The Value of Experiential Learning in The Business Context - Katerina Kalantzi

TABLE OF CONTENTS
Abstract…………………………………………………………………………..........................ii
Preface………………………………………………………………………..............................iii
Acknowledgments……………………………………………………………………….............iv
List of figures......................................................................................................................v
CHAPTER 1: INTRODUCTION………………………………………………………………...1
1.1 Definitions of experiential learning ………………………………………….....................1

1.2 What are the advantages of experiential learning ?....................................................3
1.3 Purpose and significance of the study .........................................................................3

1.4 The main research questions……………………………………………………...............6
CHAPTER 2 - MODELS AND THEORIES OF EXPERIENTIAL LEARNING....................7

2.1 Foundational scholars of experiential learning ……………………………………….......7
2.2 3 Models of the experiential learning process………………………………………….....9
2.3 Experiential learning theory……………………………………………………………......13
2.4 Related theories…………………………………………………………………………......15
CHAPTER 3 - LITERATURE REVIEW………………………………………………………..19

3.1. Experiential learning- skill building & team building……………………………............19
3.2. Experiential learning and leadership……………………………………….....................22
3.3 Outdoor experiential training (OET) - A common Practice ………………............26
CHAPTER 4 - FINDINGS, RESULTS AND RECOMMENDATIONS.................................29
4.1 Aims of research………………………………………………………………………….....29
4.2 Method……………………………………………………………………………………......30
4.3 Key findings………………………………………………………………………………......31
4.4 Conclusions and recommendations.............................................................................33
4.5 Limitations of experiential learning ..............................................................................36
REFERENCES...................................................................................................................37
Appendix A: Survey and Interviews addressed to trainers…………………................39
Appendix B: Survey addressed to HR managers.Recommendations to trainers …..80

Appendix B: Experiential Activity - Example.................................................................85
i
ABSTRACT
This study provides an analysis and synthesis of existing knowledge regarding the
effectiveness of using the experiential learning methodology in the business context as well
as new insights from the viewpoint of practitioners in the field. To provide useful information
to the reader, several approaches have been chosen. The study goes back to the roots of
the modern experiential learning as we know it today through examining the main models
and theories formulated by well-known scholars. To examine how leadership development
and team building are connected to experiential learning, there has been a review of the
literature – these 2 aspects being common topics of learning interventions. In addition, it has
been useful and interesting to collect more extended information from HR managers and
trainers at a European level, through receiving their direct views on the topic and conducting
semi-structured interviews. The results of the study show that experiential learning can
enable trainees operating in several industries to develop a variety of skills and have higher
level of motivation, knowledge retention, more effective interactions with colleagues and
many other advantages. It has also become clear that several conditions need to be in place
for achieving better results such as the professionalism of the trainers, the follow-up sessions
after a learning intervention, the necessary support of the manager(s) as well as other factors.
ii
PREFACE
The basis for this research originally stemmed from my passion for learning as a way for
improving the individual and the society. Businesses are an extension of dreams, plans and
efforts and above all their reason for existing is serving people. In the complexity of today’s
world, it looks like we still have the same dilemmas regarding what is effective and what is
not effective in the field of learning. This research is focused on the learning that happens in
organizations and specifically in the business world, although the principles discussed apply
further. In my previous and current work experiences, it has been part of my activities to
provide lecturing and training and for me as an instructor it has always been a priority
engaging the learner/participant and adding value to the hours spent for learning. By
combining this knowledge with the discipline of Human Resources Management, aspects like
performance management, succession planning, motivation and engagement, organizational
behavior and development and several others caught my attention in terms of how all of them
are closely related to learning. I decided to focus specifically on experiential learning having
noticed the popularity of it in the recent years, and the constant drive of experts in the field to
explore innovative and creative new tools and methodologies to then implement them in the
company context. It is worth clarifying that throughout this research project, experiential
learning is seen as one of the many tools that can be used in corporate learning (not as the
only one) and, in order to be effective, it should be combined with more conventional ways of
learning such as reading, having useful theoretical frameworks, following specific training
guidelines etc.
iii
ACKNOWLEDGMENTS
I would like to express my thanks to the team of professors who inspired me in their own way,
through their knowledge and experience, helping me to build an academic framework that
motivates me to further explore the dynamics of managing people, as individuals and as
groups. Special thanks also go to my supervisors who have always been there to challenge
my assumptions. Last but not least, I would like to thank all the HR managers and trainers
that took part in my survey, allowing time to share with me their experience, concerns and
passion for developing people. It was quite interesting to see how trainers, in different
countries and from different backgrounds are using experiential learning as a foundation for
building a vast variety of creative tools for supporting learners in the best way possible to
enrich their personal and professional life. It has been a great pleasure to know how they are
giving their best to make this world a better place.
iv
LIST OF FIGURES
Figure 1 Lewin’s Learning Model……………………………………………………………..10
Figure 2 Dewey’s Learning Model………………………………………………………….....11
Figure 3 Piaget’s Learning Model……………………………………………………………..12
Figure 4 Kolb’s Learning Model ………………………………………………......................13
Figure 5 Kolb’s Learning cycle and the brain...................................................................17
Figure 6 The Leader Development Model……………………………………………………23
Figure 7 The behavioral iceberg………………………………………………………………25
v
Chapter 1: INTRODUCTION
In this chapter some main definitions of experiential learning can be found as well as a
description of the factors that differentiate experiential learning from other ways of learning,
with a focus on its advantages and the reasons why it is beneficial to include it as a
methodology in the context of company learning. In addition, section 1.2 describes the
purpose and significance of this study as well as the main research questions.
1.1. Definitions
“Experiential learning is synonymous with ‘meaningful-discovery’ learning which involves the
learner in sorting things out for himself by restructuring his perceptions of what is happening”.
(Boydell, 1976: 19, 20)
“Experiential learning is the process whereby knowledge is created through the transformation
of experience. Knowledge results from the combination of grasping and transforming
experience”. (Kolb, 1984: 41)
“Experiential learning is learning that begins with experience and transforms it into knowledge,
skills, attitude, emotions, values, beliefs, senses”.
(Jarvis, 1999: 65)
“A sense making process involving significant experiences that, to varying degrees, act as the
source of learning. These experiences actively immerse and reflectively engage the inner world
of the learner, as a whole person (including physical-bodily, intellectually, emotionally and
spiritually) with their intricate ‘outer world’ of the learning environment (including belonging and
doing – in places, spaces, within social, cultural, political context etc) to create memorable, rich
and effective experiences for and of learning”.
(Beard, 2010:17)
Chapter 1: INTRODUCTION 1
1.2 What are the advantages of experiential learning?
Learning can happen in multiple ways. In fact, for better results, a combination of
different methodologies is needed. The challenge of acquiring either new theoretical
knowledge or practical training is not related exclusively with trainees receiving them but
there are several other aspects that need to be considered. For example, knowledge
retention over time, implementation ability in the real world of the skills taught as well as the
long-term results in human behavior (where attitudes, beliefs and mentality play an important
role). Learning is part of our life but in the business context it becomes especially important
because it can have a direct impact on employees' job performance, productivity, motivation,
satisfaction, engagement and interactions with colleagues, just to name a few.
According to the definition of “Eagle’s Flight”, a global training provider of business-
relevant, experiential learning programs, “Experiential learning combines immersive activities
that mimic real-world challenges with a targeted debrief that connects the lessons learned
with the reality of the workplace. It allows participants to learn by doing and not by just
listening, reading, or watching”. Because they personally experience the results (both
successes and failures) that come with applying their existing skills and developing new
behaviors, participants tend to retain more information and are more likely to enthusiastically
apply their new knowledge in their real world back on the job.
Since building skills is one of the prevailing topics in this study, it would be useful to give
some further clarifications. Skill-building refers to activities that aim to improve specific skills
that a team needs to master in order to be more effective. From improving decision-making
skills to running more effective team meetings, skill-building is a far more targeted approach.
To give a few examples, we could refer to conferences (most often hosted at an offsite
location ,large-scale events that bring the team members together for an intense day or
multiple days of training around a designated topic), seminars and workshops (smaller-scale
events such as seminars and workshops are targeted to team or departmental challenges,
which are addressed with specific training) and team skills training programs (teaching best
practices and equipping employees with tools to optimize performance).
We increasingly notice that companies are trying to find innovative and non-
conventional ways to train their employees, to make them feel part of the "family", to build a
learning culture, making sure that staff members have also fun as they learn. The reason why
this happens is obvious - companies want to get best results from their workforce. They see
learning as one of the ways to reach this goal. As it will be presented in the next chapters, a
characteristic of experiential learning is that it has the power to capture the attention of those
involved.
Teams are often formed at work to tackle big projects. An experiential learning exercise
creates a clear line of sight between a team’s behaviors and their effect on an outcome.
These team projects have a lot of moving parts, long timelines, and fluctuating budgets—
which makes it hard to pinpoint the cause if the project doesn’t turn out as anticipated. During
a compressed experiential learning activity however, the effect of a team’s behavior becomes
crystal-clear in a short amount of time. Team members come out of an experiential learning
activity knowing exactly what behaviors cause dysfunction, and they can feel confident that
applying their new skills during on-the-job team projects will make a big difference. In terms
of skills, experiential learning can be used for building a variety of skills- problem-solving,
leadership, communication, creativity, decision-making.
Experiential learning events can be used on a stand alone basis or as a component of
almost any form of traditional training program. The types of skills that can be taught through
experiential learning vary extensively, and can include: improving processes, serving
customers, working in teams, running meetings, giving presentations, managing projects,
delegating tasks, supervising individuals, managing time, leading teams, etc.
4 Chapter 1: INTRODUCTION
1.3 Purpose and significance of the study
The main aspects discussed in this paper relate to the influence that experiential
learning has on building soft skills, creating functional teams, changing employees’ behaviors
and performance as well as their engagement at work and interaction with each other. The
focus of this study in the section of literature review will be on leadership development and
team building because it has been observed that these two are among the most common
interventions and probably it would be of interest for the reader to have a deeper analysis of
the mechanics of such learning activities. For both categories, a number of skills are aimed
to be improved such as communication, negotiating, problem-solving, time-management,
decision-making, etc. The aim of such learning interventions is to raise awareness related to
the current behaviors demonstrated in the workplace, allowing the participants of a training
activity to reflect and analyze their deeper motives for thinking and behaving in a certain way.
This study aims to examine to what degree the trainees’ awareness increases and if their
behavior changes.
Another aspect that concerns training providers and managers is knowledge retention.
In experiential interventions, after the debriefing phase, the group reaches by itself certain
conclusions related to what needs to be improved instead of receiving knowledge only at a
theoretical level. It is believed that traditional training approaches, such as lectures or video-
based learning have a lower retention rate compared to experiential learning activities.
In the present study, knowledge retention is seen through the lens of reaching the
desired results in terms of skills building and behavioral change. Therefore, acquiring
knowledge not at a theoretical level and not just for the sake of it but considering the learning
experience as a journey towards a goal that translates into practical terms and tangible
results. In addition, employees’ engagement and interaction with colleagues is always a
challenge and a priority of companies. This study aims to examine to what degree team
building activities can improve relationships and collaboration among colleagues, making
them feel connected to the company’s mission and to each other, as believed.
Through the surveys and interviews, an attempt has been made to make a more
complete analysis of the impact and dynamics of experiential learning. For example, HR
managers and trainers have been asked to share their experience related to specific
methodologies, evaluation of learning interventions, the feedback of participants, their job
performance, potential attitudinal changes, interaction with colleagues, etc. This holistic
approach has been chosen for enabling the reader to have a more well-grounded estimation
of what experiential learning means and how it can be better implemented in the business
context.
1.4. The main research questions
The questions that this paper aims to answer are the following:
 Why is experiential learning an effective method for leadership development and team-
building?
 What are the main skills that employees can develop through experiential learning?
 What factors should be considered for achieving best results?
6 Chapter 1: INTRODUCTION
Chapter 2: MODELS AND THEORIES OF EXPERIENTIAL LEARNING
2.1 Foundational Scholars of Experiential Learning
William James (1842 –1910)
William James is the originator of experiential learning theory in his philosophy of
radical empiricism and the dual knowledge theory, knowing by apprehension and
comprehension. James proposed radical empiricism as a new philosophy of reality and mind
that resolved the conflicts between nineteenth century rationalism and empiricism and
integrated both sensation and thought in experience.
Dewey (1859–1952)
Dewey supported James in his theory of radical empiricism and pure experience.
In Art as Experience he also embraced a version of James, dual knowledge theory where
self and environment are mutually transformed through a dialectic between rational controlled
doing and what he called receptive undergoing.
While he argued that it was necessary to reflect on experience in order to draw out the
meaning in it and to use that meaning as a guide in future experiences, he observed that the
reflective process seemed to be initiated only when we are “stuck” with a problem or difficulty
or “struck” by the strangeness of something outside of our usual experience (Dewey, 1933).
Kurt Lewin (1890-1947) - Group Dynamics and Action Research
Lewin’s work has had a profound influence on the discipline of social psychology and
on its practical counterpart, the field of organizational behavior. Although the scope of his
work has been vast, ranging from leadership and management style to mathematical
Chapter 2: MODELS AND THEORIES OF EXPERIENTIAL LEARNING 7

