Week 10, Experiential Learning, Terms & Citations Flashcards
1
Q
Experiential Learning
A
- Complex environments (VUCA) are the new normal
- Formal “classroom” experiences are not adequate to capture
this complexity - Recently, the focus of learning has shifted away from teacher
-centric models to more learner-centric models of training - Many view experiential learning as the best approach for
complex skill acquisition
** Leadership
** Cross cultural competence (3C)
2
Q
Experiential Learning cont.
A
- A process through which knowledge is derived from and
tested through interactions with the environment, relying
heavily on reflection and introspection (Kolb, 1984). - Experience provide an opportunity to learn, but learning
isn’t guaranteed - Learning from experience may be particularly difficult in
complex or stressful on-the-job situations - Emphasis is on learning while doing
- Relies heavily on reflection and introspection
- 70-20-10 model of skill development (Lindsey, Homes, & McCall,
1987) - Exact ratio of learning modalities is somewhat disputed (Sinar,
Wellins, Ray, Abel, & Neal, 2014) - Majority of complex skill acquisition is best facilitated through
experiential learning (McCall, 2010).
3
Q
Advantages of EL
A
- More relevant and thus more motivating (Raelin, 2000)
- One-to-one correspondence between newly acquired skills
and real-world challenges - eliminating the transfer of training
problem (Kolb, 1984) - Real-time feedback that enables reflection and knowledge
integration (DeRue & Ashford, 2010) - More variable than two-dimensional training materials -
results in more integrated, generalizable, and permanent skill
acquisition (Gupta & Govindarajan, 2002)
4
Q
Drawbacks of EL
A
- Unstructured and idiosyncratic in nature (Raelin, 2000).
- Bounded by finite cognitive and self-regulatory resources
(Day 2010) - Exposure to experiences is not the sole answer (Griffith et
al., 2018)
5
Q
EL Process image
A
image
6
Q
Sense-making
A
- Infer meaning from an event and use that derived
meaning to decide on a future course of action - Answer the question, “What is going on here?” followed
by labeling, organizing, and testing future scenarios to
find an answer to the question, “What do I do next?” - Not a passive process - byproduct of “the interplay of
action and interpretation” (Weick et al., 2005)
7
Q
Simulation
A
- Re-enactment of perceptual, motor, and introspective
states acquired during experience with the world
(Barsalou, 2008) - Mental trials of relevant work events
- Referred to as mental time travel (Suddendorf & Corbalis,
2007) - Prospection - ability to pre-experience the future by
seeing it in our minds (Gilbert & Wilson, 2007)
8
Q
Guided Mindfulness
(GM)
A
- An experiential learning approach
- It focuses on the aspect of self-awareness + situational awareness (Griffith et
al., 2018) - Mindfulness: attention and awareness to present events that are both
internal and external (Brown & Ryan, 2003)
** Has been linked to improved cultural competences, situational awareness, adaptability,
reduced stress, and reduced emotional reactivity (Stanley, 2010). - GM enhances learning through cybernetic self-regulatory mechanisms (Brown
& Ryan, 2003)
9
Q
Benefits of GM
A
- Self Awareness > realistic assessments of one’s
strengths and weaknesses and acting upon those - Situational Awareness > Controlled and focused
processing hence fewer surprises - Social Awareness > sensitivity to subtle cues, enhanced
presence and influenced and use of own skills
(Griffith et al., 2018)
10
Q
Benefits of GM
A
- Sensemaking > big-picture perspective, improved
problem-solving skills and ability to frame situations and
interactions - Simulation > increased number of alternative solutions,
cognitive flexibility, and stronger analytical capabilities of
cause and effects
(Griffith et al., 2018)
11
Q
GM Learning Sequence Image
A
Image
12
Q
Prepare & Reflect Image
A
Image
13
Q
Benefits
A
- Systematic
- Strategic
- Scalable
- Speed
- Agile & Flexible
14
Q
Mentoring (image)
A
Image
15
Q
Mentoring
A
- Approximately 71% of Fortune 500 companies report having one or more formal mentoring programs
- Individuals receive more mentoring support early in their
careers and when they have less overall experience - Offering formal organizational mentoring programs as
part of early training and socialization experiences helps
ensure individuals receive maximum mentoring support
early in their career - Incorporate mentoring into developmental experiences
for individuals identified as “high potential” within the
organization - High potential programs have tremendous impact
** Succession planning - Actively seeking out mentoring relationships early in
one’s career is recommended as an individual-level career
development strategy
** Proactive protégés reap greater mentoring benefits
16
Q
Benefits of Mentoring
A
- Mentor
** Feelings of personal satisfaction and generativity
** More positive work attitudes
** Recognition by others for one’s mentoring efforts - Protégé
** Higher salaries & faster promotion rates
** More positive attitudes toward one’s work and career
** Less stress
** More positive interpersonal relations
** Increased propensity to engage in helping behavior directed toward
other - Organizations
** Lower turnover and attraction of high-quality applicants
17
Q
Drawbacks of Mentoring
A
- Mismatched values, personalities, and work styles with their mentor
- Mentor manipulation
- Cynical attitudes about the organization
18
Q
Diversity
A
- Both women and racial minorities perceive greater
barriers to finding a mentor than do men and Whites,
respectively - Women due to fear of sexual innuendos or the concern
that men cannot understand the unique issues facing
working women - Racial minorities due to fear of being perceived as weak
or concerns about difficulties relating to and trusting
someone - When a cross-gendered or cross-race relationship is
forged, there is some evidence that it may be more
superficial and less satisfying than mentoring
relationships between individuals of the same gender or
race - Protégés with White male mentors earn significantly
more than those mentored by individuals with other
demographic profile
** Important to engage in multiple mentoring relationships to
garner the full range of mentoring
19
Q
Diversity for Mentors
A
- Important to provide mentors with training on:
- How to deal with sensitive topics of gender and race
in the mentoring relationship - Multicultural competence and knowledge of gender
issues in the workplace
20
Q
McCall (2004) Leadership development through
experience
A
- “The primary source of learning to lead, to the extent that
leadership can be learned, is experience.” - Role of training and other formal programs is modest
compared to other kinds of experiences - Experiences matter in the development of executive
talent
** What the experiences potentially teach
** Process by which the lessons of experience are learned (or not)
** How experiences can be used more effectively in organizational
settings to develop leadership talent - Most experiences reported as developmental involve
facing adversity, going into the new or unknown, or
struggling with the unfamiliar (crucible events) - Different individuals will benefit differentially from the
same experience. Depends on:
