Experiential Learning for Leadership Development Approaches, Best Practices and Case Studies-2010年

Experiential
Learning for Leadership

Development
Approaches, Best Practices and Case Studies
Kim Lamoureux,
Principal Analyst
May 2010
© BERSIN & A SSOCIATES RESEA RCH REPORT | V. 1. 0

Experiential Learning for Leadership Development 2
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TABLE OF CONTENTS
Introduction 4
Current State of Experiential Learning 7
Approach 1: Simulations 10
Case in Point: Sun Microsystems 13
Approach 2: Job Rotations 16

Case in Point: HP 18
Case in Point: A Global Packaging Firm 20
Approach 3: Action Learning 22

Case in Point: Cisco Systems 23
Case in Point: An Information Services Firm 26
Challenges of Experiential Learning 29

Requires Time; Must Be a Compelling Experience 29
Tracking Progress Is Difficult 29
Job Rotations and Expatriate Assignments Are a Lot
to Manage 29
Requires a Lot of Coordination and Commitment at
an Organizational Level 30
Managers Must Be Fully Prepared to Support the Process 30
Difficult to Formalize and Measure Results 31
A More Targeted Investment 31
Key Success Factors 32

Conclusion 33
Appendix I: Table of Figures 36
About Us 37, 38
Introduction
Our research from The Blended Learning Book1 shows that individuals
KEY POINT
retain only five percent of what they hear, 10 percent of what they read,
Experiential learning is 20 percent to 30 percent of what they see and almost 50 percent of
what they learn through discussion and interaction. When we add direct
the process of making
experience to that mix (i.e., on-the-job experience with the real risks and
meaning from direct
dangers of making mistakes), the retention and application levels of new
experience.
skills and information go up to 75 percent or more.
This makes intuitive sense; as people put new information and skills
into practice, they are able to fine-tune their practices and move up
the learning curve, based on their own experiences of what does and
does not work. While initially learners’ practice of new skills might be
weak, over time they will improve. This principle holds not only for
individual employees – but also for workgroups, departments and even
organizations as a whole.
Ultimately, as learning professionals, our goal should not only be to

provide the building blocks from which employees can construct a
learning curve, but also to catalyze a faster movement up this curve. Our
research shows that this can best be accomplished through a dedicated
focus to what we call “experiential learning.”2
1 For a detailed discussion of all the options for the design of blended-learning
programs, The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons
Learned, Josh Bersin, Pfeiffer, October 2004. Available for purchase at www.bersin.com.
2 For more information, High-Impact Learning Practices: The Guide to Modernizing
Your Corporate Training Strategy through Social and Informal Learning, Bersin &
Associates / David Mallon, July 2009. Available to research members at www.bersin.com/
library or for purchase at www.bersin.com/hilp.
Figure 1: Value of Experiential Learning
Training Media or Delivery Mode
Teaching Others 90%
Experiential Learning 75%
Discussion Group 50%
CD-ROM 30%
Reading 10%
Lecture 5%
Retention Rate
Source: Bersin & Associates, 2009.
Experiential learning is the process of making meaning from direct

KEY POINT
experience.3 Opportunities for experiential learning can come in a
Experiential learning variety of forms, both structured and unstructured. For example, a
project assignment that is worked on and completed during a leadership
requires organization
program is an example of a structured format. An unstructured
coordination,
opportunity could take the form of a leader volunteering to give a
communication and
presentation or a manager being asked to lead a department meeting of
support to be successful. his / her peers.
We have also found that on-the-job training is one of the best sources
or methods for sustained learning by the employee and for creating a
learning culture4 in general. However, this kind of intervention requires
a great deal more coordination, communication and organizational
support to be successful.
3 Source: http://en.wikipedia.org/wiki/Experiential_learning.
4 A “learning culture” is an organizationwide belief that the organization’s strategy,
mission and operations can continuously be improved through an ongoing process of
individual and organizational learning. It includes a set of investments, programs and
processes to study areas of weakness, explore causes and exploit opportunities to improve
and learn at all times and at all levels.
In this research report, our goal is to first examine the current extent to
which organizations engage in experiential learning. We will detail three
specific approaches to experiential learning – simulations, job rotations
and action learning, providing several case studies for each. Then, we
will discuss some of the challenges for increasing the mix of experiential
learning in your organization’s learning programs. Finally, we highlight
key success factors to help you ascertain whether your experiential
learning programs are successful.
Current State of Experiential

Learning
While many organizations incorporate experiential learning programs
into their core curricula, the overwhelming trend is to do so sparingly,
with limited experiential efforts focused primarily at the senior and
executive levels.
Our current research5 (see Figure 2) shows that core leadership programs
for managers at all levels primarily consist of instructor-led training (ILT),
which constitutes 43 percent of total learning for executives and as much
as 59 percent for first-level managers. Additionally, nearly one-quarter
of first- and mid-level leadership development consists of online training
(e.g., virtual classroom and online self-study).
Figure 2: Percent of Learning Type in Core Leadership Programs by Leader Levels
70%
59%
56%
60% 53%
50% 43%
40%
30% 24%
21% 20%
20% 23% 22%
10% 13% 15%
10% 10%
7% 8% 9%
3% 1%
0% 1% 3%
First-Level Mid-Level Senior-Level Executive
Instructor-Led
Virtual Classroom / Online Self-Study
Formal Coaching
Experiential
Other
5 For more information, Leadership Development Factbook® 2009: Benchmarks and

Analysis of Leadership Development Spending, Staffing and Programs, Bersin &
Associates / Kim Lamoureux and Karen O’Leonard, October 2009. Available to research
members at www.bersin.com/library or for purchase at www.bersin.com/ldfactbook.
Conversely, senior-level leadership curricula include higher proportions of