contributions to social-science field theory, it is his work on group dynamics and the
methodology of action research that have had the most far-reaching practical significance.
From these studies came the laboratory-training method and T-groups (T = training), one of
the most potent educational innovations in this century. The action-research method has
proved a useful approach to planned-change interventions in small groups and large
complex organizations and community systems. Today this methodology forms the
cornerstone of most organization development efforts. His best-known quotation, “There is
nothing so practical as a good theory,” symbolizes his commitment to the integration of
scientific inquiry and social problem solving.
Jean Piaget (1896 – 1980)
Piaget’s focus is on cognitive-development processes—on the nature of intelligence
and how it develops. Piaget’s theory describes how intelligence is shaped by experience.
Intelligence is not an innate internal characteristic of the individual but arises as a product of
the interaction between the person and his or her environment. And for Piaget, action is the
key.
David Kolb (born 1939)
In the early 1970s, Kolb and Ron Fry developed the Experiential Learning Model
composed of four elements: (1) concrete experience, (2) observation of and reflection on that
experience, (3) formation of abstract concepts based upon the reflection, (4) testing the new
concepts. These four elements are the essence of a spiral of learning that can begin with any
one of the four elements, but typically begins with a concrete experience.
In his own words Kolb has said, “My intention was to describe a theoretical perspective on
the individual learning process that apply in all situations and arenas of life. I had experienced
8 Chapter 2: MODELS AND THEORIES OF EXPERIENTIAL LEARNING

