Experiential and action

total developmental perspective

learning
By Aziz Ahmed

Experiential learning
The

most used theory of

experiential learning is that Kolb's
learning cycle.
The cycle is particularly useful for
understanding experiential
learning .

Kolbs learning cycle

Defining the process

It can illustrate that how trainer may
interact with the learner during a cycle.
If the aim of training is to achieve
change in behavior the concrete
experience should be selected from
realities and problem encountered in
the job.
At the reflective observation stage of
the learning cycle the manager takes a
detached view of what has happened
analysis the actions that led up to the
experience.

Defining the process

It

is natural for the learner to

establish his or her own concept
of reality for the future use. This
stage is called abstract
conceptualization.

Active

experimentation is what
managers do most of their time
consciously or unconsciously.

Approaches to experimental
learning
The

intuitive approach:
This involves learning from
experience. but not through
conscious process.
The

incidental approach:
This involves learning by chance
from activities that jolt an
individual into conducting a
post-morterm .

Approaches to experimental
learning
The

retrospective approach:
This involves learning from experience
by looking back over what happened
and reaching conclusions about in a
more structured way.
The

prospective approach:
This involves all the retrospective
element but include an additional
dimension. This approach includes
planning to learn before an experience.

From approaches to
methods
There are four different methods of
enabling managers to learn from
their experience.
1. Questioning
2. Confronting
3. Encouraging
4. Supporting

Action learning

Definition of action
learning
Action learning is a means of
development, intellectual,
emotional, or physical, that
requires its subject through
responsible involvement in some
real complex and stressful
problem to achieve intended
change to improve his observable
behavior henceforth in the
problem field.

Action learning and other

approaches
The

major difference between action

learning and many other programmes
where reality-based problems are dealt
with is that action learning aims purposely
at learning from solving problems that
entail taking risk and resolve uncertainties.

Action

learning programmes concrete

more on enabling managers to learn to
develop their own ability to solve
problems.

Stages in setting up an action

learning programme.
Decide

you really want to do it.

Start explaining why and what are you doing
Gain some support and commitment
Agree on the people and problems that will be aimed
at
Produce a basic outline of the programme
Try to produce a cost/benefit analysis
Produce a prospectus explaining the programme
Agree on a budget
Recruit resources internally and externally
Get participants and problems
Bring the appropriate people together for a start-up
activity.
Go!

Roles and function in action

learning
Client:

The client is the person who has a

specific interest in the end results
of the project.
Sponsor:

The sponsor may be the executive

to whom the client reports or a
resource allocator who sports the
solving of the problem.

Roles and function in action

learning
The participants:
The participants should only be in
the programme in the first place
because there are identifiable
needs for the personal
development which, in the mind
of participants, the programme is
likely to help.
Participants also need s to be
helped to understand the process

Roles and function in action

learning
The set advisor:
A set advisor include four
distinctive tasks.
1. To facilitate giving
2. To facilitate receiving
3. To clarify the various process of
action learning
4. To help others to take over tasks
1,2 and 3.

Roles and function in action

learning
Role of set advisors:
To facilitate the group process
To facilitate the learning
To encourage the management
process in the group

Features of action learning

Victoria Marsick (1990) suggest that managers
are normally helped to learn from experience
by:
Working

through a process of finding the right

problem to be addressed
Examining a problem from multiple
perspectives
Learning to challenge taken-for- granted norms
Learning a process of consultation
Gaining insight into the dynamics of the groups
in which they work
Gaining insight into oneself as a manager

Features of action
learning
Participant

managers often find out

when exploring the nature of the
problem to be addressed is that the
problem needs to be reformulated.
Action learning involves
negotiations of solutions.
The participant often find that they
have to negotiate at the problemfinding stage as well as at the
solution-implementation stage.