Experiental Learning Theory

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Columbia Southern University *

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6551

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Communications

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Feb 20, 2024

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pptx

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Experiental Learning Theory A N D R E A H U N T C O L U M B I A S O U T H E R N U N I V E R S I T Y M H R 6 5 5 1 - 1 9 M - 5 A 2 2 - S 2 , T R A I N I N G A N D D E V E L O P M E N T D R . S U S A N C AT H C A R T M AY 9 , 2 0 2 2

Table of Contents 1. Training Need/Theory 2. Primary Tenets 3. Theory Recommendation 4. Components 5. Conventional Learning vs. Experiential Learning 6. Learning Styles and their Effectiveness/Activities 7. Conclusion

Training Needed ◦ According to a recent training requirements study, sales employees lack the necessary knowledge, skills, and competencies to sell cars successfully.

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Experiential Learning Theory Psychologist David Kolb developed it in the 1970s. Experience-based learning“ Knowledge is formed via the transformation of experience," according to the definition. The act of comprehending and changing an experience yields knowledge" (Kolb, 1984) Holistic approach focusing on how learning is influenced by experiences, cognition, environmental variables, and emotions

Training Theory Four Steps Experiential Theory Model 1. Concrete Experience - The learner is put in a situation where he or she can attempt something new while receiving feedback. 2. Reflective Observation - the learner considers any discrepancies between experience and comprehension. 3. Abstract Conceptualization - The learner continues to think about the experience, which sparks a new thought or alters an old concept. In essence, the individual has gained knowledge from the experience. 4. Active Experimentation - The learner now puts what he or she has learned into practice. This might happen in the same or a distinct event.

Primary Tenents Image taken from: https://www.uwindsor.ca/fahss/sites/uwindsor.ca.fahss/files/kolbslearning_cycle.png

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Theory Recommendation Activitie s for proble m- solving Simulation of behavior Decisio n- mak ing Ga mes Feedback

Components ANALYZE THE OUTCOMES IN LIGHT OF YOUR LEARNING EXPERIENCES.

Components Continue ◦ New thoughts and/or adjustments as a result of experience

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Components Continue Applying knowledge Techniques are demonstrat ed.

Conventional Learning vs. Experiential Learning

Learning Styles Three Learning Styles: Visual Learning – needs to see the material Audible Learning – needs hear the material Kinesthetic Learning – needs hands- on

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Effectiveness/Activities ❑ Activity #1 In-Person Sales Roleplay ◦ Two participants will act out a car sale in front of the whole group, as if they were on the showroom floor. The salesman will be one person, while the purchaser will be another. When each scenario is finished, the group will debate it and provide input. Everyone should take turns manning the sales counter. ❑ Activity # 2 Phone Sales Roleplay ◦ Each group member will conduct a transaction during a practice phone conversation. The teacher will portray the buyer. When each scenario is finished, the group will debate it and provide input. Everyone should take turns manning the sales counter.

Conclusion What is the significance of experience learning? Students learn to evaluate their activities, mental processes, and even emotional responses via experiential education. Internal reflection helps students prepare for the job by assisting them in making key life decisions, improving personal relationships, and addressing emotional needs .

References ◦ Barbe, W. B., Swassing, R. H., & Milone, M. N. (1979). Teaching through modality strengths: Concepts and practices. ◦ Zaner-Bloser. Cherry, K. (n.d.). The David Kolb theory of how experience influences learning. Very Well Mind. https://www.verywellmind.com/experiential-learning-2795154 ◦ Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy (Rev. and updated ed.). Cambridge Adult Education. ◦ Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Prentice Hall.

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Experiental Learning Theory

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