a transformation in myself and witnessed transformation in others flowing from the contact.
Fully experiencing such intense emotion was not typical for me, and it highlighted my
sense that there was magic in the sensitivity training model of group dynamics that Kurt Lewin
and his associates had created. For me this marked the beginning of my research based on
the works of those who I have come to call the Foundational Scholars of Experiential
Learning— John Dewey, Kurt Lewin (often recognized as the "founder of social psychology"),
William James, Jean Piaget, Lev Vygotsky, Carl Jung, Carl Rogers, Paulo Freire, Mary Parker
Follett and others. There are other, related streams of thought that will contribute substantially
to this inquiry. First among these are the therapeutic psychologies, stemming chiefly from
psychoanalysis and reflected most particularly in the work of Carl Jung, although also
including Erik Erikson, the humanistic traditions of Carl Rogers’s client-centered therapy, Fritz
Perls’s gestalt therapy, and the self-actualization psychology of Abraham Maslow”.
2.2 Three Models Of The Experiential Learning Process
The Dewey, Lewin, and Piagetian traditions of experiential learning have produced a
remarkable variety of vital and innovative programs. In their brief histories, these traditions
have had a profound effect on education and the learning process. The influence of these
ideas has been felt in formal education at all levels, in public and private organizations around
the world, and in the personal lives of countless adult learners.
The Lewin’s Learning Model
Main idea: Immediate concrete experience is the basis for observation and reflection.
Two aspects of this learning model are particularly noteworthy. First is its emphasis on here-
and-now concrete experience to validate and test abstract concepts. Immediate personal
experience is the focal point for learning, giving life, texture, and subjective personal meaning

to abstract concepts and at the same time providing a concrete, publicly shared reference
point for testing the implications and validity of ideas created during the learning process.
When human beings share an experience, they can share it fully, concretely, and abstractly.
Second, action research and laboratory training are based on feedback processes. Lewin
borrowed the concept of feedback from electrical engineering to describe a social learning
and problem-solving process that generates valid information to assess deviations from
desired goals. This information feedback provides the basis for a continuous process of goal-
directed action and evaluation of the consequences of that action. Lewin and his followers
believed that much individual and organizational ineffectiveness could be traced ultimately to
a lack of adequate feedback processes. This ineffectiveness results from an imbalance
between observation and action—either from a tendency for individuals and organizations to
emphasize decision and action at the expense of information gathering, or from a tendency
to become bogged down by data collection and analysis. The aim of the laboratory method
and action research is to integrate these two perspectives into an effective, goal-directed
learning process.
Figure 1 Lewin’s Learning Model

Dewey’s Model of Learning
We note in his description of learning a similarity with Lewin, in the emphasis on
learning as a dialectic process integrating experience and concepts, observations, and
action. The impulse of experience gives ideas their moving force, and ideas give direction to
impulse. Postponement of immediate action is essential for observation and judgment to
intervene, and action is essential for achievement of purpose. It is through the integration of
these opposing but symbiotically related processes that sophisticated, mature purpose
develops from blind impulse.
Figure 2 Dewey’s Learning Model

Piaget’s Model of Learning and Cognitive Development
In Piaget’s terms, the key to learning lies in the mutual interaction of the process of
accommodation of concepts or schemas to experience in the world and the process of
assimilation of events and experiences from the world into existing concepts and schemas.
Learning or, in Piaget’s term, intelligent adaptation results from a balanced tension between
these two processes.
Figure 3 Piaget’s Learning Model

2.3 Experiential Learning Theory
Beginning in the 1970s, David Kolb helped to develop the modern theory of
experiential learning, based on the work of the scholars mentioned above. His studies led to
“Kolb’s Learning Model” illustrated below, also well known as “Experiential Learning Cycle”.
Figure 4 Kolb’s Learning Model
Experiential Learning Theory defines learning as “the process whereby knowledge is
created through the transformation of experience. Knowledge results from the combination
of grasping and transforming experience” (Kolb, 1984, p.41). The ELT model portrays two
modes of grasping experience - Concrete Experience (CE) and Abstract Conceptualization
(AC) - and two modes of transforming experience - Reflective Observation (RO) and Active
Experimentation (AE). Experiential learning is a process of constructing knowledge that

involves a creative tension among the four learning modes. This process is portrayed as an
idealized learning cycle or spiral where the learner “touches all the bases” - experiencing,
reflecting, thinking, and acting - in a process that is responsive to the learning situation and
what is being learned. Immediate concrete experiences are the basis for observations and
reflections. These reflections are assimilated and distilled into abstract concepts (thinking)
from which new implications for action can be drawn. These implications can be actively
tested and serve as guides in creating new experiences.
Experiential Learning Theory (ELT) has largely influenced leadership and organization
development. The experiential learning cycle is one of the most well-known illustrations in
management education and has become the key theoretical model to express the nature of
experiential learning (Cunningham, 1994). Experiential learning theory also forms some of
the basis for notions of the learning organization (Vince, 1998; Casey, 1993; Senge, 1990).
Furthermore, organizational research and practice supports the premise that when learning
is defined holistically as the basic process of human adaptation, it subsumes more
specialized managerial processes such as entrepreneurial learning, strategy formulation,
creativity, problem solving, decision-making, and leadership.
In addition, numerous studies have been conducted to deeply analyze the experiential
learning theory in disciplines like management, education, information science, engineering,
psychology, healthcare, accounting, law and the list goes on. The studies cover a broad range
of applications such as using it as a framework for instructional design, for discovering its
effectiveness compared to more traditional course formats, etc. During the years there have
also been qualitative and quantitative comprehensive reviews of the experiential learning
theory literature. Experiential learning theory has been widely accepted as a useful
framework for learning-cantered educational innovation, including instructional design,
curriculum development and life-long learning. It offers the foundation for an approach to

education and learning as a lifelong process that is soundly based in intellectual traditions of
social psychology, philosophy, and cognitive psychology.
2.4 Related Theories
Adult Learning Theory
This theory serves as a useful reminder to be considered by trainers of adult learners,
regardless of their context (private companies, public administration, NGO-s, educational
institutions, etc). Several scholars have contributed to its formulation. The theory supports
that adults are self-directed human beings – they do not like “being instructed”- they want to
decide themselves about what is useful for them. They consider experience as a valuable
source of learning and they would like to be respected and appreciated for the experience
they have gathered during the years. Adults’ level of motivation for learning is higher
compared to other age groups as they associate learning with concrete professional growth
or social status. They also tend to be focused on practically implementing knowledge for
finding solutions to their problems. Therefore, adult learning is problem-cantered rather than
content-oriented (Kearsley, 2010). Keeping these characteristics of adults into consideration,
trainers/ coaches/ instructors can actively engage their groups, providing real value in their
attempt to meet the learners’ needs.
Constructivism - Learning as an active, constructive process
Constructivism is a theory of knowledge that argues that humans generate knowledge
and meaning from an interaction between their experiences and their ideas. It can be
considered a reaction to didactic approaches such as behaviourism and programmed
instruction and states that learning is an active, contextualized process of constructing
knowledge rather than acquiring it. The learner is an information constructor. People actively
construct or create their own subjective representations of objective reality. New information

is linked to prior knowledge, thus mental representations are subjective. In other words,
constructivist theory supports that learning is considered to be the active creation of
knowledge structures based on personal experience. The latter is based on our social cultural
history and interaction within that culture. Some of the main contributors to this theory are :
John Dewey, Lev Vygotsky , Jean Piaget, Maria Montessori and others, just to name a few.
As mentioned above, their theories stress the fundamental role of social interaction in the
development of cognition and that community plays a central role in the process of "making
meaning."
Social learning theory - Albert Bandura (1925 – Present)
Bandura’s Social Learning Theory posits that people learn from one another, via
observation, imitation, and modeling. The theory has often been called a bridge between
behaviorist and cognitive learning theories because it encompasses attention, memory, and
motivation. People learn through observing others’ behavior, attitudes, and outcomes of
those behaviors. “Most human behavior is learned observationally through modeling: from
observing others, one forms an idea of how new behaviors are performed, and on later
occasions this coded information serves as a guide for action.” (Bandura). Social learning
theory explains human behavior in terms of continuous reciprocal interaction between
cognitive, behavioral, and environmental influences.
Natural Learning
James e. Zull, professor of biochemistry and biology who has conducted extended
research on how education is related to biology supports the idea that the learning cycle
arises naturally from the structure of the brain. Related to Kolb’s learning cycle, in his book
“The Art of Changing the Brain” he clearly mentions that “experience is not the whole thing”.

