Experiential Learning Cycle

1. Experiential Learning Cycle Using experiential learning in designing training modules

2. Designing training with the ELC • There are basic training design considerations that can be employed in order to appeal to various learning styles and the diverse needs of adult learners. • This module explores the experiential learning cycle and basic training techniques and methods to incorporate into a training design.

3. Session Objectives By the end of the session, the participant will be able to: • Define seven components of an experiential training session; • Describe at least ten basic training activities; • Answer basic questions about training design and methods.

4. What do you know about how adults learn? What are the implications for you as a trainer?

5. What are the implications for training given the differences in how adults and children learn? • Adults find learning to be most enjoyable under a variety of circumstances • Adults have preferred learning styles • Adults draw upon their own life experiences • Effective training must incorporate adult education theories

6. So how do we do this?

7. The Experiential Learning Cycle Lead ins Close outs

8. Experiential learning is exactly what the name implies…learning from experience. It is learner-centered and allows the participant to manage and share responsibility for learning with others. provides opportunities for a person to engage in an activity, review the activity critically, draw useful insight from the analysis and apply the result in a practical situation. The Experiential Learning Cycle – ELC

9. Modules designed with consideration of various learning styles, adult education theories and uses the ELC We will have a closer look Discussing step by step Working through an example The Experiential Learning Cycle

10. Goals Climate Setting Experience Closure Activity, Doing Goals ELC Application Process Planning more effective Sharing, comparing Post training behavior processing, reflecting NOW WHAT WHAT Generalization Drawing conclusions, Identifying general principles SO WHAT

11. The ELC • Every training module is experiential • All the steps must be included to be effective • It is the trainer’s responsibility to lead the participants through every part of the ELC

12. What is the purpose of each step in the experiential learning cycle? ELC THE THEORY

13. 1. Climate Setting • Stimulates interest, curiosity and enables participants to begin thinking about the subject. • Provides a rationale for why the subject is important to the participants and how it is useful to them. • Links the training session to previous ones and places it into the overall framework of the training event.

14. 2. Goal Clarification • Presents statements to participants describing the intent, aim or purpose of the training activity. • Provides an opportunity for participants to get a clear understanding of the goals of the session. • Allows participants to explore additional issues or raise concerns. • In some situations goals may be introduced at the end of the session, for example in a deductive training module

15. What are training outcomes ... • Changing an Attitude or Behavior • Learning a Skill • Transferring Knowledge We train people for three specific purposes:

16. To achieve those outcomes we need clear Training Objectives • The overall course objective is a broadly stated objective referring to the end result for the entire training program. • The session or module objective is specific and more narrowly defined. Each of these is an element in the overall course objective. Training objectives occur at two different levels:

17. How do you choose the right training methods? Once you have determined the training outcomes and specific training objectives determine the methods you will use to convey the information you wish to present.

18. What other training activities have you experienced? GAMES BRAINSTORMING ICEBREAKERS ??????

19. 3. The Experience • An activity that provides an opportunity to a group to participate in a situation relevant to the goals of the training. • This is the data producing event from which participants can extract and analyze as they complete the learning cycle. • Common “experiences” are role plays, case studies, self-diagnostic instruments, games, discussions, readings, exercises, calculations, etc.

20. To reach the most people and achieve the best retention… Use a variety of training activities to accommodate various learning styles: • Charts and visuals • Hands-on practice • Interaction that includes the participants • Live presentations

21. 4. Processing • Participants explain or ‘publish’ what happened during the previous step and share their reactions to the experience. • The group analyzes and reflects thoughtfully on the experience. • The trainer guides and manages the processing of information.

22. 4. Processing ask what happened? • What did you do? What happened in the activity? • What feelings did you have during the experience? • What did you observe? Think about? Trainer facilitates a discussion by asking questions

23. 5. Generalizing • Participants seek to identify key generalizations and draw conclusions that could be derived from discussion of the experience. • Theories are drawn based on these discussions and conclusions. • Participants determine how the patterns that evolved during the experience phase of the learning cycle relate to the experience of everyday life.

24. 5. Generalizing ask so what? Trainer leads discussion through questioning to move participant to the conclusions. • What did you learn? Relearn? • What benefits did you get from the experience? • What are the implications of the activity? • What generalizations can you make based on the experience? • What conclusions can you draw?

25. 6. Applying • Using the insights and conclusions gained from the previous steps, the participants identify and share how they plan to use these new insights in their everyday life. • Trainer leads discussion on the application of the theories derived or gives a written assignment to facilitate the planning process. • Instrumental in getting the new knowledge, skills and attitudes back to the workplace!

26. 6. Applying ask now what? • How does the experience relate to the real world? • How do you want to do things differently in the future? • How can you extend the learning you had? • What steps can you take to apply what you have learned?

27. 7. Closure • The events of the training are summarized. Main messages are emphasized. • Remaining questions are answered and points clarified. • Links to the original goals of the session and determines if goals have been met. • Provides a sense of completion. • Links the session to the entire program and the next training activity.

28. The ELC • Let us work through an example • A session outline follows using the steps of the Experiential Learning Cycle

29. Set the Climate Introduce the session, grab attention • Ask participants if they have ever been members of a group? What kind were they? How did the groups work? • State that everyone has experience with groups some more successful than others. • Today we are going to talk more about groups.

30. Goals Tell where we are going • Today we are going to look at how groups work. • You will be able to list roles that are beneficial to groups working best • We will use a ‘fishbowl’ exercise demonstrate.

31. ExperienceNow, try it out for yourself • Find a few other colleagues and form a small team. • Place several sheets of blank paper and a pair of scissors in the center of the team. Do not give the objects to any one team member. • Tell the team they have a problem to solve. • They have to cut the paper to end up with the shape shown in the next slide. • There is only one rule: they are only allowed to make ONE cut with scissors and it must be a straight cut. • Give them seven minutes to complete the task and observe what happens.

32. The Desired Shape:

33. Process the experience by asking: • What happened? • Was the task accomplished? • What helped them to accomplish the task? • What hindered them? • How did members work as a team? See final slide for cutting solution

34. Generalize draw conclusions • What did you learn about teamwork in dealing with this problem? • What conclusions can you draw about how teams work?

35. Applywhat you have learned from the experience by asking: • What would you do differently when next working with a team? • How does what you learned about teams affect how you would facilitate a training session? • What kind of action planning might be undertaken?

36. Closuresummarize and link • Ask: What were the main messages of the session? • Summarize main points – for example - We have worked with groups and now understand task and maintenance functions. We understand the importance of all the functions being present in order to make the groups work effectively to accomplish the task and ensure everyone feels that they are a part of the group. • Ask for any remaining questions • State: We will now see in the next session how this fits into our work as trainers.

37. Given what you have learned about… Experiential Learning Cycle Adult Education Learning Styles And worked through a sample training session

38. So what do you think • Why do you think the experiential learning cycle is important? • What do you see the strengths and weaknesses of the using the ELC? • How will you use this information in your daily work? • How will you plan to ensure that you use this new knowledge, skills and attitudes in the future?

39. In summary • The Experiential Learning Cycle is a training design tool that employs the best of adult education theory • All steps of the ELC are equally important to the process of learning and retention • Use of the ELC helps the facilitator ensure various learning styles are addressed