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Training Methodology
University Associates training events utilize diverse training
methodologies:
The Experiential Learning Cycle
Experiential learning
occurs when a person engages in some activity, looks back at the
activity critically, abstracts some useful insight from the analysis,
and puts the result to work through a change in behavior. Of course,
this process is experienced spontaneously in everyone's ordinary life.
People never stop learning; with each new experience, we consciously
or unconsciously ask ourselves questions such as, _How did that
feel?,_ _What really happened?,_ or _What do I need to remember about
that?_ It is an inductive process: proceeding from observation rather
than from a priori _truth_ (as in the deductive process).
Learning can be defined as
a change in behavior as a result of experience or input, and that is
the usual purpose of training. The effectiveness of experiential
learning is based on the fact that nothing is more relevant to us than
ourselves. One's own reactions to, observations about, and
understanding of something are more important than someone else's
opinion about it. Research has shown that people learn best by
_doing._ One remembers best what one knows better than one remembers
what one knows about.
Experiencing
The
data-generating part of the experience develops a common base for the
discussion that follows. Goals include:
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To Explore_
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To Examine_
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To Study_
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To Identify_
Publishing
The question in this stage
is _What happened to me?_ Participants share personal data about what
they saw and/or how they felt during the experience.
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Feelings
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Reactions
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Observations
Processing
The question here is _What
happened in general?_ Participants systematically examine their
commonly shared experience.
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Common themes
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Patterns
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Interactions
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Group dynamics
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Behavioral trends
Generalizing
The question now is _So
what?_ From the patterns identified, participants abstract:
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Inferences
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Generalizations
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Learnings
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Principles
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What tends to happen_
These are stated in terms
of the _real world_ rather than the learning situation.
Applying
The final question is _Now
what?_ Generalizations and learnings are applied to real-life
situations, and change is planned. This stage can include:
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Consulting groups
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Goal setting
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Practice sessions
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Contracting for change
The application of learning
is a new experience. The cycle begins again_
Conclusion
Learning experiences that
utilize the experiential learning model allow participants to confront
basic psychological and behavioral issues that they have to deal with
in their daily lives. The model gives participants an opportunity to
examine their feelings and behaviors related to interactions with
other individuals. Examining their feelings and other reactions to
situations helps to expand the participants' awareness and
understanding of the function their emotions play in their behavior.
Not only does this add to the interest and involvement of the
participants, it also contributes significantly to the transfer of
learning. No other type of learning generates this personal
involvement and depth of understanding. The ultimate result is that
participants accept responsibility for their own learning and
behavior, rather than assigning that responsibility to someone else.
Adapted
From:
Pfeiffer,
J.W., & Ballew, A.C. (1988). Using structured experiences in human
resource development (UATT Series, Vol. 1). San Diego, CA:, University
Associates.
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