A N A LY S I S
structured coaching and experiential learning (e.g., action learning, project
Our conversations with assignments, mentoring). However, even for these executives, experiential
companies have shown learning only provides 24 percent of the core leadership curriculum.
a shift toward more Eighty-two percent of surveyed companies indicated that mentoring
informal methods. at the executive level has “become institutionalized and is no longer
Companies are using formalized”; but this number dropped precipitously for levels below
more coaching, mentoring executive (see Figure 3). When coupled with answers indicating that
and experiential activities upward of 66 percent of companies do not offer formalized mentoring
in their development for senior, mid-level or first-level managers, it becomes clear that there
programs.6 is an absence of mentoring (either formalized or institutional) for the
majority of organization leaders.
Figure 3: Percent of Companies with Formalized Mentoring Programs
First-Level Mid-Level Senior-Level Executives
Formalized program in place less

12% 14% 8% 8%
than 2 years
Formalized program in place 2 or

7% 10% 16% 10%
more years
Mentoring has become

institutionalized within company 6% 4% 11% 82%
and is no longer formalized
No formalized mentoring program 75% 73% 66% 0%
6 For more information, Leadership Development Factbook® 2009: Benchmarks

and Analysis of Leadership Development Spending, Staffing and Programs, Bersin &
Associates / Kim Lamoureux and Karen O’Leonard, October 2009.
Formalized job-rotation programs are used even more sparingly for

A N A LY S I S
all levels of management. Like mentoring, executives are the most
Because experiential likely targeted audience for job-rotation programs, with twice as many
learning can be more companies indicating that a program is in place, as compared with lower
costly and requires levels (see Figure 4).
higher degrees of This research indicates that there is ample opportunity to expand
organizational support, experiential learning programs – not only to senior-level managers and
it should be targeted at executives already receiving some experiential content, but also to first-
high-performing, high- and mid-level leaders. While experiential learning is often reserved for
potential leaders. senior-level leaders, companies should not reserve experiential learning
based on the level of the leader but, rather, invest in this type of learning
for high-performing7, high-potential8 leaders – at all levels.
Figure 4: Percent of Companies with Formalized Job-Rotation Programs
First-Level Mid-Level Senior-Level Executives
Formalized program in place less

4% 4% 4% 8%
than 2 years
Formalized program in place 2 or

4% 4% 4% 10%
more years
No formalized job
91% 92% 92% 82%
rotation program
7 A “high performer” is an employee who is a key contributor, demonstrates

high performance, is capable of a lateral move, may be qualified for a broader role
within the same profession; and, has reached the potential to move “upward’ in a
management capacity.
8 A “high-potential employee” is an employee who has been identified as having the
potential, ability and aspiration for successive leadership positions within the company.
Often, these employees are provided with focused development as part of a succession
plan and are referred to as “HiPos.”
Approach 1: Simulations
Now that we have detailed the current lack of experiential learning
programs, let us move on to discussing a few approaches which you can
use to create experiential content for your employees. The first approach
we will discuss is simulations – which offer the opportunity for an
employee to grapple with a “real-world” challenge without the potential
repercussions of making a “real-world” mistake. But, as we all know
well, no matter how accurate the simulation, it is never able to truly
mimic a real-world problem, such as the sales environment, a dissatisfied
customer, a mismanaged budget or even the common pressures of day-
to-day activities.
When we researched organizational experiences with software-based

KEY POINT
and real-world simulations, we found a very high correlation between
Simulations offer the an organization’s experience with creating accurate simulations and
its ability to achieve a business impact in the marketplace.9 This was
opportunity for an
not because simulation-creation itself was a technical skill that led to
employee to grapple with
higher impact – but, rather, because the organization first had to fully
a “real-world” challenge
decompose and understand the business processes and problems it
without the potential was seeking to model in order to create an accurate simulation. This
repercussions of making a understanding then gave the organization a platform from which to
“real-world” mistake. objectively evaluate those processes and improve them.
In our research, we have found that approximately 60 percent of all

respondents have very little to no ability to simulate their own business
environments. High-impact organizations, by contrast, had far more
expertise – 38 percent had excellent skills in process simulations and 43
percent had excellent skills in soft-skills simulations (see section, “Case
in Point: Sun Microsystems.”) Not surprisingly, when we analyzed the
business impact of the 60 percent with little to no simulation ability, we
found their overall impact was 39 percent lower than that of the high-
impact organizations.10
Business impact can be dramatically improved by developing a deep

understanding of the actual processes and experiences that drive success.
9 For more information, Collaborative Learning: Formalizing Informal Learning,

Bersin & Associates / Josh Bersin, May 2008. Available to research members at
www.bersin.com/library.
10 Ibid.
Focus on trying to build a “simulation” experience in your learning

A N A LY S I S
programs, and the value of those programs is likely to go up by a factor
The business impact of five or more. How do you do this? Building a simulation experience in
of simulations can be your learning programs can be accomplished by investing in performance
dramatically improved consulting11, and by taking the time to focus on the “high-impact”
by developing a deep
learning programs with deep levels of performance consulting and
instructional design.
understanding of the
actual processes and Our Training Investment Model (see Figure 5) gives one example of
experiences that how training resources might be allocated within an organization. It
drive success. also indicates that it is highly unlikely a given organization will have
the time or money to build a simulation experience for every training
program. With this in mind, it is best to focus your simulation efforts on
those programs that you would place in the upper right quadrant of this
Model. You will find the returns are tremendous.
Figure 5: Training
Figure Investment
2: The Training Model12 Model6
Investment
Operational Strategic
Run the Business WIN in the Market
Highest
High Impact ROI
Projects
Custom
ERP Rollout Programs
Call Center Application Training Business Critical
Programs
Product Introduction Skills, Competencies,
and processes
for your organization
30% 40%
10% 20%
IT Training Sales Techniques

