1. Consultancy Project Experiential Learning
MGT529
Dr. Khurrum S. Mughal

2. Lecture 5

3. “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)

4. Cognitive
Memorizing facts
Experiential
Doing and experiencing

5. “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

6. 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.

7. 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.

8. 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

9. 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

10. 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

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

12. Concrete Experience
Doing or having an experience

13. Reflective Observation
Reviewing or reflecting on the experience

14. Abstract Conceptualization
Concluding or learning from the experience

15. Active Experimentation
Planning or trying out what you have learned

16. 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

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

18. Four Learning Styles
Accommodator
Diverger
Converger
Assimilator

19. 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

20. 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

21. 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

22. 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

23. Which learning style are you?
Accomodator
Diverger
Converger
Assimilator

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

25. 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)

26. 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).

27. Experiential Learning Model1
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

28. 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

29. 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

30. 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

31. 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

32. Few Work Related Skills

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

34. 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.

35. 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

36. 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.

37. 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.

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

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

40. 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

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

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

43. Experiential learning through:

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

45. 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.

46. 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 …

47. 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.

48. 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.

49. 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.

50. 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

51. 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.

52. 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.

53. 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

54. 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.

55. 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.