Abstract
In The Handbook of Experiential Learning, editor Mel Silberman describes experiential education as “the involvement of learners in concrete activities that enable them to ‘experience’ what they are learning about and the opportunity to reflect on those activities” (p. 8). He further states that
experiential learning can be based on both real work/life experiences (e.g., working on a current project) and structured experiences that simulate or approximate real work/life (e.g., using flight simulator or engaging in a sexual harassment exercise, involving the abuse of distributing playing cards. (p. 8)
The book, designed to improve training and performance in the workplace, includes a diverse array of experiential methods, advice and case examples on how to design and facilitate experiential learning strategies for organizational growth and development. Twenty‐one chapters by different specialists in experiential training offer strategies for promoting change in attitudes and behaviors in organizations. The book is sequentially organized in three sections to describe the foundations, methodologies, and training applications of experiential learning.
Section I, “Foundations of Experiential Learning”, focuses on defining experiential learning and the foundations and theoretical roots of experiential learning. Chapter 1 emphasizes creating effective organizations through customer service, safety, teamwork, process improvement, diversity, and role expectations. The author states that the steps in changing attitudes and behaviors should include creating openness, promoting understanding, considering new attitudes and behaviors, experimenting, and obtaining support. This should be done in an experiential nature, and the author provides a variety of activities/exercises for developing this process. Chapter 2 focuses on the theoretical foundations of using narrative theory—the use of a story “to illustrate a point or to clarify an example” (p. 40). The chapter provides sample applications and examples of narrative strategies focusing heavily on using the computer as the story‐telling medium. Chapter 3 discusses the importance of debriefing in experiential learning methods and the role of the facilitator in this process. The author describes several ways a facilitator might guide debriefing, by explaining the importance of using different styles, sequential steps, and strategies for including all participants. This section—meant to explain the foundation for experiential learning—while informative, left the reader longing for more information on why experiential learning is a desirable strategy for workplace training. Additional information (chapters) about this educational method would have been useful.
Section II, “Experiential Learning Methodologies”, examines the various experiential learning methodologies, including creating successful training simulations, solving problems in real time through action learning, using creative play, creating learning games, which focus on hands‐on participant‐centered engagement, computer based simulations, the art of improvisation, role playing, storytelling, adventure learning techniques, and reflective practice methods. This section suggests a variety of strategies for implementing experiential activities and provides advice on how to implement the activities. It also offers protocols for various learning games, which have been tested on the field by the authors. Chapter 4 highlights experiential simulations meant to examine issues such as cross‐cultural understanding, team responsibility, and the use of power. The chapter provides ten “secrets” for creating training success. Chapter 5 discusses action learning in group settings to solve real problems, which are guided and directed by a facilitator. The chapter examines the role of the facilitator in this process. Chapter 6 describes a specific team building activity titled “junkyard sports” (p. 111). This experiential activity challenges participants to create a new type of sport using a variety of recycled objects. Chapter 7 examines learning games and how to use them for training events to provide a dynamic, hands‐on, participant‐focused training. Chapter 8 explores computer‐based simulations to practice skills in decision making. The chapter provides a systematic approach for simulated experiences, which includes designing, analyzing, specifying, implementing, and evaluating the technology experience. Chapter 9 explains improvisation and how to apply this form of spontaneous play in a training setting. It imparts the basic principles and application of this method. Chapter 10 describes the field of adventure learning and how the use of a challenging physical task done in the outdoors can be used for training purposes. Chapter 11 focuses on role playing and how to create a more realistic experience that provides participants with solid skills and feedback. It also offers nine principles for effective role playing along with strategies for improving feedback. Chapter 12 examines storytelling and the use of storytelling for both facilitators and participants and provides nine functions, ground rules, and ideas for using stories to promote experiential learning. Chapter 13 describes the use of reflective practice as a means to change our behaviors. The author explains the GURU (Ground, Understand, Revise, and Use) practice of reflection. This segment of the book allowed the reader to learn about a variety of methods used to promote experiential learning and applicable ways to apply them in their workplace settings. I adapted Junkyard Sports from Chapter 6 for one of my college courses and it was very successful with students. They were creative and reflective, worked on team‐building and communication skills, and discussed ways to apply this game in the outdoor/community recreation settings in which they work. This section provided the ‘handbook’ style I was hoping for—quick, applicable ways to apply experiential learning strategies.
Section III, “Training Applications of Experiential Learning” explores the training applications of experiential learning through technical training, team training, interpersonal skills development, diversity training, leadership development, change management, intercultural training, and emotional intelligence training. This section examines how experiential learning is used to create training programs in a variety of popular training topics and issues facing organizations. Each chapter is independent in that it focuses on a unique skill or topic; yet, each chapter provides an overview of the topic, the process of implementing an experiential activity or activities to facilitate the training, and concretes examples and ways to train participants using experiential strategies. This part of the book provides the practical skills and knowledge to apply experiential learning activities in a training setting. A facilitator could apply these methods based on their needs. This section takes into consideration various learning styles, diversity, and pertinent topics in organizational training and serves as a valuable tool for creating dynamic training sessions. The strength of these chapters was that each author focused on a specialized topic in workplace training and explained the challenges facing their area of expertise. The authors were reflective about their style and offered strategies for implementing their style. The topics are pertinent in any organization and offer real approaches for promoting change.
The primary audience intended for this book is facilitators of workplace training. In this way the book is unique in that it compiles a variety of techniques and strategies for workplace training, which incorporates experiential techniques and strategies. This exciting style challenges the more common didactic approach of videos and PowerPoint presentations and engages the audience in creating knowledge and learning in an experiential way, something the author argues is imperative for maintaining the creativity and enthusiasm of the younger generation entering the workforce. In the field of adult education and human resource development much attention has been given to the learning process of adults and the transfer of their learning to the workplace setting (Cranton, 2006; Gardner & Korth, 1997; Thompson, Brooks, & Lizarraga, 2003). Gardner and Korth (1997) state: “the theoretical framework for these courses includes experiential learning, transfer learning, and team learning” (p. 47). They feel that the application of experiential learning methods provides opportunities for transfer. Silberman positions that the use of experiential education will create a deeper understanding, retention, and application of trainings back to the workplace—in essence meeting the goals of human resource development to provide more effective training.
Silberman states that “much of the material can be applied to educational settings” (p. 1); however, for anyone who has never applied these skills or been trained in experiential learning this task may seem daunting. Practitioners should first position their knowledge on the many books and articles written on experiential education (Carver, 1996; Joplin, 1995; Luckmann, 1996; Minnich, 1999; Warren, Sakofs, & Hunt, 1995) and the use of experiential learning strategies to improve learning (Babber, 1994; Bailis, 2001; Berv, 1998; Byerly, 2001; Roberts, 2002). It is then that this book can be applied and adapted in various educational settings.
This book—meant to be a handbook—serves as a valuable tool for practitioners interested in the field of experiential education, learning, and application and is an exciting way to change or mix up one's style of teaching in any setting. The book's focus on organizational training provides a fresh perspective on training employees and promoting change in organizational structure. The concept of using experiential learning to engage participants is not new —but ways in which to apply this concept in various settings beyond adventure and mainstream education are being considered and integrated. This book concisely brings together a variety of strategies for shaping workplace training and altering our strategies for human resource development. It challenges us to incorporate ways to educate employees and potential managers to think of training as a dynamic and creative process rather than a standard process that must be done.