Off-the Shelf
Based
Desktop Skills Customer Service Techniques
Programs General Management Banking Regulations…
Project Management
Source:Source:
Bersin Bersin & Associates,
& Associates, 2007. 2007.
11 “Performance consulting” is a needs assessment process that must be completed

to identify the root cause of the business problem. Working with the line of business,
performance consultants diagnose the business problem and assess the needs, and then
work with instructional designers to develop, launch, manage and assess the training
solution. Performance consulting does not presume that the solution is training.
12 For more information, The Training Investment Model: How to Allocate Training
Investments for Optimum Business Impact, Bersin & Associates, November 21, 2008.
Available to members at www.bersin.com/library.
Apart from a strict focus on the quantitative ROI, our qualitative research
has found that simulations can provide a high degree of intrinsic
value, as well. In leadership-based simulations, for example, different
management styles can be tested and a leader’s decision-making ability
can be enhanced. Within a risk-free environment, leaders can practice
and experiment with various decision scenarios among different
functional areas of the business.
We should note that it is a best practice to follow simulations with

“debriefing” sessions, during which participants then take what they
have learned in the simulated environment and apply it to their real-
world situations. This is often the most powerful piece of the process –
and the point at which learning actually emerges and the “aha”
moments occur. Further, because the application process happens
simultaneously with the instruction, the entire learning process
is accelerated.
To further support this concept is David A. Kolb’s13 four-stage framework

 BEST PRACTICE of experiential learning (see Figure 6), which includes:
Simulations should 1. Concrete experience;
be followed with
2. Reflective observation;
“debriefing” sessions in
which learning actually 3. Abstract conceptualization; and,
emerges and the “aha”
4. Active experimentation.
moments occur.
This model illustrates that observation and reflection are necessary to
form an understanding of the general concept or principle, which can
then be tested in new or different environments. Indeed, the learning
activities must be primarily based upon direct confrontation with
practical, real-world problems.
13 Source: http://en.wikipedia.org/wiki/David_A._Kolb.
Figure 6: Kolb’s Experiential Learning Cycle
Concrete
experience
Observation
Testing in new & reflection
situations
Forming
abstract
concepts
KEY POINT
Case in Point: Sun Microsystems14
“Leadership Connections”
presents real-life business
Sun Microsystems, a subsidiary of Oracle15, is a global leader in
cases to senior-level
network software, systems, services and microelectronics that
executives, who work in power everything from home appliances to advanced mobile
teams to run a fictional device applications.
company that looks very
At Sun Microsystems, a program called “Leadership Connections”
much like Sun itself.
includes a custom-designed, award-winning business simulation
(see Figure 7). This sophisticated program presents real-life
business cases to senior-level executives, who work in teams to run
a fictional company that looks very much like Sun itself.
14 For more information, Enabling Talent Mobility: Business Simulation at Sun

Microsystems Builds Organizational Leadership and Collaboration, Bersin & Associates /
Kim Lamoureux, May 2009. Available to research members at www.bersin.com/library.
15 Source: http://www.sun.com/acquisition/company.jsp.
Case in Point: Sun Microsystems (cont’d)
 BEST PRACTICE
In several extensive planning sessions, the CEO and executive
Executive involvement in leadership team worked with Sun’s learning organization
the simulation included (referred to as “Sun Learning Systems”-SLS) and two consulting
organizations to design a business simulation that was realistic,
one-on-one interviews,
authentic and closely mirrored to Sun. Additionally, the
participation in concept
simulation was fully integrated with tightly aligned skills-building
presentations and testing
sessions. The goal was not to have Sun directors experience a
the simulation. generic business simulation but, rather, to give them a chance
to act as CEOs of a company just like Sun. This experience was
designed to enable a deeper understanding of Sun CEO’s new
strategic imperatives, which were incorporated into the heart of
the simulation.
Similarly, all the data, concepts, financials and initiatives came

from the executive team, which was able to contribute to the
simulation in a very personal way. Each member of the executive
team gave one-on-one interviews to the program’s developers,
participated in concept presentations and tested the simulation.
They also agreed to be videotaped while sharing their insights
on various Sun strategies. Participants watch the interviews as
the strategies are addressed in the workshop experience. The
final step in assuring authenticity was a test-run at an offsite with
Sun’s top 50 executives. SLS and partners incorporated the group’s
feedback before SLS presented the final model to the CEO and
executive leadership team (ELT)16 for approval.
Sun found that 99 percent of directors rated their understanding

of Sun’s strategy as high after the simulation, with just 30 percent
giving that ranking before the program began. e
16 The executive leadership team (ELT) refers to the CEO and his direct reports.
Figure 7: Sun
Figure 7:Microsystems’s LeadershipWorkshop
Leadership Connections Connections Program
Pre-Workshop Workshop Experience Post-Workshop

Experience 96-100 Participants Experience
(virtual) (virtual)
Supported by ELT and VPs
24 24 24 24 Simulation Worlds
Facilitators
6 6 6 6 Simulation Teams
Coaches
4.5 day Business Simulation

Teams make over 100 decisions per round while running the business
A session represents 1 year; teams run 3 sessions
Teams compete for market share and growth
Plenary sessions with ELT and guest speakers
Market winners present winning strategies
VPs assess each team and give feedback on leadership
OW coaches assess the VPs and give feedback
Source: Sun Microsystems, 2009.

