Experiential Learning
10
Designing Experiential Learning Programs
Diversity pervades the modern work environment and has implications for designing adequate experiential learning activities. Potential learners span the demographic spectrum, learning styles and personalities are unique, organizational objectives are multitudinous, resources available for learning initiatives vary, and the delivery of training to accommodate a variety of work conditions are each a key variable that contributes to the seemingly infinite permutations of experiential learning programs. Initially, the countless options are provocative and exciting. Yet, designing a program and selecting what components should be included are critical aspects of implementing an effective and successful learning system.
Philosopher, poet, and literary critic, George Santayana, has said “The great difficulty of education is to get experience out of ideas.” We have learned that the quality of learning achieved is contingent on the conditions of the learning environment. While not all learning programs are created equal, there are fundamental design components that have proven to be more effective at facilitating learning. Awareness of these necessary conditions for successful learning will assist in the selection of appropriate experiential training activities.
The design phase of the learning experience is critical. It involves sincere efforts by the instructor to set the stage for the experience. This phase includes the delineation of learning objectives, the development and selection of activities for participants, the identification of factors affecting participant learning, and the formation of a plan for implementation. Much research has explored the possibilities of designing environments that promote engaging, situative learning. The objective is to simulate ‘authentic’ work dynamics consisting of comprehensive, complex problems that participants must identify and resolve. Research on effective ways to leverage experiential learning in the workplace has identified advantageous methods for manipulating environmental conditions to optimize learning. It starts with the design and selection stages of the program.
Designers should structure a learning activity that requires active participation, such as role plays, decision making (simulations), or problem solving (action learning projects). The learning program should also incorporate a significant degree of interaction and collaboration, which can be achieved through group-decision making activities or joint presentations to clients. In addition, learning activities should have a whole-person emphasis.
In other words, the learning environment should engage individuals in their behavioral, affective, and cognitive domains to sustain interest and enhance retention. A recommended approach in the selection phase is aligning learning styles with appropriate activities, which facilitates engagement in the learning process and increased retention of learning content. For example, the “Diverger” is a learning style characterized by a preference for working in groups and receiving feedback. The “Converger” prefers experimenting with new ideas and has an affinity for practical applications, such as simulations. Understanding and appreciating the implications of different learning styles will contribute to a more optimal program design.
Whether the learning activity takes place in a real world or simulated context, it should replicate the real world circumstances of the learner’s work environment. Learning acquired through training is then easily transferred when executing actual work tasks.
An “experience” alone will not result in proper learning. The program designer is responsible for creating a high quality learning experience. The learning environment should be relevant, tailored to the participants, compelling enough to stimulate curiosity, open and collaborative to the degree that learners feel comfortable taking risks, promote continuous learning, and be outcome-based to meet strategic objectives. A learning environment of this nature, coupled with structured experiential developmental activities that satisfy the aforementioned conditions (participative, collaborative, whole-person emphasis), will result in a higher quality learning experience.
Experiential learning is explored in greater detail in the "Innovative Leadership" certificate program currently offered at TMGovU (enrol at tmgovu.org)