Experiential Learning & Enhanced Business Education – With Glomacs

What Is Experiential Learning?

Experiential learning emphasizes  learning through direct experience (over formal examination and emphasis on theory) – and is particularly relevant in business and executive education, where the application of knowledge to real-world scenarios is often crucial for effective skill development in the practical environment of industry. The foundational idea is that individuals learn best by doing and reflecting on their experiences, thus bridging the gap between theory and practice.

Experiential Learning was articulated famously by David Kolb in 1984, but his work in turn can be traced back to earlier educational theorists such as; Piaget (1952) and John Dewey (1933). All support the idea that knowledge is better constructed by the learner, not just taught. In a business context, continuous organizational learning and personal growth, through doing and change, was also highlighted by classical business theorists such as and Kurt Lewin (1951), Peter Drucker (1967, 1991), Peter Senge (1990) and Kotter 91996). The importance of reflection and knowledge continues in the importance of servant leadership and emotional intelligence seen in modern management, such as Authentic Leadership (George, 2007) and Adaptive Leadership (Heifetz, 2009)

Three Principles of Experiential Learning To Apply:

Many practical elements of experiential learning can be applied within a business training and professional development context. For example;

• Promote Critical Thinking and Problem-Solving Skills:

Programmes can emphasize more the development of critical skills, such as questioning, active listening, debates and creative thinking. The aim being to encourage alternative approaches to problems and confidence in expression.

• Use Cycles of Learning – Theory Leading To Practice:

Programmes should be scheduled to allowed time for reflection and application of theories in the delegates’ own practical work environment, and then reviewed through phases. For example, the use of Agile meeting methods can be taught in a seminar in week one, applied and tested by delegates during weeks two-five, before being reviewed and discussed in week six. This allows bedding in of key concepts, and active engagement in the application of learning. Instead of one 5-day programme, consider 2 x 2.5 days programmes, with application inbetween.

• Encourage Reflective Practice – Journaling And Reporting:

Structured Reflection is a strong element of experiential learning practice, often associated with high level development. Practices such as journaling are a simple but powerful reflective tool. A journal allows delegates to (A) record what happened when they applied any method or technique in a certain period, (B) reflect on how they felt or assess it and (C) build actions and plans to take things forward or what to change. Asking teams to report back and present to their broader seminar group, also further reinforces reflective practice and engagement.

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Training Methodology and Concepts To Consider:

In executive education, where participants often have extensive professional experience, and may already have strong understanding of their own business context – facilitators must ensure that new experiences  are challenging and offer fresh insights. Likewise, delegates must approach the learning experience as a change for active involvement and self-development (see Growth Mindset, Dweck, 2006) – not merely a time for passive attending, and awaiting instruction. Exploring different viewpoints from other industries and cultures can be used to open up new perspectives and allow changes in behavior and methods. The organization therefore has to be committed to personal change, and personal learning, as a means to drive development of organizational change.

Talk to our team to see how applied experiential learning methods can increase engagement, value, and impact in your next management training and professional development programme.