Source: Sun Microsystems, 2009.
Approach 2: Job Rotations

Just as simulations can allow employees to use new skills in a virtual
A N A LY S I S
setting, job rotations and apprenticeship programs can allow employees
Job rotation broadens to gain new experiences and skills in a real setting that is tailored
leaders’ overall business specifically for their learning needs. These immersion programs give
participants a more holistic understanding of the company, and its
acumen, as well as
various operations and functions. The experience broadens their overall
giving them a better
business acumen, as well as giving them a better view of potential career
view of potential career
opportunities throughout the company. If the rotations are conducted
opportunities throughout
in different geographic regions, participants can also gain a greater
the company.
understanding of different cultures and business practices, which can be
invaluable as a leader.
Research results indicate that organizations which successfully use job

immersion programs are more likely to succeed at the measures of the
modern high-impact learning organization.17 Our qualitative analysis of
exemplary organizations uncovered that these programs are a powerful
means of deepening the social networks within the organization –
building lasting connections between people and functions.
Of special note, job-rotation programs that bring business leaders into

the learning function are an extremely effective way to build the capacity
of the learning function, raise the profile of learning in the organization
as a whole and deepen the business expertise of the specialist
learning staff.
When implementing a job-rotation program, it is important that you

A N A LY S I S have a clear understanding of the specific development goals and
which jobs are appropriate for such an approach. Examples of ideal
Job rotation encourages reasons to use job rotations for employees would be to broaden their
managers to share and knowledge of other functions or departments, or to prepare them for
develop talent, and career advancement. It is also important that you clearly lay out the
promotes a culture of justifications for the inclusion of employees into such programs (whether
talent mobility18. based on specific organizational positions) or a more inclusive approach
based on employees meeting predefined performance standards.
17 For more information, High-Impact Learning Practices: The Guide to Modernizing

Your Corporate Training Strategy through Social and Informal Learning, Bersin &
Associates / David Mallon, July 2009.
18 “Talent mobility” refers to a dynamic internal process for moving talent from role to
role – at the leadership, professional and operational levels.
It is also critical to consider the impact of job-rotation programs on

KEY POINT
employees. The prospect of a job rotation can often be intimidating.
The prospect of a job Employees will typically be more willing to participate once they
rotation can often be understand how and why the rotation can benefit their careers. Similarly,
it is important to clearly communicate whether a particular rotation is
intimidating. Employees
voluntary or involuntary. Without clear communication, there is the risk
will typically be more
of a morale issue if an employee feels forced into a nebulous job change.
willing to participate once
Timing is also a critical concern on both sides to ensure that the job
they understand how rotation results in a stronger organization and a more capable employee.
and why the rotation can
From a process and governance standpoint, things to consider and define
benefit their careers.
when forming a job-rotation program include the following:
• Process ownership / accountability;
• The degree of executive and organizational support required;
• Roles of the key players (employee, manager, HR / training and

business leader);
• Length of job-rotation period;
• Developmental objectives;
• Business objectives;
• Expected value / impact to the business;
• Associated costs (e.g., relocation, bonuses); and,
• Communication plan (informing managers and employees).
KEY POINT
Case in Point: HP19
By enabling participants
to take on a new job Hewlett-Packard (HP) is a technology company that operates
in a different business, in more than 170 countries around the world.20 The executive
function or geography, council-sponsored “Director Rotation” program at HP focuses
the director rotation on building a leadership pipeline. By enabling participants to
program helps to ready take on a new job in a different business, function or geography,
the rotation program helps to ready high potentials for their
high potentials for their
next roles.
next roles.
HP’s center for leadership excellence, in partnership with the
people development group, manages the program. Before
implementation, however, the company had to take a number of
steps, as follows.
1. Defining Rotational Positions
• The team first had to find available positions appropriate

for a two-year rotation.
• Each business has to generate an expected number of

positions relative to its size and operation.
• Team members questioned business leaders about the

positions that were currently open at the director level
and, of those positions, determined which ones could be
filled by someone without a lot of expertise.
2. Identifying Participants
• Then, high potentials must be identified and selected

to participate in the program. Nominations are made at
different levels and each nominated group goes through
subsequent approval gates.
19 For more information, Global Leadership Development: Accelerating Business

Transformation at HP, Bersin & Associates / Kim Lamoureux, February 2009. Available to
research members at www.bersin.com/library.
20 Source: http://www.hp.com/hpinfo/abouthp/.
Case in Point: HP (cont’d)
3. Moving into Rotational Positions
• Next, participants must be matched to the available jobs.

According to the former CLO, “The people do not have
to have experience or be an expert in the area for the job
they are being considered.”
• Participants are given three or four preselected positions

from which to choose. Then the participants go through
an interview process with the hiring manager. This process
helps the participant to fully comprehend the role that he /
she may be taking and it provides the hiring manager with
an understanding of this person’s capabilities.
4. Ensuring Success in the New Role
• Each participant has a sponsor who is an executive council

A N A LY S I S
member. One goal of this relationship is to make sure that,
Requiring that a when the time comes to “rotate” the participant out of
participant be interviewed
this role, he / she will have support from the executive and
get placed more easily into a new position.
for a rotational role
forces each person to • Participants are assigned an external executive coach who
think through his / her takes them through a two-hour behavioral interview,
capabilities and provides which is then followed by the creation of a development
the hiring manager with and coaching plan.
an opportunity to get to • The hiring manager also assigns a mentor to help get the
know this person. individual up to speed as quickly as possible. Although
this is a job rotation, the participant is still held to top
performance expectations. There is some leeway, however;
the expectation is that he / she is a quick learner.
5. Managing the Program
• In its first year, there are currently 50 people in the rotation

program. HP’s vice president of leadership development
estimates that there will be approximately 25 people in the
second year.
• Ideally, the goal is to enlist 30 people each year; however,

this will be driven by the position opportunities available
for rotation.
Case in Point: HP (cont’d)
The breadth of exposure to different businesses helps participants

glean fundamental and universal business principles that build
their own philosophies about business leadership. HP’s director
of worldwide IPG marketing (and also a former job-rotation
participant) shared,
“The whole body of management

knowledge gets a lot clearer when you are
able to look at different businesses.”
In addition, the exposure to other leaders and the ability to

have conversations with peers in other parts of the business
provide invaluable networking experience, which helps to build
relationships across functional lines between the future leaders of
the organization. e
Case in Point: A Global Packaging Firm21
A global packaging firm that is expanding its operations into

