What Is Experiential Learning and Why Is It Critical to Successful Training?
by Bob Shively, Enerdynamics President and Lead Facilitator
Learning happens best when learners can immediately apply their observations to specific experiences they encounter in their day-to-day activities. At Enerdynamics we believe that successful classroom education embodies this concept in the design of the classroom experience. We utilize the Experiential Learning concepts developed by psychologist and educational theorist David Kolb.
According to Kolb’s theory, learning best takes place through four sequential steps. Learning may began at any step, but then must follow with the other steps in sequence.
Let’s consider the four stages:
- Concrete experience (doing)
This is where the learner actively experiences an activity or reconsiders a prior activity. In the classroom, this can be provided through scenario-based exercises, through lab sessions, or pre-class field work.
- Reflective observation (observing)
Here, the learner consciously reflects back on an experience especially considering how their experience impacts understanding of how things work. Learners should be encouraged to focus on any inconsistences that may require rethinking beliefs. In the classroom, it is important to provide time and opportunities for reflection. It is the role of the facilitator to guide reflection by participants either through individual exercises, group exercises, or group discussions.
- Abstract conceptualization (thinking)
In this stage, the learner works to formulate a theory or model of what has been observed. This may come through a new idea or modification of an existing concept. Often this comes in the classroom through group discussions and/or active thought questions by the facilitator. Theories or models developed by learners will much more lasting effect that theories simply presented as facts by the facilitator.
- Active experimentation (planning)
Here, the learner plans how to test a theory or model through a new experience by applying ideas to the real world. This is where facilitators must provide opportunities for learners to develop plans to apply learning back to their jobs as well as to text theories through scenarios in a safe environment where failure is an opportunity to restart the learning cycle.
Often classroom training is designing to present material and provide opportunities for learners to try out learning by doing. But is less common for educators to design in opportunities for reflection. Educators Micah Jacobsen and Mari Ruddy wrote in their book Open to Outcome, that "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning." Examples of facilitation questions suggested by Jacobsen and Ruddy include:
- Did you notice?
- Why did that happen?
- Does that happen in life?
- Why does that happen?
- How can you use that?
Enerdynamics’ 25 years of experience leading seminars with energy industry professionals have demonstrated that activities and materials that follow the sequential process of experiential learning provide a positive learning experience while helping learners process information and apply it as they return to their jobs. We encourage all educators to incorporate experiential learning into their classrooms.
Interested in bringing one of Enerdynamics’ highly acclaimed classroom learning experiences to your workforce? Check out our offerings here or e-mail us at info@enerdynamics.com.
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