Experiential and action learning

Experiential and action learningBy Aziz Ahmedtotal developmental perspectiveExperiential learningThe most used theory of experiential learning is that Kolb's learning cycle.The cycle is particularly useful for understanding experiential learning .

Kolbs learning cycleDefining the processIt can illustrate that how trainer may interact with the learner during a cycle.If the aim of training is to achieve change in behavior the concrete experience should be selected from realities and problem encountered in the job.At the reflective observation stage of the learning cycle the manager takes a detached view of what has happened analysis the actions that led up to the experience.Defining the processIt is natural for the learner to establish his or her own concept of reality for the future use. This stage is called abstract conceptualization.

Active experimentation is what managers do most of their time consciously or unconsciously.Approaches to experimental learningThe intuitive approach:This involves learning from experience. but not through conscious process.

The incidental approach:This involves learning by chance from activities that jolt an individual into conducting a post-morterm .Approaches to experimental learningThe retrospective approach:This involves learning from experience by looking back over what happened and reaching conclusions about in a more structured way.

The prospective approach:This involves all the retrospective element but include an additional dimension. This approach includes planning to learn before an experience.From approaches to methodsThere are four different methods of enabling managers to learn from their experience.QuestioningConfrontingEncouragingSupporting

Action learning

Definition of action learningAction learning is a means of development, intellectual, emotional, or physical, that requires its subject through responsible involvement in some real complex and stressful problem to achieve intended change to improve his observable behavior henceforth in the problem field.Action learning and other approachesThe major difference between action learning and many other programmes where reality-based problems are dealt with is that action learning aims purposely at learning from solving problems that entail taking risk and resolve uncertainties.

Action learning programmes concrete more on enabling managers to learn to develop their own ability to solve problems.Stages in setting up an action learning programme.Decide you really want to do it.Start explaining why and what are you doingGain some support and commitmentAgree on the people and problems that will be aimed atProduce a basic outline of the programmeTry to produce a cost/benefit analysisProduce a prospectus explaining the programmeAgree on a budgetRecruit resources internally and externallyGet participants and problemsBring the appropriate people together for a start-up activity.Go!

Roles and function in action learningClient:The client is the person who has a specific interest in the end results of the project.

Sponsor:The sponsor may be the executive to whom the client reports or a resource allocator who sports the solving of the problem.Roles and function in action learningThe participants:The participants should only be in the programme in the first place because there are identifiable needs for the personal development which, in the mind of participants, the programme is likely to help.Participants also need s to be helped to understand the process of action learning. Roles and function in action learningThe set advisor:A set advisor include four distinctive tasks.To facilitate givingTo facilitate receivingTo clarify the various process of action learningTo help others to take over tasks 1,2 and 3.Roles and function in action learningRole of set advisors:To facilitate the group processTo facilitate the learningTo encourage the management process in the group

Features of action learningVictoria Marsick (1990) suggest that managers are normally helped to learn from experience by:

Working through a process of finding the right problem to be addressedExamining a problem from multiple perspectivesLearning to challenge taken-for- granted normsLearning a process of consultationGaining insight into the dynamics of the groups in which they workGaining insight into oneself as a manager Features of action learningParticipant managers often find out when exploring the nature of the problem to be addressed is that the problem needs to be reformulated.Action learning involves negotiations of solutions.The participant often find that they have to negotiate at the problem-finding stage as well as at the solution-implementation stage.