KEY POINT
China and Russia has faced significant challenges in recruiting,
To develop talent in developing and retaining managers to run operations in these
emerging markets. Developing managers is not only important
emerging markets, the
at the local level, but is part of the company’s overall strategy to
global packaging firm
build a strong and diverse leadership pipeline.
initiated an 18-month
job-rotation program To develop talent in these emerging markets, the company
initiated a job-rotation program in which high-potential
for managers to work at
employees and managers in key operational roles work up to 18
established facilities in
months at a more established facility in one of the company’s
other locations around
other locations around the world. The objective is to have
the world. participants learn best practices and processes first-hand from
established, successful facilities.
21 For more information, Global Learning and Talent Solutions: Best Practices across
North America, Europe and Asia, Bersin & Associates / Karen O’Leonard, July 2008.
Available to research members at www.bersin.com/library.
Case in Point: A Global Packaging Firm (cont’d)
KEY POINT
Local managers and executives nominate participants for this
Local managers and program. Participants come from many different disciplines (e.g.,
executives nominate engineering, production, sales and project management) and
participants for this may work in more than one discipline during the rotation period
before returning to their sponsoring organizations.
program.
In addition to the hands-on experience gained by participants
(and the expertise returned to the sponsoring facilities), the
program is extremely attractive to job seekers. This has proven
to be a great “selling point” to job candidates for this lesser-
known firm. Thus, the job-rotation program has helped the
company to recruit, as well as retain and develop, key talent in
emerging markets. e
Approach 3: Action Learning

A third approach to experiential learning is commonly known as action
KEY POINT
learning – a process in which groups of learners collaborate to solve
Action learning is a actual workplace problems. In this way, organizations benefit from
gaining solutions to critical challenges and participants benefit by
process in which groups
learning from their experiences.
of learners collaborate
to solve actual workplace The collaborative element is important to action learning projects. The
problems. group exercise (a core element of action learning) helps learners work
through the problem as a team, helping them to build communication
and collaborative skills, as well as social connections. When groups
are formed with members from different functional areas within the
organization, these connections can foster future communication
between those areas, resulting in a tighter, more cohesive organization.
In speaking with many companies about action-learning programs, we

have found that action-learning projects require a great deal of business
leader involvement. Action learning-programs are most beneficial
when they are solving real business issues. Therefore, it is prudent for
organizations to work with business leaders to identify timely challenges
currently facing the organization. In addition, these business leaders
must be involved in the action-learning projects as sponsors, and provide
guidance and feedback throughout the duration of the project. Their
involvement should include:
• Identifying and scoping the project;
• Coaching participants;
• Offering the time of subject matter experts (SMEs) from various parts
of the business, as needed;
• Assessing and tracking progress;

 BEST PRACTICE
• Reviewing problem solutions or recommendations; and,
Action-learning programs
are most beneficial when • Supporting the execution of these solutions or recommendations
they are used to solve (which may include process change or new product development).
real-time, critical business In many cases, the action-learning team will see the project through
issues identified by to completion. In other cases, this team will make recommendations
business leaders. that are carried out by the appropriate business team responsible for
the initiative. Either way, action-learning programs allow individuals
to experience a true leadership experience while, at the same time,

executing company strategy. This type of development is truly a win-win
for both individual leaders and the company.
Another real benefit of action learning is that it can be done quite cost-
effectively. The program can be managed entirely by internal resources
KEY POINT and leaders do not have to be pulled away from their jobs for any long
period of time. As a matter of fact, in some instances, the leader may
Action-learning programs
be participating in an action-learning project that is directly relevant to
can result in increased
his / her current role. Even better, the programs can result in increased
revenue, including the revenue for the company. For example, the creation of new products or
creation of new products services (see section, “Case in Point: Cisco Systems”) or reducing the cycle
or a reduction in product time of a new product launch (see section, “Case in Point: An Information
launch-cycle times. Services Firm”) or improving market positions. The benefits of action
learning can vastly surpass that of a traditional training program.
Case in Point: Cisco Systems22
Cisco Systems, Inc. is a $37 billion company headquartered in San

Jose, California. With more than 65,000 employees, the company
does business in 83 countries across 23 time zones.23
Through its center for collaborative leadership (referred to as

“C3”) and a high degree of executive engagement, Cisco has built
an extremely progressive and hands-on approach to leadership
development, referred to as the “Executive Action Learning
Forum” (E-ALF).
This multiphased, executive action-learning program lasts

approximately 16 weeks and is organized into three phases
(see Figure 8).
22 For more information, Action Learning Facilitates Business Growth: A Look

inside Cisco’s Progressive Executive Development Approach, Bersin & Associates / Kim
Lamoureux, October 2009. Available to research members at www.bersin.com/library.
23 Source: http://newsroom.cisco.com/dlls/corpinfo/corporate_overview.html.
Figure 8: Executive Action Learning Forum Program Design Overview
Governance
Virtual Residential Virtual Virtual
Board
2-3 weeks @ 10% 9 weeks @ ~60% 2-3 weeks @ 10%
Phase 1 Phase 2 Phase 3

Self-Directed Learning Immersion Re-Entry
• Framework • Live faculty interaction • Feedback on

introduction participation
• Business proposal development
• Coaching • Development planning
• Executive exposure
• Introduction to • Present updated
• Team decision process practice
business opportunity development plan to
• Individual and team coaching skip-level manager
• Leadership Platform Development
Source: Cisco Systems, 2009.

