| Experiential Learning is not new but is incredibly under | | | | business. |
| used as a method for training and developing staff. | | | | When I set up the Experiential Learning Centre it was |
| Consider for a moment how people tend to be | | | | with the intention of combining the best of these |
| trained at your place of work and what methods top | | | | learning methods in order to provide the most |
| the list? | | | | powerful developmental outcomes at the lowest |
| Training courses where people learn via | | | | possible risk. Together with a small team of learning |
| presentations, group discussions, case studies and | | | | and development experts, we designed a series of |
| perhaps some role playing are likely to figure quite | | | | simulations and activities that mirrored a range of |
| high on the list for most companies. But how much | | | | leadership, team working and business skills scenarios |
| of this is actually taken back to the workplace and | | | | but delivered within the safety of a classroom |
| transferred into improved performance? Traditional | | | | environment. A great simulation in itself is not enough. |
| training courses are essentially a method of | | | | In order to complete the learning experience each |
| knowledge transfer with a small amount of skills | | | | simulated programme needs to be supported by high |
| development. As knowledge transfer goes they can | | | | quality facilitation and expert coaching. The results |
| be very effective, especially if delivered by a good | | | | have been extremely powerful. |
| trainer but it is somewhat hit and miss if this | | | | Trainees are able to learn by experience and transfer |
| knowledge is applied effectively by the trainee upon | | | | what they have learned back in the working |
| their return to work. How much support will they | | | | environment in order to perform at a significantly |
| receive from their manager? Will the learning be | | | | higher level. In essence, what we have developed is |
| reinforced and reviewed at regular intervals? Will they | | | | a series of safe leap experiences which is the holy |
| get an opportunity to practice what they have | | | | grail of staff development. |
| learned? How much of the knowledge will be lost or | | | | As one of our leadership facilitators, Jonathon Elliott |
| watered down over time? | | | | says "It really is quite remarkable to see the learning |
| An alternative to sending staff on a training course is | | | | that takes place during an experiential leadership |
| for the manager or an experienced team member to | | | | event. Delegates don't just learn from being a leader |
| train them on the job. Coaching can be the most | | | | themselves but also from how others go about |
| effective form of learning when it is done well. | | | | leading and managing. Sometimes they will be on the |
| Knowledge can be transferred by the coach, skills | | | | receiving end of an activity in which there is a weak |
| can be developed in stages and both can be applied | | | | plan or where a conflict is poorly handled. Other times |
| in live but supervised situations. This provides an | | | | they will experience an exceptional piece of |
| opportunity for the work to be reviewed and | | | | teamworking or find themselves being motivated at |
| feedback provide in order to facilitate rapid learning. | | | | a high level. In both scenarios they are learning |
| Given that coaching is a widely effective form of | | | | something that they will be able to take back to |
| experiential learning, what are the downsides? It | | | | work and use immediately. At the end of an |
| requires a large investment of time by the coach. It | | | | experiential event, people are noticeably at a |
| requires a high level of coaching skill. Perhaps most | | | | significantly higher level of competence than when |
| significantly, it takes two people, the coach and the | | | | they joined the programme. They are able to apply |
| trainee, away from their normal tasks making them | | | | what they have learned in a variety of situations and |
| both less productive in the short term. | | | | perform better." |
| Another form of on the job training is to provide the | | | | The reality is that many managers lack the time and |
| trainee with a leap experience. This essentially | | | | ability to facilitate experiential learning in the |
| involves providing the staff member with a specific | | | | workplace. The result is that staff are often unable |
| job assignment or project aimed at developing a | | | | to develop as well as they could or they are thrown |
| targeted skill set. This is raw experiential learning. If | | | | in at the deep end, often with high risks attached. |
| successful the individual is likely to learn rapidly, hence | | | | Simulated experiential learning provides a compelling |
| a leap experience. However, the downside of a leap | | | | alternative as long as it is supported by high quality |
| experience is the risk of failure and the accompanying | | | | facilitation and expert coaching interventions. |
| damage to both the person's confidence and the | | | | |