It is just the beginning. Learning depends on experience, but it also requires reflection,
developing abstractions, and active testing of our abstractions. His idea, that is illustrated in
the figure below, is not meant to be precise or anatomically accurate, but to help convey the
message. It illustrates that concrete experience comes through the sensory cortex, reflective
observation involves the integrative cortex at the back. Creating new abstract concepts
occurs in the frontal integrative cortex, and active testing involves the motor brain. Therefore,
he strongly supports that there must be a conscious effort to build understanding from the
experience, instead of simply giving people an experience. The connection with Kolb's
learning cycle is illustrated in the figure below.
Figure 5 – Kolb’s Learning cycle and the brain
James e. Zull (2002), “The Art of Changing the Brain”, U.S.A : Stylus Publishing

Chapter 3: LITERATURE REVIEW
3.1 Experiential Learning -Team Building & Skill building
Teams play a central role in our everyday lives and are essential to the accomplishment
of organizational goals. Team-building and leadership experiential learning activities are
widely-used at a company level. Some of the main team-building activities include outdoor
activities, social activities, corporate retreats, annual meetings, uniting teams around a
common cause (for example charity), skill-building training activities etc. Another huge part
of forming and maintaining successful teams lies in establishing a respectful, safe team
culture. A few years ago, Google studied what makes its best teams successful as part of its
2012 “Project Aristotle” initiative. Google found that the one major commonality in successful
teams was that team members felt safe sharing ideas with one another. It didn’t matter
whether team meetings were run efficiently or were a little chaotic—the important thing was
that each member contributed equally to the dialogue.
The formation of a team starts at the selection stage of assigning roles to team-
members. Unfortunately, sometimes, managers underestimate this fact and start thinking of
it only problems have started happening. only R.Meredith Belbin in his book "Team Roles at
Work" (2010), gives a special emphasis on the factors that organizations need to consider
while building a team, otherwise called as “ the practicalities of team construction”. According
to the author, "the essence of a team is a set of players who have a reciprocal part to play,
and who are dynamically engaged with one another". However, the word ‘team’ seems to be
used loosely in industry, often being applied to groups, audiences or individuals engaged in
a common undertaking where their separate roles are ill-defined or non-existent. As many
companies view their personnel requirements narrowly, teamwork often fails due to “clone
Chapter 3: LITERATURE REVIEW 19

cultures”- a very dominant outlook and mindset that results in only employing one type of
person. Rather than choosing this approach, the author recommends composing “hybrid”
teams of carefully chosen individuals. Essentially, a greater understanding of the abilities of
personnel is needed in order to ensure that the correct role is being assigned to each
individual. Too many resources can be wasted by starting with the wrong premises.
Other aspects that the book pinpoints are related to pursuing worthy goals, and
assigning the right manager (or project manager) for a given team with a diversity of talents
and team roles. The “casting director” plays a key role - the leadership style would depend
on the composure of the group, the complexity of projects and the team strategies. For
example, many projects and new ventures depend on people with very special skills. Some
have idiosyncrasies that make them difficult, even very difficult, to work with. The problem
comes with the tendency of project managers to surround themselves with such experts.
They feel more comfortable doing so, but later come to conflict with them. They find their
experts uncommunicative, and then feel inclined to criticize them. After such conflict arises,
managers start considering hiring an “external” consultant to come and help them with
resolving the conflict.
The key implication drawn from analysing this way of thinking is that managers cannot
rely only on short-term and rare interventions from outside training providers. This is a very
important reminder, from a managerial point of view. They do have a value but they should
not be considered as a “fast” solution to deep-rooted organizational issues. Traditional
training and education programs tend to focus on the cognitive skills needed to complete
tasks and achieve goals. However, working with others toward a common goal requires an
additional skill that is based on developing interpersonal and intrapersonal relationships.
Experiential learning interventions can increase the chances for people to do both - get
20 Chapter 3: LITERATURE REVIEW

trained and develop relationships but other team management principles should not be
neglected.
The article “Developing teams using the Kolb Team Learning Experience” by Kayes and
Kolb (2005) investigates the efficacy of team building to update and extend the current state
of knowledge in the team-building domain. It intends to resolve ambiguities and provide new
insights for organizational stakeholders and academicians alike concerning the effectiveness
of team building. It is worth mentioning that the authors make a distinction between team
building and team training. Although they are both types of team-development interventions
that are designed to improve team functioning and effectiveness, they differ in important ways
(Tannenbaum, Beard, & Salas, 1992).
Team training is skill-focused (gaining specific competencies), it typically includes a
practice component and is done in context. It is generally formal and systematic. The article
highlights that team building, on the other hand, does not target skill-based competencies, is
not systematic in nature, and is typically done in settings that do not approximate the actual
performance environment. In the context of this study, team building is defined as “a class of
formal and informal team-level interventions that focus on improving social relations and
clarifying roles, as well as solving task and interpersonal problems that affect team
functioning”. Team building works by assisting individuals and groups to examine, diagnose,
and act upon their behavior and interpersonal relationships (Schein, 1969, 1999).
According to this article, there are three motivations for understanding the efficacy of
teambuilding interventions in organizations. Firstly, team building is one of the most
commonly applied group development interventions in organizations today. Secondly, as
there are many options available to organizations in the pursuit of improved teamwork, it is
important to determine whether team building is a worthy choice. These interventions, when
properly conducted, can have a positive impact on organizations. In a research study

conducted by Macy and Izumi (1993) 131 studies of organizational change were analyzed.
The results showed that the interventions with the largest effects upon financial measures of
organizational performance were team-development interventions. Third, beyond financial
performance, it is widely understood that team developmental interventions are key
mechanisms that may be used to facilitate team effectiveness (Noe, 2002).
This article is significant because it draws attention to the fact that a team-based
learning culture is very important for a company to be successful. Likewise, for long-lasting
results, an emphasis is also placed on the fact that teams must be nurtured, supported and
developed by the management.
3.2 Experiential Learning and Leadership
The “Handbook of Leadership Development (Third ed.)”, by Ellen Van Velsor, Cynthia
D.Mccauley, and Marin N. Ruderman. (2010), published by the Center for Creative
Leadership provides us with useful insight and findings about developing leaders. Over four
decades, the authors have worked with hundreds of thousands of executives and managers
worldwide. Those leaders serve Fortune 500 companies, government agencies, educational
institutions, non-profit organizations, and nongovernmental organizations.
What is particularly interesting is that this book also reveals results from research
regarding developing the leadership capacity of groups and organizations (relationships,
systems, and leadership cultures of the organization). They support that people can use their
existing strengths and talents to grow in their weaker areas and can significantly enhance
their overall effectiveness through leader development work. In their effort to provide us with
some insight on how people acquire or improve their capacity for leadership, as well as how
organizations can help in this process, they have summarized their ideas through a model,
as illustrated below (The leader development model).