Copyright © 2007 Bersin & Associates. All rights reserved. Page 1
Case in Point: Cisco Systems (cont’d)
Phase I: Self-Directed Learning
In this phase, the approximately 60 participants attend several

WebEx conferences, from which they gain insights into their roles
as participants; they also take the Hogan Assessment24.
Phase II: Immersion
Over the next 10 to 13 weeks, learning and leadership

development take place concurrently with the development of a
business opportunity. The participants attend a five-day offsite,
24 For more information, http://www.hoganassessments.com/.
during which they attend a lecture delivered by the vice president

of C3. Six teams of 10 people each are formed. The teams are
assigned to their projects and then dispersed to their business
units, but they continue to work virtually on developing their
product or business idea. Teams gather again at the midpoint
of this development period to discuss dynamics, theories of
innovation in existing structures, how to align groups to execute
tasks and how to tell the proposal story to the governance board.
Ten to 12 weeks into the program, the participants give a final
presentation to a group of senior executives, which lasts about
90 minutes – with 30 minutes spent on the actual presentation
and the following hour spent discussing the project openly with
the board.
Phase III: Reentry
The first step in reentry is for the team to collectively debrief the
 BEST PRACTICE
E-ALF governance committee of the experience and then, for each
Experiential learning
participant, repeat the debriefing with his / her coach individually.
The second step in reentry is a “three-way” conversation between
enables leaders to apply
the participant, his / her senior vice president and coach to
what they have learned
discuss the experience and key lessons learned. The participant
and receive feedback in
will receive feedback from the senior vice president on his / her
real-time. It also provides development strategy – and also has the opportunity to solicit
companies with the guidance and support to clear the path to movement, growth
opportunity to observe, roles or promotion.
first-hand, the capabilities
The 16-week E-ALF program is designed specifically to foster
and potential of leadership in an innovation-oriented culture and to transform
their leaders. Cisco’s business culture from entrepreneurial to collaborative.
Using an approach that includes academic study, role playing, and
the development of a product or business idea that the company
will invest in or that will have a bottom-line impact, the E-ALF
allows individuals to have a true leadership experience while, at
the same time, executing c ompany strategy.
To date, the E-ALF has resulted in the launch of several businesses.

One such business is the widely publicized SmartGrid, in which
the company will make communication devices for the electricity
delivery system. Cisco estimates the project is worth $20 billion
over the next five years. e
KEY POINT
Case in Point: An Information Services Firm25
The high-potential senior
leaders program develops
A U.K.-based information services firm is continually looking to
strategic planning and
develop innovative new products and services for a competitive,
execution capabilities global marketplace. The company believes that innovation often
using action learning, emerges from collaboration between its operational units, which
combining classroom typically work independently.
education with real-
To address this need, the leadership development team
world, collaborative established a program for high-potential senior leaders (e.g.,
project work. directors, vice presidents and senior vice presidents). The program
develops strategic planning and execution capabilities using
action learning, combining classroom education with real-world,
collaborative project work.
Phase I: Pre-Work Sessions
The program begins by engaging participants and their managers

in pre-work sessions that are designed to prepare them both
for the entire program cycle. Managers of participants attend
a webinar session, during which they review how they should
provide support before, during and after the program. Managers
are given specific guidance on what they should be doing to
support the learning process – a critical element in the success of
the program.
25 For more information, Global Learning and Talent Solutions: Best Practices across
North America, Europe and Asia, Bersin & Associates / Karen O’Leonard, July 2008.
Case in Point: An Information Services Firm (cont’d)
KEY POINT
Phase II: Week-Long Retreat
Action learning provides a
collaborative environment Following the pre-work, participants attend a week-long
for building strategic education retreat. Attention is paid to the diversity of
planning, execution and participants, ensuring that the group includes leaders from
innovation capabilities different business units and geographies. This mixture is critical to
the program’s stated goal of breaking down organizational silos
among leaders.
and establishing a culture of collaboration.
The week-long session is a strategic leadership program that

has been customized by an outside provider specifically to fit
the company’s needs. The vendor facilitates the program with
some support from the company’s leadership development
team, at a cost of approximately $125,000 per session. The focus
is on developing the strategic thinking, planning and coaching
capabilities required of senior leaders.
Each retreat also includes a three-hour session with the company’s

CEO, who emphasizes the strategic importance of innovation
and collaboration. The CEO also highlights the key executives
who have completed the program as a motivator for current
participants.
Phase III: Action-Learning Project
The cornerstone of the leadership program is Phase III, in which

small teams of participants (five to seven people) from different
business units and geographies are assigned to tackle real-
world issues facing the company. Each team has three to four
months to collaboratively work on the issue, and report the
recommendations to the CEO and executive staff. These projects
provide significant opportunity to improve the performance of
the business – while allowing participants to collaborate, and
utilize new strategic thinking and leadership skills.
Case in Point: An Information Services Firm (cont’d)
 BEST PRACTICE
One project, for example, resulted in an innovative solution to
Action-learning projects reduce the cycle time for a new product launch by nine months,
provide significant providing a significant competitive advantage and additional
revenues. These types of results often serve as proof of the
opportunity to improve
effectiveness of this program. e
the performance of
the business – while
allowing participants to
collaborate, and utilize
new strategic thinking
and leadership skills.
Challenges of Experiential Learning

