Annex 1:  Experiential Learning Review

This sample list indicates that the range of training techniques varies from the more passive (lecture) to the more active (simulation or role-play).  Exactly which technique one chooses to provide this Concrete Experience depends largely on the learning objectives.

Phase 2: Reflection

Once the learners have had the “concrete experience”, the facilitator guides them into the process part of the cycle.  During this phase, learners reflect on the activity undertaken during the experience phase, and share their reactions in a structured way with the group. This may happen on an individual basis, in small work groups, or in a plenary group setting. Individuals share both their cognitive and affective reactions to the activities in which they have engaged.  In addition, with some assistance from the facilitator, they try to link these thoughts and feelings together in order to derive meaning from the experience.

The role of the facilitator is very important during each phase of the cycle.  During this process phase, s/he should be prepared to help the participants think critically about the experience and verbalize their feelings and perceptions.  The facilitator should, as well, draw attention to any recurrent themes or patterns which appear in the participants’ reactions to the experience.  The facilitator’s role here is primarily to help participants to conceptualize their reflections on the experience so that they can move toward drawing conclusions.

Phase 3: Generalization (or “Abstract Conceptualization”)

This phase is that part of the cycle during which learners extract conclusions and generalizations which might be derived from, or stimulated by, the first two phases of the cycle.  During this phase, learners are helped to “take a step back” from the immediate experience and discussion, and to think critically in order to draw conclusions that might be generalized to real life or to a particular theoretical construct.  This stage is perhaps best symbolized by the following questions:

• What did you learn from all this?
• What general lessons can you draw from this?
• What general meaning does this have for you?

The facilitator structures this phase of the experiential learning cycle so that learners work individually at first.  They are then guided into a process of sharing conclusions with each other so that they may serve as catalysts to one another.  In addition, the facilitator: 

• Asks individuals to summarize what they have learned into concise statements or generalizations – and helps them to do so if needed.
• Probes their responses - or “pushes back” - to help learners apply more rigor to their thinking.
• Relates the conclusions reached and integrates them into a theoretical model.
• Makes sure, within available time limits, that each who wishes to share significant insights gets a chance to contribute.

• Helps the group compare and contrast different conclusions, identifying patterns where they exist, and identifying legitimate areas of disagreement.

Phase 4: Application (or “Active Experimentation”)

Learners are then guided into the application stage –sometimes known as “active experimentation.” Drawing upon insights and conclusions they have reached during the previous phases, they incorporate the lessons learned into their lives by developing plans for more effective behavior in the future. Ideally, learners are able to apply what they have learned immediately after the end of the learning event. The applications that they plan may relate to their professional or personal life, depending on their specific backgrounds and needs.

Techniques to facilitate this application phase include stimulating learners to:

• Develop individual - or team-based- action plans focused on putting “learning into action.”
• Review each other’s plans, providing consultation and assistance as needed.
• Share their individual plans or parts of plans with the whole group to create a sense of synergy and generate possible new ideas for others.
• Identify other learning needs.

The facilitator assists this process by helping learners be as specific as possible in developing their application plans.  For example, if an agency team notes that the members plan to “meet with partner agencies to identify emergency coordination opportunities”, the facilitator might ask them to be more specific:

• Which partners will you meet with?
• Who will be responsible for contacting these partners?
• Where do you to meet?  In whose office?
• When will you schedule the meeting?
• Etc…