Why Experiential Learning is Better ?

Tell me and I forget, Teach me and I remember, Involve me and I will learn. ~ Benjamin Franklin, 1750 

At a time when training budgets continue to be under pressure I am always amazed by the fact that few organisations are prepared to look out of the box for more innovative solutions to developing their talent. In the 2015 Deloitte Human Capital Survey 78% of companies cited leadership development as their biggest challenge. And yet we continue to teach leadership in the same way and wonder why we keep getting the same results. How mad is that!

Einstein summed it up well when he said : “The definition of insanity is doing the same things over and over again and expecting a different result” and yet this is what many companies continue to do when it comes to training.

I would like to propose a different approach, one that is making a profound impact and generating significant ROI for its attendees. It involves getting out the classroom and learning in a different way. Experiential learning is so effective because it’s a process of learning by doing. What makes it unique is the opportunity to learn from your own experience, and no one else’s.

But I’d also call my experience “learning things the hard way.” Active learning on its own is only a starting point, which is why the subfield of experiential learning has received so much elaboration in terms of study and technique. Experiential learning theory clarifies the elements that make learning most effective as an all-round process.

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Experiential learning is more than just getting learners to “do something.” As Donna Qualters notes, “unless experiences outside the classroom are brought into the classroom and integrated with the goals and objectives of the discipline theory, students will continue to have amazing outside experiences but will not readily connect them to their in-class learning.... Without a careful curriculum involving structured, reflective skill building, students may never learn what we hope they will outside the four walls of the classroom.” 

The conditions needed to ensure that experiential learning is effective have been identified by the Association for Experiential Education:

• Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.
• Experiences are structured to require the student to take initiative, make decisions and be accountable for results.
• Throughout the experiential learning process, the student is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative and constructing meaning.
• Students are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.
• The results of the learning are personal and form the basis for future experience and learning.
• Relationships are developed and nurtured: student to self, student to others and student to the world at large.
• The instructor and student may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of the experience cannot totally be predicted.
• Opportunities are nurtured for students and instructors to explore and examine their own values.
• The instructor’s primary roles include setting suitable experiences, posing problems, setting boundaries, supporting students, insuring physical and emotional safety, and facilitating the learning process.
• The instructor recognizes and encourages spontaneous opportunities for learning.
• Instructors strive to be aware of their biases, judgments and pre-conceptions, and how these influence the student.

The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.

Let’s take a quick look at some of the most important reasons why experiential learning is better:

• Sense of equality – All participants in an experiential learning program are equal in terms of their knowledge and skills with regard to the tasks at hand. This creates a sense of equality among the participants, which is favorable for effective learning.
• Collaborative environment – Experiential learning programs help you learn how to quickly build a relationship. When resolving unfamiliar challenges collaboratively with a group of unfamiliar people, you quickly find ways to build relationships. This strengthens your communication, collaboration and interpersonal skills.
• Unfamiliar situations – In experiential learning, you are taken out of your comfort zone. When handling unfamiliar challenges, you learn how to focus on task and process related themes, and how to organize yourself around a challenge. Learning becomes more effective because most of your prior experiences are irrelevant in the present context.
• Meta learning – The ability to review your process of learning is referred to as Meta learning. When you participate in experiential learning programs, you get an opportunity to improve your Meta learning skills. With improved focus on your process of learning, you get the space and flexibility to review your leadership skills, problem solving skills, communication skills and so on.
• Crisis management in safe environment – You learn how to manage crises in an environment that is safe and supportive. This enhances your crisis management skills in real life situations.
• Whole body learning – Rather than only listening and viewing, whole body learning method requires a learner to perform physical movements. Experiential learning incorporates kin-aesthetic learning methodology, thus ensuring holistic improvement of your mental, behavioral and physical strengths.

I think Confucius summed up the benefit of experiential learning when he said: “I hear and I forget. I see and I remember. I do and I understand.

Vishnu Vardhan, MBA, is a certified Master Trainer and Facilitator by Dale Carnegie and Carlton Advanced Management Institute. Addition to being an L&D specialist he speaks and trains on leadership, career, professional development and cross-cultural business communication.

References :[1] Wolvin, A.D. “Improving Listening Skills” In R. B. (ed.), Improving Speaking and Listening Skills. New Directions for College Learning Assistance, no. 12. San Francisco: Jossey-Bass, Inc. 1983.