Although experiential learning programs have the potential to offer
KEY POINT
great business impact to organizations, they also engender some unique
Experiential learning challenges when compared to other learning and development (L&D)
program types. In this section, we detail some of the most important
is real-time and
challenges involved in creating experiential learning programs.
often competes with
the leaders’ current
responsibilities. Therefore,
Requires Time; Must Be a Compelling
the experience should be Experience
worthwhile and relevant
to the leader in terms of Experiential learning, if done outside of a classroom (e.g., a simulation),
his / her current role or
is often woven into the participant’s daily activities. Whether action
learning, job rotation or an expatriate assignment, experiential learning
future career plans.
is real-time and competes with the participant’s current responsibilities.
To ease this burden, it is important that companies create experiential
learning solutions that are worthwhile, relevant and productive for both
the leader participant, as well as the company.
Tracking Progress Is Difficult

As with any informal learning process, there is not always a definitive
beginning or end. During the process, you may find learners and their
managers asking, “Is it done yet?” For action learning, the project may
end once a recommendation has been presented to solve the business
issue. Other times, the project may continue until the solution has been
fully implemented. We suggest that companies create clear objectives
and establish key milestones when possible, allowing participants to
track and measure their accomplishments along the way.
Job Rotations and Expatriate Assignments

Are a Lot to Manage
Job rotations require a great deal of coordination from a number of
different business areas. Quite often, job rotations require moving
people into and out of different functional areas, business units and
geographies. Expatriate assignments are often preceded with logistical
details, such as living arrangements, language training and even selling
a home. Although this challenge cannot be completely alleviated,

companies can identify specific roles that are best-suited for job rotation.
Doing so will enable better planning to occur.
Requires a Lot of Coordination and

Commitment at an Organizational Level
For many companies, unstructured learning activities that are embedded
KEY POINT
into an overall learning program but completed outside of a classroom
Unstructured learning environment are a real challenge to manage. For example, identifying
activities that are projects that solve real business issues and can be completed in a specific
(typically short) amount of time is difficult – but not impossible.
embedded into an overall
learning program but For instance, to select a business challenge at Amway (a global direct-
completed outside of a marketing company) that is conducive to an action-learning approach,
classroom environment the global talent development (GTD) team interviews senior executives
are a real challenge to identify current challenges they are facing. Not all executives may
have a challenge that is appropriate for this program. For example, the
to manage.
program is eight months long and ends in August. If the executive needs
a solution by June, this would not work. From there, GTD creates a list
and then narrows it down to just two or three challenges. The team
considers which projects will lend themselves to a learning experience
(i.e., is it broad enough and global enough for the participants to work
on). The recommended projects are brought to the executive team which
makes the final selection of the business challenge. The business owner
of the challenge selected becomes the “action-learning” sponsor.26
Managers Must Be Fully Prepared to

Support the Process
Another area of difficulty, on-the-job activities require the leader’s
manager to be involved and to be very supportive of his / her
development. The manager should provide coaching, establish
performance expectations, remove barriers for development, and
instill motivation and accountability for learning. However, the leader
must also see the benefit for himself / herself. For example, are leaders
rewarded for developing their direct reports? Companies with a strong
26 This information is based on a case study, due to be published summer 2010.
learning culture27 acknowledge that their best leaders are those whose
KEY POINT
direct reports are continuously being promoted and moved around
Companies with a within the company.
strong learning culture To create a culture that supports and creates an expectation for
acknowledge that their managers to develop others, senior management must be involved.
best leaders are those Senior management must hold leaders accountable not only to develop
whose direct reports themselves, but to develop others, as well.
are continuously being
promoted and moved Difficult to Formalize and Measure Results
around within the
company. Learning has always been a difficult function to measure. Add to it
the informality that often accompanies experiential learning and L&D
leaders want to “pull their hair out.” Key metrics and milestones must be
integrated into the design process at the outset.
We asked a number of HR leaders how they calculate ROI. The director of

global talent development at Amway responded,
“I ask the senior leaders, do you believe that what we

are doing in terms of development is good and that
development of people will build the business? If the
answer is yes, then why are you asking for financial
ROI? If the answer is no, in which case I won’t give you
an ROI because no matter what I give you, you are
going to shoot it down.”
A More Targeted Investment

Unlike classroom training for which hundreds of leaders can participate
KEY POINT
throughout a year, experiential learning is often targeted at a smaller
Experiential-based number of leaders, typically at more senior levels. The investment can
programs should be
be large – whether designing a custom simulation or relocating an
executive; there is a need to be discerning of the investment. Targeting
targeted at high-potential
a specific segment of leaders, however, does not mean only senior-level
individuals at all levels
leaders. Programs, such as action learning and job rotation, should be
who are considered to be
targeted at high-potential individuals at all levels of the company who
future leaders. are considered to be the future leaders of the company.
27 This information is based on our current research on the topic of learning culture,
the report for which is due to be published spring 2010.
Key Success Factors

As with any programmatic change, it is important to constantly evaluate
 BEST PRACTICE
your experiential learning programs to ensure that they are achieving
It is important to
the desired impact. Key success factors for experiential learning programs
are described as follows.
constantly evaluate your
experiential learning • Participants are engaged.
programs to ensure that
• Program or project must be relevant (e.g., directly tied to one's job or
they are achieving the
have a clear benefit in the future).
desired impact.
• Learning objectives are defined for each program.
• Organizational goals are clear.
• Senior management is supportive and committed to the program;

they buy into the process and investment.
• Where possible, learning is structured and formalized.
• Key stakeholders are supportive and aware of their roles in making

the program a success.
• The program is measurable and results-oriented.
• Participants’ managers are involved and prepared to conduct regular,

