activity did not include a reviewing actively stage, as it was an experience rather than a learning activity.
In terms of the S Domain, I divided the information into chunks to ensure understanding, and ensured that participants completed each step before moving on to the next.
In the T Domain, participants connected what they shared with their personal realities and the realities of their colleagues whenever the opportunity arose.
My application of the domains and principles of “FIRST-ADLX Framework” was not limited to the opening activity of the first day but extended to all the activities throughout the five days of the journey. I will share some of the methods and activities used to apply the framework, which made my journey a true Active Deep Learner eXperience.
- Focusing on the Learner Behavior
Addressing participants by their titles and first names;
Providing various opportunities for them to express themselves, participate, and contribute;
Trusting them to develop the empowerment plan using tools and methods for beneficiary assessment and the case study model provided to them;
Trusting them to diagnose the beneficiary’s situation by applying what they had learned about the concept of needs analysis, which was explained using pictures of plants (cactus, palm trees, and tomatoes);
Allowing participants to facilitate certain activities (like the case study and beneficiary activity);
Diversifying activities to suit each participant’s learning style and interests, including brainstorming, individual work, pair work, collaborative learning, role-playing, and competitive games, among others.
- Interacting within Positive Group Dynamics
Diversifying interaction styles (pair work, group work) and rotating the members within each group, which allowed every participant the opportunity to interact with all others and exchange knowledge, ideas, and experiences;
Monitoring the groups, encouraging positive and open communication, and fostering constructive feedback and idea-sharing;
Maintaining smiles and light-hearted, gentle humor throughout the process;
Avoiding negative competition and creating an atmosphere where participants were not afraid of making mistakes;
Motivating participants in meaningful ways to complete tasks, while praising their contributions, input, and initiatives.
- Reviewing Activities within RAR
As I mentioned earlier, I applied this domain in the experience (opening) activity, and now I’ll share with you how I applied this domain in a learning activity that took place on the third day.
This activity was about group discussions on implementing the empowerment plan design, evaluating proposed solutions, and identifying various performance outcomes.
- In the Readiness Increase stage, I prepared participants by supporting, guiding, and getting them ready for the upcoming discussion; I also encouraged them to listen and comment whenever they wanted.
- During the Activity Facilitation stage, I applied the balance concept between pulling and pushing. I used the “pull” method when needed and “push” when appropriate, ensuring all the outcomes were achieved.
- In the Reviewing Actively stage, I invited them to share what they learned from the discussion, reflect on the key lessons, and outline the future action steps they would take based on what they had learned.
These three stages of the RAR model were applied in the following activity as well, where participants were divided into groups and guided by instructions (Readiness Increase). They worked in groups while I moved around to observe, assess, and support their work (Activity Facilitation). The facilitation stage was followed by the Reviewing Actively stage, where we recalled what we did, what we learned, and how we benefited from it.
- Sequencing within the Session Flow
Diversifying activities between educational and experiential, considering the participants’ time, while maintaining the flow of the session;
Breaking down the role-play activity between the case manager and the beneficiary into small parts to allow participants to follow the sequential steps of the process;
Reinforcing key concepts through different methods (brainstorming, role-playing) to avoid boredom;
Including linking and summarizing activities at different stages to ensure the participants clearly understand the connection between the journey’s components.
- Transforming Learning into Performance
Using real-life examples and case studies;
Empowering participants by providing them with tools they can use in their own reality and training them on how to use them;
Applying the tools to real-life challenges and discussing solutions (prevention and treatment);
Emphasizing the importance of a preliminary plan for continued application and follow-up after the journey is completed.
Impact of Applying the ADLX-FIRST Framework
On the Facilitator: I felt how smooth the flow of the session was because of applying FIRST-ADLX Framework. I enjoyed the entire journey and didn’t struggle to facilitate any of the concepts. It made me realize that no matter how old we are, we can always learn if we maintain flexibility and embrace diversity — more specifically, if we apply the five domains of FIRST-ADLX Framework.
During facilitation, I noticed that diversifying the training tools throughout the journey wasn’t just a trick to maintain enthusiasm and attention, but it ensured active deep learning. Today, I am convinced that the focus should be on the learners and not the content, and that we need to live Active Deep Learner eXperience if learning is to occur.
On the Participants: The participants expressed great appreciation for the experience. Here are some of the feedback comments they shared:
- “I learned a lot over the course of five days; we were like one family. Your enthusiasm and eagerness when we interact with what you, our dear doctor, shared with us was communicable, and you gave us all what you can without hesitation. From you, we learned how to be dedicated and sincere in our work. I won’t say goodbye, but rather, I look forward to seeing you again. The love and respect will remain in our memories.”
- “I’m proud of you and your knowledge. I’ve gained so much from your experiences. A big thank you and appreciation to you Ghazi—may Allah grant you good health. We look forward to meeting you again in the next program, Inshaa Allah.”
- “Our time together was filled with benefit, exchanging experiences, and being enriched by your knowledge. Inshaa Allah, we will meet again in the next program, and I hope you remain in the best of health.”
In conclusion, we don’t say goodbye, but rather, see you next time.
