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Virtual Business IncubatorVirtual Business Incubator
ACCACC Experiential Learning CycleExperiential Learning Cycle
Using experiential learning in designingUsing experiential learning in designing
business planning & implementation workshops, asbusiness planning & implementation workshops, as
well as for training and coaching workshops,well as for training and coaching workshops,
seminars & group TAseminars & group TA
Carlos F. Camargo, Ph.D.Carlos F. Camargo, Ph.D.
2004 © AnewAmerica2004 © AnewAmericaSMSM

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Designing training with the ELCDesigning 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.

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Session ObjectivesSession 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.

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

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What are the implications for training givenWhat are the implications for training given
the differences in how adults and childrenthe differences in how adults and children
learn?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

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So how do we do this?So how do we do this?

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The Experiential Learning CycleThe Experiential Learning Cycle
GENERALIZATION
EXPERIENCE
APPLICATION
PROCESS
Lead ins
Close outs

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The Experiential Learning Cycle – ELCThe Experiential Learning Cycle – ELC
• 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.

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The Experiential Learning CycleThe Experiential Learning Cycle
• 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

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

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The ELCThe 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

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

13. 1.1. Climate SettingClimate 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. 2.2. Goal ClarificationGoal 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

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

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To achieve those outcomes we need clearTo achieve those outcomes we need clear
Training ObjectivesTraining Objectives
1. The overall course objective is a
broadly stated objective referring
to the end result for the entire
training program.
2. 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:

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How do you choose the rightHow do you choose the right
training methods?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.

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What other training activities have youWhat other training activities have you
experienced?experienced?
GAMES BRAINSTORMING
??????
ICEBREAKERS

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3.3. The ExperienceThe 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.

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To reach the most people and achieve theTo reach the most people and achieve the
best retention…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

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4. Processing4. 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.

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4. Processing4. Processing
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

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5.5. GeneralizingGeneralizing
 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.

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5.5. GeneralizingGeneralizing
 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?
Trainer leads discussion through questioning to move
participant to the conclusions.

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6.6. ApplyingApplying
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!

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6.6. ApplyingApplying
 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?

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7.7. ClosureClosure
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.

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

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Set the ClimateSet the Climate
 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.
Introduce the session, grab attention

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GoalsGoals
TTell where we are goingell 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. EExperiencexperience
Now, try it out for yourselfNow, 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.

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The Desired ShapeThe Desired Shape::

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ProcessProcess
the experience by asking: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

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GeneralizeGeneralize
draw conclusionsdraw conclusions
 What did you learn about
teamwork in dealing with
this problem?
 What conclusions can you
draw about how teams
work?

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ApplyApply what you have learnedwhat you have learned
from the experience by asking: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. ClosureClosure
summarize and linksummarize 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.

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

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So what do you thinkSo 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?

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In summaryIn 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

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