The authors have identified three key elements that make developmental experiences
more powerful: assessment, challenge, and support. As it can be observed, this assumption
is in alignment with Kolb’s Learning Cycle.
Figure 6. The Leader Development Model
To further explain the above-mentioned model, the book refers to certain business
situations. For instance, they mention that working with a supervisor who gives constructive
feedback is usually more developmental than working with one who does not. In addition, a
training program that encourages lots of practice and helps participants examine mistakes is
usually more developmental than one that provides information but no practice. In a nutshell,
situations that stretch an individual and provide both feedback and a sense of support are
more likely to stimulate leader development than situations that leave out any of these
elements.
A variety of simulations and activities allow individuals and collectives to experience
intergroup situations in a simulated environment. Intergroup simulations help develop
awareness regarding the power of intergroup fault lines. If strong feelings can be created with
artificial boundaries, it becomes clear how powerful these feelings can be when the

differences are real and enduring (us-versus-them dynamics). Developing new behaviors in
a simulated environment, such as learning to speak genuinely and respectfully,
communicating with clear and concise messages, listening actively and empathetically, and
creating synergies, will help leaders to more effectively create cross-group direction,
alignment and commitment back in the workplace.
Formal team training initiatives are one of the most common techniques for developing
team leadership capability. The most effective team training involves the entire team. It
begins with helping the members become more aware of their individual operating styles,
preferences, and impact on others. In addition, team members can obtain a clear
understanding of how they fit with their fellow team members in terms of the competencies
they share and the unique competencies they bring. This is aided by gaining knowledge of
their fellow team members and otherwise understanding their role within the team.
Finally, team training moves to exploration of team-level factors such as how the team
processes information, makes decisions, exercises authority, handles inevitable conflicts,
and otherwise regulates its collective behavior. Key to this team self-regulation is how the
team balances its workload, engages in mutual performance monitoring, and adapts to
changing task or environmental demands.
The authors clearly transmit the idea that a group in itself has "a collective leadership
capability". Training thus focuses on how to enhance the collective leadership capability to
be autonomous and self-managing (with minimal need for outside assistance). For each of
these elements of team training, useful concepts are presented, discussed, demonstrated,
and practiced to increase the inventory of working skills and knowledge within the team. By
defining the top priorities and the goals that the team needs to reach, the trainer/facilitator
can integrate these concepts/values/principles through exercises, activities and games to
gently influence the behavior of the team.

Vertical and horizontal development
Nick Petrie, in his book “The How-To of Vertical Leadership Development” suggests
that there are 2 ways a leader can develop: horizontally and vertically. Horizontal
development is the accumulation of new knowledge, skills and competencies. Vertical
development, on the other hand, involves a complete transformation in the individual’s overall
view of reality that transforms what they think, feel and do.
Figure 7. The behavioral iceberg
French, W. and Bell, C (1998) Organization Development, London: Pearson

As Petrie puts it, ‘If horizontal development is about transferring information to the
leader, vertical development is about transformation of the leader. In a VUCA world (volatile,
uncertain, complex, and ambiguous), everything is interconnected, and no one can predict
what big changes are coming next. Leaders who are equal to the task are those who can
deal with constant ambiguity, notice the key patterns amongst the noise, and look at the world
through multiple stakeholder perspectives.
He makes a parallelism between Newton’s First Law of Motion: “Every object continues
in its state of rest, or of uniform motion in a straight line, unless compelled to change that
state by external forces acted upon it” and the way that a leader/individual can be put into
motion through experiential learning. People tend to continue heading in their habitual
direction unless compelled to change by external forces acted upon them. When a shaking
life event happens (such as a serious illness or a change of country), one starts re-evaluating
and seeing the world in a different way. Leadership development learning interventions are
designed to create that same “developmental heat”, but at a level that leaders can tolerate.
3.3 Outdoor experiential training (OET) - A common Practice
Outdoor experiential training is a leadership and team development technique that is
based, at least partially, in an outdoor setting that involves a variety of physical and/or mental
exercises for individuals and/or groups of participants (Wagner et al., 1991). The article
“Evaluating outdoor experiential training for leadership and team building”, by the authors
Williams, S. D., Graham, T. S., & Baker, B. (2003) indicates that there are a number of
reasons to expect the unique learning environment of OET to influence leaders and teams in
a way that contributes to business results.

Facilitators lead the participants through the activities, encourage them to reflect on the
learning experiences, and help them transfer the knowledge and skills learned to a work
context. Rather than teaching technical job skills, OET focuses on enhancing self-awareness,
changing attitudes, building teams, and improving interpersonal skills. Outdoor experiential
training normally uses tasks that are only metaphorically related to the type of work the
trainees perform on their jobs. Pattern breakers force trainees to think beyond their cognitive
ruts and gain a fresh perspective on problems. "Shake-up" exercises get employees out of
their comfort zones and make them more receptive to unusual ideas. This process is much
like the “unfreezing” stage of implementing organizational change (Lewin, 1952; Ng, 2001).
While leader development, team building, problem solving, trust, and interpersonal
communication may be the most common objectives, there are also a variety of other
objectives noted in the literature that pertain to interpersonal factors:
1) increasing participants’ awareness of their fellow team members’ strengths and
weaknesses and increasing morale
2) improving conflict management
3) building organizational commitment
4) increasing self-esteem and encouraging risk taking
5) increasing self-efficacy
6) developing an internal locus of control, improving time management
7) increasing awareness of one’s personality and problem-solving styles
8) enhancing creativity
9) increasing awareness of personal strengths and weaknesses

In their article, “Evaluating outdoor experiential training for leadership and team
building” the authors Williams, S. D., Graham, T. S., & Baker, B. (2003) have focused their
attention on the issue of evaluating the ROI of outdoor training programs and their conclusion
is that there is further research needed to prove in strict financial terms the benefits of OET.
They propose ways to calculate the value of lower turnover rate, lower absenteeism,
increased productivity, quality improvement and overall job performance. Obviously, the
conclusion that can been logically drawn from this article is that, regardless of the popularity
of outdoor experiential activities that are organized for companies by external providers, the
benefits are not easy to be translated into measurable results.

Chapter 4: FINDINGS, RESULTS AND RECOMMENDATIONS
4.1 Aims of research
Organizations are complex, multi-layered, and dynamic and so are the people in them,
together with the phenomena that happen in their context. The intention of this paper has
been to develop a deep-level, holistic understanding of this complex, ambiguous and variable
subject area, giving new insights to the reader.
The intention of this research is to explore and analyze the use of experiential learning
methodologies as integral parts of learning interventions at a company level. In the recent
years, in the field of corporate training, there has been a shift of attention towards these
techniques and it is worth examining more profoundly the reasons behind their popularity as
well as the challenges that are entailed.
Needless to say, for reaching the business goals and fulfilling the mission of the
company, there are needed many resources as well as well-structured and well-defined ways
to coordinate these resources. It is clear that experiential learning is not the remedy for every
single situation and in every context. It would be unrealistic to claim so. However, there are
plenty of cases when this methodology can be adopted and the aim of this study is to bring
to the attention of the reader the benefits of integrating experiential learning as part of their
organizational learning in order to improve overall business results. Several experts in this
field have been interviewed and have been invited to share their experience. Talking to
practitioners has added to this research project interesting insights into key issues-conceptual
as well as immediately pragmatic. Special attention is given to its implementation in real life,
bringing to the surface those aspects that should be considered more carefully (to guarantee
a complete implementation of all the stages of Kolb’s learning cycle).
Chapter 4: FINDINGS, RESULTS AND RECOMMENDATIONS 29