formal development discussions.
• The company is willing to take risks with talent.
Conclusion
Experiential learning is a critical element in a company’s leadership
development strategy and program design. More than training,
experiential learning enables leaders to apply learning and receive
feedback in real-time. It provides companies with an opportunity to
observe, first-hand, the capabilities and potential of their leaders.
In the case of simulations, companies have the opportunity to also
objectively evaluate key business processes. Figure 10 summarizes some
of the benefits and challenges of experiential learning as discussed in
this report.
Figure 9: Summary of Benefits and Challenges of Experiential Learning
Benefits Challenges
• Enables networking and relationship building • Time is required of participants; must be a compelling
• Facilitates collaboration experience
• Offers time to reflect, “What did I learn and • Progress is difficult to track; participants ask,
how can I apply this?” “Is it done yet?”
• Results in higher learning retention • Job rotations and expatriate assignments are a lot
to manage
• Exposes leaders to other parts of the business
• Much coordination and commitment at an organizational
• Promotes career development
level is required
• Drives efforts to merge business cultures
• Managers must be fully prepared to support the process
• Assesses capabilities and confirms behaviors of leaders
• An investment is oftentimes made on the part of a few
• Gives leaders the opportunity to determine job fit28
• Results are difficult to formalize and measure
28 “Job fit” refers to the assessment of current knowledge, skills, competencies and
other key qualifications of an individual against the requirements of a specific role,
current or future.
Since experiential learning programs require a significant degree of

A N A LY S I S
investment, coordination and involvement from organizational leaders,
Expansion of experiential they are often sparingly developed and deployed – and frequently
learning programs is are reserved for senior management. However, as our research shows
not just an option; and as we have detailed in this study, the end results more than justify
for organizations
the effort. Expansion of experiential learning programs is not just an
option; for organizations eager to improve their performance in the
eager to improve their
marketplace, it is both an opportunity and, ultimately, a necessity.
performance in the
marketplace, it is both
an opportunity and a
necessity.
Appendix I
Table of Figures
Appendix I: Table of Figures
Figure 1: Value of Experiential Learning 5
Figure 2: Percent of Learning Type in Core Leadership Programs by Leader Levels 7
Figure 3: Percent of Companies with Formalized Mentoring Programs 8
Figure 4: Percent of Companies with Formalized Job-Rotation Programs 9
Figure 5: Training Investment Model 11
Figure 6: Kolb’s Experiential Learning Cycle 13
Figure 7: Sun Microsystems’s Leadership Connections Program 15
Figure 8: Executive Action Learning Forum Program Design Overview 24
Figure 9: Summary of Benefits and Challenges of Experiential Learning 33
About Us
Bersin & Associates is the only research and advisory consulting firm
focused solely on WhatWorks® research in enterprise learning and
talent management. With more than 25 years of experience in enterprise
learning, technology and HR business processes, Bersin & Associates
provides actionable, research-based services to help learning and HR
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Bersin & Associates research members gain access to a comprehensive

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alignment. More than 3,500 organizations in a wide range of industries
benefit from Bersin & Associates research and services.
Bersin & Associates can be reached at http://www.bersin.com or at

(510) 654-8500.
About This Research

Copyright © 2010 Bersin & Associates. All rights reserved. WhatWorks®
and related names such as Rapid e-Learning: WhatWorks® and The
High-Impact Learning Organization® are registered trademarks of
Bersin & Associates. No materials from this study can be duplicated,
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Associates. The information and forecasts contained in this report reflect
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Experiential

Learning for Leadership

© BERSIN & A SSOCIATES RESEA RCH REPORT | V. 1. 0

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Approach 2: Job Rotations 16

Approach 3: Action Learning 22

Challenges of Experiential Learning 29

Key Success Factors 32

Ultimately, as learning professionals, our goal should not only be to

Figure 1: Value of Experiential Learning

Training Media or Delivery Mode

Teaching Others 90%

Experiential Learning 75%

Discussion Group 50%

Source: Bersin & Associates, 2009.

Experiential learning is the process of making meaning from direct

Current State of Experiential

Figure 2: Percent of Learning Type in Core Leadership Programs by Leader Levels

Source: Bersin & Associates, 2010.

5 For more information, Leadership Development Factbook® 2009: Benchmarks and

Conversely, senior-level leadership curricula include higher proportions of

Figure 3: Percent of Companies with Formalized Mentoring Programs

First-Level Mid-Level Senior-Level Executives

Formalized program in place less

Formalized program in place 2 or

Mentoring has become

No formalized mentoring program 75% 73% 66% 0%

Source: Bersin & Associates, 2009.

6 For more information, Leadership Development Factbook® 2009: Benchmarks

Formalized job-rotation programs are used even more sparingly for

Figure 4: Percent of Companies with Formalized Job-Rotation Programs

First-Level Mid-Level Senior-Level Executives

Formalized program in place less

Formalized program in place 2 or

Source: Bersin & Associates, 2009.

7 A “high performer” is an employee who is a key contributor, demonstrates

When we researched organizational experiences with software-based

In our research, we have found that approximately 60 percent of all

Business impact can be dramatically improved by developing a deep

9 For more information, Collaborative Learning: Formalizing Informal Learning,

Focus on trying to build a “simulation” experience in your learning

IT Training Sales Techniques

11 “Performance consulting” is a needs assessment process that must be completed

We should note that it is a best practice to follow simulations with

To further support this concept is David A. Kolb’s13 four-stage framework

Figure 6: Kolb’s Experiential Learning Cycle

Source: Bersin & Associates, 2009.

14 For more information, Enabling Talent Mobility: Business Simulation at Sun

Case in Point: Sun Microsystems (cont’d)

Similarly, all the data, concepts, financials and initiatives came

Sun found that 99 percent of directors rated their understanding

Pre-Workshop Workshop Experience Post-Workshop

Supported by ELT and VPs

4.5 day Business Simulation

Source: Sun Microsystems, 2009.

Approach 2: Job Rotations