** Prior experience
** What they already know/don’t know - Do personal styles and/or the context promote learning?
21
Q
Experience Retention & Specificity
A
- People don’t automatically learn from experiences.
Sometimes they:
** Learn only part of what they could learn
** Learn the wrong things
** Refuse to learn anything - Need to give the right experiences to the people who will
learn the most from them (open to learning or learning
agile). THEN provide support that helps them learn what
the experiences offer
22
Q
Need to identify:
A
- What experiences are developmental and where they are
- People with the ability to learn from those experiences
- Mechanisms for getting the right people into those
experiences - Specific desired learning outcomes
- Interventions that promote the developmental side of
performance-driven assignments
23
Q
Experience design
A
- Experiences are often understood as what people think
and feel moment-by-moment – a story - Thinking first about what is the desired impact on people
and focusing on the consequences
24
Q
Coaching
A
- Action-learning process directed at building knowledge,
capabilities, and commitment to more effectively achieve
professional and organizational goals (Bennett & Bush,
2014) - Foster a situated learning environment by creating
trusting relationships, nurturing experimentation, and
engaging in reflective learning from experience - Coaching is useful when one experiences a disorienting
dilemma (Mezirow, 1991).
25
Q
Coaching Practices
A
- Establishing the Coaching Partnership
- Facilitating Goal Setting
- Cultivating Awareness and Experimentation
- Self-Awareness and Self-Management
Campone (2015)
26
Q
Rau et al. Out of the
Classroom and into the Deep End
A
- Experiential learning as a continuous, dynamic, and holistic process that involves feeling, reflection, thinking, and action and results in turning experiences into learning
- Experiential learning cycle consists of four stages:
1. Concrete experience
2. Reflective observation
3. Abstract conceptualization
4. Active experimentation - Ideally, learners go through all four stages
27
Q
Facilitation
A
- To facilitate learning, environments must be:
1. Learner-centered
2. Knowledge-centered
3. Assessment-centered
4. Community-centered
28
Q
Learner-Centered
Environments
A
- When the facilitators and learners appreciate the
knowledge, skills, attitudes, and beliefs learners bring to
the table - Pair those with different skill sets when forming new
teams or assigning new project leads - (e.g. Tessly – international student coordinator at U of F)
29
Q
Knowledge-Centered
Environments
A
- Prioritize the development of sound knowledge
structures, knowing that such structures are essential in
planning and strategic thinking - ICCM enhances its member’s metacognition
** awareness and understanding of one’s own thought processes - Analogous to the “principles” approach to transfer
30
Q
Assessment-Centered
Environments
A
- Opportunities for learners to continuously receive
feedback consistent with learning goals and subsequently
revise their work following the receipt of feedback - New “DAP” system will be an opportunity in ‘22
31
Q
Community-Centered
Environments
A
- Learning is enhanced by social norms that value the
search for understanding that allow students to make
mistakes in order to learn - By consistently using new approaches and techniques,
members learn from the failure as well as successes - “We are either winning, or we are learning”
32
Q
Simulated Training
Environment (STE)
A
- Mixed Reality methods
- Combining live, virtual, and gaming training environments
- “Enhancing the efficiency and realism of live training,
building terrain familiarity, providing mission repetition
and simulating combat” - Enhances effectiveness over MILES training (Army Centric)
33
Q
STE
A
- Built on non-proprietary platforms
- Open access software that can be utilized by partners
- Utilizes exiting gear and optics
** Heads up displays
** Links to drones
** Links to night visions and sensors - Real stress and fatigue (also able to be monitored via wearables)
- “Training should elicit a similar need for attention,
perception of workload, and reactions or emotions that
occur when operating in a live environment” - Psychological fidelity
- Challenging from a data modeling and bandwidth
perspective - Already work on extending this model to industrial
settings
34
Q
The Debrief
A
- The potential power of experiential learning depends on the
quality of the debrief (and facilitator) - After Action Review (AAR)
- “a technique that turns a recent event into a learning opportunity by systematically reviewing a task or event of
interest” - The AAR leads to an overall d of 0.79 improvement in multiple
training evaluation criteria – MA by Keiser & Arthur (2021)
