Consultancy Project Experiential Learning MGT529 Dr. Khurrum S. Mughal

Lecture 5

“Experience is, for me, the highest authority “Experience is, for me, the highest authority. The touchstone of validity is my own experience. No other person’s ideas, and none of my own ideas, are as authoritative as my experience. It is to experience that I must return again and again, to discover a closer approximation to truth as it is in the process of becoming in me.” (Carl Rogers)

Cognitive Memorizing facts Experiential Doing and experiencing

“Experiential learning takes place when a person involved in an activity looks back and evaluates it, determines what was useful or important to remember, and uses this information to perform another activity.” John Dewey

Experiential Learning The learner is a participant rather than a spectator in learning. Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis, and synthesis. Learning must have present as well as future relevance for learners and the society in which they will participate.

Experiential Learning The results of the learning are personal and form the basis for future experiences and learning. Relationships are developed: learner to self, learner to others, and learner to the world at large. Individuals increase their awareness of how personal values and meanings influence their perceptions of choices of action.

Kolb’s Experiential Learning Theory “…learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38) Integrating new information into existing knowledge Involving the whole person Transacting between the person and the environment

Six Propositions of Learning Learning is a process, not outcome Learning is relearning Learners move between reflection, action, thinking, feeling Learning is holistic Learning involves interactions with the environment and the learner Learning is constructivist – abstract and concrete

Four Processes of Learning Watching Senses – perceiving information Thinking Mind – reflecting how it impacts life Feeling Emotions – fitting into learner’s experiences Doing Muscle – performing new ways to act

Reflective Observation Four Learning Stages Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation

Concrete Experience Doing or having an experience

Reflective Observation Reviewing or reflecting on the experience

Abstract Conceptualization Concluding or learning from the experience

Active Experimentation Planning or trying out what you have learned

Activities to Support Each Phase Concrete Experience Labs Observations Field work Trigger films Readings Problem sets Examples Reflective Observation Logs Journals Discussions Brainstorming Thought questions Rhetorical questions Abstract Conceptualization Lectures Reports Models Projects Analogies Active Experimentation Simulations Case studies

Which learning stage do you prefer or learn more effectively from?

Four Learning Styles Accommodator Diverger Converger Assimilator

Accommodator Learns through concrete experience Transforms learning into abstract experimentation Leaders, risk takers, needs a mentor, strength in doing, likes examples Teaches students by encouragement, modeling

Diverger Learns through concrete experience Transforms learning by reflective observation Likes to brainstorm, solve problems, imaginative, emotional, people person Teaches through lectures and motivates students to learn

Converger Learns through abstract conceptualization Transforms information through active experimentation – by doing Prefers objects, dislikes group activities, likes questioning, problem-solver, unemotional Teaches by questioning and encouraging students

Assimilator Learn through abstract conceptualization Transform learning through reflective observation Likes reading, research, organizing, working alone, likes class calendar Teaches students by lecturing, traditional classroom

Which learning style are you? Accomodator Diverger Converger Assimilator

Kolb’s Experiential Learning Cycle Abstract Conceptualization Active Experimentation Reflective Observation Concrete Experience Accommodator Diverger Assimilator Converger

Similarities Use of environment/experiences for learning Constructivist Learning Theory (Vygotsky) Behaviorist’s Theory (Skinner) Learn through social interactions Social Learning Theory (Bandura) Affective and cognitive dimensions of learning Humanist Theory (Freud, Rogers)

Critique Cultural considerations are not included Little research support Stages of learning may be sequenced differently Does not apply in all types of learning situations Insufficient information on reflection Doesn’t explore nature of knowledge in depth Smith, (2001).

Experiential Learning Model 1 EXPERIENCE the activity; perform, do it Do Reflect Apply 5 APPLY what was learned to a similar or different situation; practice 2 SHARE the results, reactions, and observations publicly 4 GENERALIZE to connect the experience to real world examples 3 PROCESS by discussing, locking at the experience; analyze, reflect

EXPERIENCE the activity; do it Begin with a concrete experience that: Can be individual or group experience, but involves doing. Most likely will be unfamiliar to learner or first-time activity Pushes learning beyond previous performance levels May be uncomfortable to learner Includes the risk of failure

SHARE reactions and observations publicly Get participants to talk about experience Share reactions and observations Discuss feelings generated by the experience Let the group (or individual) talk freely and acknowledge ideas generated

PROCESS by analyzing and reflecting upon what happened Discuss how the experience was carried out Discuss how themes, problems, and issues are brought out by the experience Discuss how specific problems or issues were addressed Discuss personal experiences of members Encourage the group to look for recurring themes

GENERALIZE note what was learned and connect to real life Find general trends or common truths in the experience Identify “real life” principles that surfaced Identify key items that were learned List key terms that capture the learning

Few Work Related Skills

Few work related skills Action planning Entrepreneurship Decision making – problem solving Negotiation Social net working Resource utilization Self appraisal Team working Effective communication

Action planning It is about learning “defining a goals and devising means to achieve that goal with in a given period of time”. An action plan is comprised of; Specific tasks – what will be done and by whom? Time horizon – when will it be done? Resource allocation – what specific funds are available for specific activities.