4.2 Method
A qualitative research approach has been chosen because the intention has been to
study learning processes, particular methodologies, situations and practices, allowing
recognition and appreciation of differences in the tools used and the variety of business
contexts. The focus of the qualitative analysis in this paper has been the understanding and
interpretation of the dynamics and challenges of experiential learning, identifying the benefits
of its integration in company learning programs.
Multiple theoretical perspectives and a variety of methods have been employed
including the collection of multiple perspectives of the people engaged. Experiential learning
has been studied in its complexity, depth and richness. To explain practices and behaviors
in terms of their context, process and outcomes, the methods used in this research include a
review of the literature, observation, structured and semi-structured interviews as well as
surveys. The focus has been on the process, the underlying dynamics and the ultimate results
that can be achieved through experiential learning. The research has been conducted
through the researcher’s direct engagement and exposure to the field through ‘live’ situations
during experiential learning activities, capturing the concepts “from the inside”.
Having an encounter with people’s actual experiences in naturally occurring events and
situations has contributed to considering context as an important factor in this investigation.
Information and different perspectives on the same issue have been collected from different
sources, different actors and at different points in time. Although formal interview techniques
have been used, informal conversations have also been an invaluable source of data. Some
of the main sources that have been used include websites, books of experts in the field, peer
reviewed articles and journals (Elsevier, Sage, Routledge, ResearchGate, Google Scholar,
ProQuest, Ebsco, etc). To identify practitioners in the field, trainers and HR Managers,
LinkedIn has been used as a professional social network.
30 Chapter 4: FINDINGS, RESULTS AND RECOMMENDATIONS

4.3 Key findings
Regardless of the industry in which businesses operate, there has been observed a set
of similar elements that all of them consider important such as staff performance, the level of
employees’ engagement, staff motivation, team spirit, the ability to solve problems effectively,
creativity, innovation, change management and decision making. The reason why they
consider them important is because they want to be successful and competitive in the market.
This study has shown that there is a tendency nowadays for organizations to integrate
experiential learning activities for fulfilling the above priorities but also for other reasons such
as enhancing their employer brand, “entertaining” the employees, taking them out of the
workplace in outdoor activities, etc.
Going back to the research questions, through this study, several answers and insights
have been obtained. Appealing to participants' basic paradigms and breaking the patterns is
apparently one of the strong points of such methodologies. Participants are put in situations
where they challenge their own beliefs and judgements. It also turns out that EL increases
the motivation of employees towards work. Putting them under conditions where they feel
free to express their ideas is a source of motivation and it fosters the relationships they have
with each other. By knowing each other’s strengths and weaknesses better, employees
realize what is needed to change in their work processes and interactions to increase
productivity. This finding is in alignment with the literature which supports that the full
engagement of the individual (body-brain-emotions) helps in creating new associations in the
brain and their self-awareness increases about attitudes, beliefs and competencies they did
not know they had before (the so called “aha moments”).
Involving the feelings rather than only the brain helps in understanding things more
deeply. In addition, the moderate degree of entertainment creates a learning environment
where people are open and flexible to learn. However, it has been noticed that quite often

these interventions are employed as stand-alone events, either when there is a problem to
be resolved or when the company wants to “show” that they provide experiential learning
possibilities for their employees, integrating them in company events (conferences, annual
meetings etc).There is a disconnection between what an external trainer tries to achieve in a
very short period of time (4-5 hours or 1-2 days) and what is really needed from the learning
and development point of view for reaching continuous improvement. Therefore, regularity is
a challenge for businesses. This phenomenon happens partially due to the lack of long-term
vision about the employees’ development and partially due to the lack of budget and time.
Since time and budget is not allocated for follow-up processes, trainers often end up not
knowing if the learning activities have brought the intended results and if participants have
made progress concerning their performance.
Therefore, it can be clearly deducted from this study that if experiential learning
interventions are not organized regularly, their impact is only short-term. For better and long-
term results, experiential learning should be a regular component of training programs in
companies, either co-designed between the management team and the external trainer (on
a constant basis) or, through internal trainers who are part of the company. Last but not least,
as it is clearly mentioned in several trainers' interviews, local culture is also a factor that
should not be underestimated. The training content should be adapted based on the context.
4.4. Conclusions and Recommendations
Several conclusions have come out of this study. They have been presented below
in a summarized way and they are addressed to a) External Trainers and b) HR managers
and Managers.

a) External Trainers
As it can be perceived through reading the Apendix B of this study, managers definitely
have high expectations towards trainers. They have pinpointed that understanding the
business that the company operates in as well as its mentality and culture are necessary for
designing useful interventions. Obviously, this is not always possible (especially in the case
of culture) but getting some information on the company, in advance, is important.
Clearly defining the learning gap will lead to clearly defining the goals that the group is
supposed to reach through learning activities. The desired outcome needs to be carefully
designed. It would be beneficial to consider the business impact as well as to check if the
training goals are aligned with the established business goals.
Therefore, the preparatory phase is also important - where the trainer meets trainees
beforehand, discusses about the issues that concern them and gets informed about their
background. Trainers need to “prepare the ground” for participants who haven’t been part of
experiential learning activities before. Time should be dedicated to briefly explain the benefits
especially towards those in the audience who may be curious, surprised or skeptical. This
would help everyone in the group to enter “in the flow”.
On the other hand, the survey showed that not all trainers use experiential
methodologies for their sessions and the recommendation to them could be that they could
start integrating them. Of course, a pre-condition would be being knowledgeable of the
business world and being prepared as company trainers. Not having the proper background
related to business topics (that they claim they can cover), instructional design abilities, adult
learning knowledge and other important elements of managing company training programs
would render it very difficult for them since companies are highly demanding in their search
for results and overall success.

b) HR managers and Managers
The decision-makers who are responsible for approving the company learning activities
should also reflect on finding the most suitable way to address the team’s needs in a given
moment and choosing the most effective training methods for those specific needs (instead
of hastily choosing the external providers). Every organization faces different challenges and
opportunities, and what works for a team at one company may not work at another. As it is
clearly demonstrated through this paper, there is a need for choosing a mixture of activities
to achieve team-building and skill-building goals and finding ways to fully engage participants
should be a priority.
Some managers and HR managers could get more familiar and start using experiential
learning more as part of their company learning programs. They need to become aware of
the advantages of experiential learning activities. For example, they do not only serve as
ways to find solutions to known problems, but they can also function as the right ground for
identifying underground and hidden problems.
For those HR managers or managers that find it hard to understand the real motives
behind employees’ behaviors and interactions with each other – the real dynamics of a group
(especially when team members are left without direct supervision)- experiential learning
activities can be a very effective and fast way to evaluate the situation.
In addition, in terms of teamwork, experiential learning reinforces the idea that, either
success or failure has been achieved together. When someone is a member of a
dysfunctional team, it’s tempting to blame others when something goes wrong. This happens
when team members don’t see - or refuse to recognize - how their actions affect the larger
outcome. The immersive, intimate nature of experiential learning makes it extremely hard for
participants to pass off responsibility. Effective experiential learning activities are designed
for maximum engagement; with the help of facilitators, participants work together to solve the

themed challenge or fail trying. In an experiential learning activity, “failing” together is
acceptable, because failure reveals crucial team dynamics that are affecting team
performance in the real world. Due to the fact that in group experiential learning activities, the
focus is always on achieving an outcome together, failure becomes a learning opportunity
during the debrief, as participants come to understand what behavior changes (at an
individual and group level) they need to make to change performance outcomes as a group.
Another recommendation would relate to managers being part of the sessions as
participants instead of considering it only an issue of formal employee training. Actively being
involved would help them connect more with the team and understand what needs to be
improved. Other aspects that must be considered are budget and time constraints as well as
geographic locations (especially for outdoor activities). As this study has its own limitations,
either due to the sample size or due to other factors, further research should be done to better
understand the impact that it has in the business context.
4.5 Limitations of Experiential Learning
As it has been presented throughout this study, the use of experiential learning
methodologies can be implemented in a wide range of industries and for a variety of topics.
However, it has also been emphasized that EL functions best when it is combined with the
necessary amount and quality of theoretical knowledge and the balance is kept between
action and non-action (mentally reflecting on the experience through the process of thinking
or through discussing key lessons learnt and results in the debriefing stage).
Through examining the mechanism of experiential learning, and learning in general, one
can easily reach the conclusion that the impact of it can not last if done rarely and arbitrarily.
To believe the contrary and to expect fast solutions would not be realistic. Consistency is
needed and becoming a learning organization should be a long-term company goal, having

the improvement of individuals and functionality of groups at the core of the learning culture.
As a consequence, a number of benefits would derive in terms of engagement , employee
satisfaction and productivity.
The biggest potential risk with experiential learning is not having an effective debrief.
This is an important step for tying it all together and showing participants how they can apply
their new skills in the real world. Undergoing an experiential learning event without a
competent facilitator could result in a fun and engaging day, but without the desired benefit
of lasting results. Other obstacles that can be mentioned relate to skipping the follow-up stage
which should serve for reinforcing knowledge, monitoring progress, measuring results and
deciding on the next sessions based on the identified needs.