Entrepreneurship The capacity and willingness to develop, organize and manage a business venture along with any of its risks in order to make a profit. Starting a new business to produce profits by employing Land Labor Capital Natural resources

Decision making The thought process of selecting a logical choice from the available options. Example: Purchasing computers for an office. Process; Define the problem. Identify the decision criteria. Allocate weights to the criteria. Develop the alternatives. Evaluate the alternatives. Select the best alternative.

Negotiation Bargaining process between two parties. It is basically a discussion aimed at reaching an agreement. Generally managers are involved in negotiation at the time of hiring an employee Dealing with banks while obtaining loans etc.

Social net working Creating a group of associates and keeping it active through regular communication for mutual benefit.

Resource utilization Using in effective manner the proportion of the available resources. Time Materials Humans Etc.

Equality results in satisfaction Self appraisal It is an act of judging oneself as compared to others. Knowledge Skills Work experience Equality results in satisfaction

Team working The process of working collaboratively with a group of people in order to achieve a goal.

Effective communication A two way information sharing process which involves one party sending a message that is easily understood by the receiving party.

Experiential learning through:

Experiential learning through: Work observation/job shadowing Internship/practicum Apprenticeship Cooperative education Work study plan

Experiential learning through: Job Shadowing 1 day or less Student watches worker(s) Develops awareness of: Work Variety of jobs Work environment Job Shadowing is a short-term educational experience that introduces a student to a particular occupation by pairing the student with an employee of a business, industry, or agency. By following, or "shadowing" the employee, the student becomes familiar with the duties associated with that occupation, the physical setting of the occupation, and the compatibility of the occupation with his or her own career goals. Job Shadowing is typically a half or whole day, but could last longer if a student wishes to see every department in a large business.

Experiential learning through: Internship Students: observe and participate in daily operations develop direct contact with job personnel ask questions about particular careers perform certain job tasks Internships may be paid or unpaid. Work experience is directly related to the student’s career pathway. Through an internship, a student learns by taking on a responsible role as a worker in a company or organization. The internship allows students to observe and participate in daily operations, develop direct contact with job personnel, ask questions about particular careers, and perform certain job tasks. Internships may be may be paid or unpaid. The work experience should be directly related to the chosen career pathway of the student. Since internship work does not have to be paid, it is possible to do internship hours through …

Experiential learning through: Apprenticeship This type of program typically occurs outside of a university setting. It is run by a business Incorporates both class room instructions and hands-on learning. The apprenticeship is a common method of utilizing a skilled craftsman/experienced person to train a new employee.

Experiential learning through: Co-Op (cooperative education) Co-Op is a paid program for students where the student spends time working in the field, typically for a semester or more. Co-ops are generally full – time and paid positions. The work done in the field is coordinated with classroom instructions. Northeastern University - Boston - USA students participate in Co-Op each year and when they graduate they have work experience in their resumes.

Experiential learning through: Work study Plan The work-study program is designed to provide on-campus work experience for full-time students who require assistance in covering their education-related costs. In this model the student obtains a paid job in his/her field, but instruction is not directly supervised by the school and job duties are not necessarily tied to curriculum.

Experiential learning through: Consultancy Project A team of four to five students work as consultants to the sponsoring company supported by a faculty advisor and industry experts. Stay in close liaison with company representative as well as faculty advisor The students usually complete this project along-with their other coursework while they are on campus, with the exception of necessary field visits & client meetings

Experiential learning through: Consultancy Project Students may help in: Marketing & Sales Strategy Market Opportunity Assessment New Product Launch & Market Entry Strategy Revenue Optimization Strategies Growth Strategy Operational Efficiency/Improvement Organizational Change Management Financial Planning/Modeling etc.

Experiential learning through: Consultancy Project As students strengthen their consulting and project management skills, they also learn to successfully navigate new business environments and cultures - a prerequisite for success in a globalized economy. Students to learn from and apply their business skills to real world situations in areas relevant to business school courses and individual career interests.

Benefits for students/employees Provides opportunities to apply classroom learning to workplace experiences. It increases technical skills through their application in authentic (real) tasks (tacit knowledge). Allows observation of work ethics of workplace professionals. Establishes professional contacts for future employment (socialization). Learning by observing and doing – Kolb’s view

Benefits for employers/businesses Opportunity to address skills gap. Enhanced corporate image. It encourages employers to get involved in curriculum development. Helps in R&D by getting new ideas from fresh thinkers. Provides potential skilled and motivated workers.

Benefits for universities It helps in expanding curriculum and learning facilities. Provides access to new and emerging techniques and technology. Makes education more relevant and valuable for students.