REFERENCES
Google Project Aristotle - 5 Keys to Team Success:

https://searchitoperations.techtarget.com/blog/Modern-Operations-Apps-Stacks/Google-Project-
Aristotle-5-Keys-to-Team-Success
R.Meredith Belbin (2010) Team Roles at Work, London, Routledge.
David A. Kolb. (2015) Experiential Learning-Experience as the source of learning and development,
USA, Pearson Education Inc.
Kok-Yee Ng, Dyne, L. V., & Soon Ang. (2009). From Experience to Experiential Learning: Cultural
Intelligence as a Learning Capability for Global Leader Development. Academy of Management
Learning & Education, 8(4), 511–526.
Kayes and Kolb (2005), Developing teams using the Kolb Team Learning Experience, Simulation &
Gaming, vol. 36 no. 3, 2005, Sage Publications
Velsor E., McCauley C., Ruderman M. (2010), Handbook of Leadership Development) The Center
for Creative Leadership-Handbook of Leadership Development, USA: Jossey-Bass
AWiley Imprint
Petrie, N. (2015), The how-to of vertical leadership development – part 2, Center for Creative
Leadership, www.ccl.org/wp-content/uploads/2015/04/vertical LeadersPart2.pdf.
Klein, C., DiazGranados, D., Salas, E., Le, H., Shawn Burke, C., Lyons, R., & Goodwin, G. F. (2009).
Does Team Building Work? Small Group Research, 40(2), 181–222.
Williams, S. D., Graham, T. S., & Baker, B. (2003). Evaluating outdoor experiential training for
leadership and team building. The Journal of Management Development, 22(1), 45-59.
Beard C, Wilson J.(2013)_Experiential Learning - A handbook for education, training and coaching,
UK: KoganPage
James e. Zull (2002), “The Art of Changing the Brain”, U.S.A : Stylus Publishing
https://www.eaglesflight.com/
Appendix A
https://aikidoatwork.com/nl/
http://www.artofhosting.org/
https://www.lego.com/en-us/seriousplay
http://www.teambuilder.it
http://www.hararisorseumane.it/
http://www.points-of-you.com/
http://school.theinnergame.com/
https://www.thebigthree.co.uk/
REFERENCES 37
https://www.leadher.it/
https://international.au.dk/
https://www.effecinqueformazione.com/
http://www.winch.it/winch/
38 REFERENCES
APPENDICES
Appendix A
Survey and semi-structured interviews addressed to trainers
APPENDICES 39
40 APPENDICES
APPENDICES 41
together to express opinions, to give feedback, to take decisions and get to agreements. As
team coach, I am the neutral outsider who supports you and your team members in this
process.
As with individual coaching, team coaching stands or falls with the willingness of the team
members to change. This means that they need to be prepared to look at their own part of
the patterns that are not fostering collaboration and be willing to talk about it together. Usually
this triggers some fear at the start. You need to open up in front of your team members and
share how you really think about the issues. This is the key to change. Also as a leader you
must be able to express vulnerability and dare to examine your own behavior together with
your team.
What is the result of team coaching?
Team coaching supports the development of your team. The team itself makes the choice for
it, in conversation with the manager and the team coach. Because the members consciously
take this step together, the cooperation and working relationships improve. There will be more
understanding about the differences among team members. Decisions will be more
supported. The team will learn to better self-direct, work through frustrations and generate
creative ideas.
How can Aikido relate to business?
There is a life philosophy behind Aikido. The term literally means the way of harmonizing
energy. It is a martial art that is not aggressive, and people even have fun. It is focused on
the techniques but as someone makes process, it is more about the principles behind it and
Aikido is a peculiar martial art because it is not so much about winning or losing but having
the capacity to deal with challenging situations, under pressure. What is important is
defending yourself in such a way that you don’t get injured but you also don’t want to injure
the other. The idea behind is that when you have a fighting mind, you only attract fight. But,
APPENDICES 43
when your mind is set on a win-win intention, you change your conversations and the way
you work with others. This particular martial art can serve as a metaphor and as a way of
working, through helping people become better team-players and team-leaders – to deal
better with stress, change, transformation and all the challenges we are going through in the
world and in organizations because in Aikido you learn to manager yourself. So, it is not about
controlling others – it is about managing yourself and through that you control the situation
but not with the intention to hurt or to win but with the intention to overcome obstacles
together.
The simplest intervention with a group of people is organizing a workshop where it is
explained how organizational work can relate to this martial art. The sessions are based on
a need analysis to identify what are the key issues that the organization is facing. Exercises
about resistance are a tool that makes participants reflect on what how it feels to react under
pressure that could be provoked by someone else or by one’s inner judgements, what
happens in the body and how that plays out in the way one interacts with others.
Supposedly, a colleague provides feedback that is pretty aggressive. What do we do in that
moment and how do we respond? The way we respond could improve or deteriorate our
relationship and that has an impact on the way we work together. This is easy to understand
but the question is what we actually do in the moment. Are we able to assess in the moment
that we are getting out of our balance or that we are being overtaken by emotions? Very often
people are constantly playing out habitual reactions and behaviors towards each other. If
repeated, it becomes a culture where people tend to be irritated and angry, leaving meetings,
not sharing their views, etc. So, in such situations, people lose the ability to stay constructive
and positive and creative because you lose your capabilities in that moment.
The physical exercises serve to manage yourself better in the moment of pressure. During
the workshop, the trainer literary makes them push each other. It is important for participants
44 APPENDICES
to understand that they have a choice how to respond in a given situation, rather than being
overtaken by habitual responses and regretting about actions or words said or not said.
Focusing on the experiential learning aspect, the trainer helps them notice their physical
signals, in the experience of the pressure (literally), because those are the first that happen
and then in an instant people start reacting. Therefore, such training sessions help
participants become aware of their physical reactions when put under pressure and be
capable to overcome them in that moment, so that not to be overtaken by particular and
recurring patterns. Being able to still engage compassionately and not attack back is a skill
that participants can cultivate through Aikido-based simple exercises.
Reflection
After each exercise, a reflective exchange of ideas is conducted, firstly between the pairs
who did the exercise and secondly among the group. To put it in Aikido terms, “centering” is
the moment of reflection. In the center we are neutral and can stay connected to the others
even there are issues going on. In most of the cases, managers participate too. What they
appreciate most is the fact that participants actually do something, instead of only sitting and
listening. They have experienced something that they can talk later about and that gives them
insights. They get to know each other in a different way because they have to do something
different together which then helps them build trust. This type of working requires people to
be willing to change something. People are invited to engage more of themselves because
they get insights from a completely different level than from the heads. There is a connection
between the rest of themselves and their cognitive thinking and that is the power of
experiential learning. However, it does require participants to step in.
APPENDICES 45
What are some common participants’ reactions?
Participants have different experiences depending on their background and the industry in
which they work. Appealing to their basic paradigm is very important. Many people live in the
paradigm of competition. Through these activities they see that there is a different paradigm
in which they can live which triggers different reactions in them- some get disturbed and some
get attracted. They come to realize that competing all the time is exhausting.
What are the results?
It has an impact on their behavior and attitude. The number of sessions they take also plays
a role. They come to realize that there is a different world they can tap into. They start doing
something different then they usually do. There is also skill development because one needs
some skills in order to change the behavior. They also improve their communication skills-
working together has entirely to do with listening, replying, reacting to others as well as to the
inner critique, judgements and assessments. Regarding the attitude aspect, participants have
a chance to reflect on their basic stand in life, their “presence”. Is it antagonistic or is it one
of cooperation? Does their attitude show that they want to understand, communicate and
participate or is it more a “winning over the others attitude”?
What happens after the workshop?
An evaluation is always made through asking them questions. The follow-up aspect still
needs to grow. Significant results can be seen only through regular training instead and not
from sporadic sessions.
When do clients need your services?
They approach “Aikido at Work” when they decide that something needs to be improved.
Other times, when a new team has just been created and they want to start well. What still
needs to be done is that organizations should spend more energy, time and budget on their
team development, even if there is not a lot going wrong, in their view. Organizing learning
46 APPENDICES
activities would help them get a lot out of their teams if they pay attention on a regular basis
rather than waiting for problems to arise. Sometimes it is frustrating to see that companies
choose to integrate learning sessions in their retreats and underestimate the importance of
the sessions, by making the “fun” part prevail.
What do participants enjoy the most?
They have to take off their shoes, stand up and do physical exercise with their colleagues,
which is different from traditional ways of training. They enjoy it and sometimes they find it
challenging because people are not used to touching their colleagues. Since two effective
ways to learn something new have to do with contrast and exaggeration, these 2 elements
are integrated in the exercises. In the beginning they are skeptic or some or more eager than
others but, overall during the session, faces start to change and the attention level increases
because, through the experience, they come to different realizations and that starts capturing
them. So while they are also having fun doing the exercises with their colleagues - realization
starts to happen.
In what industries do your clients operate?
Mostly from the services sector- IT, Banks, Financial Institutions, etc.
2. Art of Hosting – The Art of Participatory Leadership
Brief description
The Art of Hosting is an approach to leadership that scales up from the personal to the
systemic using personal practice, dialogue, facilitation and the co-creation of innovation to
address complex challenges.
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So many resources are available within any organization that never seem to get tapped. The
rich experience of people outside their job descriptions, the synergy when people begin to
work together with commitment and passion, the innovation that happens when diverse
personalities, skills and perspectives come together.
The Art of Hosting – often called the Art of Participatory Leadership in business contexts –
offers a way to unleash this untapped energy for transformation within any system. Equally
suited to both strategic and practical implementation work, the practice of Art of Hosting
begins to build the capacity to work within and across the system, offering a way to access
rich resources lying beneath the surface of organizational life.
Art of Hosting practices can be used to complement more traditional organizational practices.
48 APPENDICES
attitude. People start realizing that they can also contribute from themselves and participate
and, through practice they start being more open towards the opinions of others. Therefore,
time is needed. People tend to adopt tools from the training and implement them in their own
ways. I have noticed an impact at a psychological and emotional level. People leave happy
and motivated to do things. However, the company itself may leave the situation pending and
not provide the necessary support. But, yes, always something remains and is inspiring for
creating new things.
When there is a challenge that they do not know how to solve and for whose solution there
is needed the involvement of all. I usually inform managers that if they already know how to
solve a situation, there is no need to open the dialogue and have a group session. Otherwise,
if they are searching for new solutions to old problems and they need everyone’s ideas then,
it makes sense to organize such activities.
What do participants appreciate the most?
The general climate. The possibility they have to express themselves and confront the others.
The results that are reached and the satisfaction they have for being part of the solution. They
especially enjoy the parts where I involve them to actively participate in games. However, it
is true that people need to be open to the unexpected. We don’t know from the beginning the
end result.
NGO-s, Institutes, Governmental institutions and private sector, etc.
Do you co-decide with the manager about the content of the training?
We decide together and talk about the challenges that need to be overcome. This is the
moment when some consulting is also necessary in order to get to the real root of the problem
and not the perceived one. I co-design my sessions and for the big groups, we create a “core
50 APPENDICES
team” who brings some input from the context in which they live and work and the trainer
gives some input of possible ways to handle difficult situations. The core team usually
consists of people who are directly involved and have the good will to fully engage and work
for finding solutions.
3. Lego Serious Play – Let your Hands Think for You
Brief description
The Lego® Serious Play® methodology is an innovative process designed to enhance
innovation and business performance. Based on research which shows that this kind of
hands-on, minds-on learning produces a deeper, more meaningful understanding of the world
and its possibilities, the Lego® Serious Play® methodology deepens the reflection process
and supports an effective dialogue – for everyone in the organization.
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Do they improve?
I had the chance to deliver the same workshop to the same team one year later and I saw a
completely different attitude. They had become used to working together and were able to
reach common opinions after the group discussions, regardless of their contradictions. They
need to keep learning instead of relying only on the sessions. I see it more as “planting the
seed” and then they need to improve through repetition.
The most common topic is team development. Sometimes I work with newly created teams
and sometimes with teams that have been working together for more than 10 years. Some
other topics include business model innovation and organizational agility.
What do participates appreciate the most?
The most impressive result you see is that people are no more lying on their chair and the
feedback they provide is that they are happy to have participated fully. For example, during
a project management training, a participant told me that he was glad to implement concretely
in his job what he learnt in the training. Secondly, in another case, people have given me
positive feedback about finally starting to work as a team.
My services are quite cross-sectoral. Banking, industrial production, social services, etc.
Do you co-decide with the manager about the content of the training?
We make an assessment of their needs and objectives. It depends on the willingness of the
companies to explore experiential programs. It is not always the same person I talk with
(entrepreneurs/ managers/HR managers) - it depends on the client. Innovation touches
several departments and it depends how the client sees it - whose department priority it could
be considered. Only in specific companies you can find a dedicated department to innovation.
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What about participants’ performance, team spirit and soft skills after the training?
Have they improved?
Absolutely. I always have people work in teams where communication and team spirit is
needed to achieve the goals we have set for the session. They also mention the fact that
working in teams changes their perspective in terms of what other people think about a
problem and how they go about tackling that problem.
How do you measure and evaluate experiential learning interventions?
That is a hard question to answer mainly because I go into a company, deliver my workshop
and then I may never talk to these people again. What I always do is ask them a few questions
at the end of the session to see if they understood what we were talking about during the
session. Sometimes the exercises themselves are an answer to this question. It really
depends and it’s very hard to measure.
In your opinion, what are the advantages of Lego Serious Play?
Lego Serious Play is very different compared to other facilitation – experiential techniques. It
carries a lot of theoretical and practical research behind it which makes it very robust. It has
been tested in thousands of situations and fine tuned again and again. I am always surprised
how it works in different situations when I try something completely knew. It’s a very creative
and democratic tool to teach and facilitate strategy and problem-solving sessions. It also has
a variety of ready-made exercises that the facilitator can use depending on what the
workshop is about, it’s extremely agile.
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Do experiential methods produce the intended results?
In the ideal of circumstances, in order to reach results, there is needed a combination
between raising the energy and cooperation level and transmitting important business
concepts that are important for the company. So, firstly preparing the ground and then
cultivating the intended results. Let me give you an example. Children grow and learn through
playing. They do it unconsciously. Therefore, playing is a vital part of the education process.
The difference with adults is that they can use their logic. Games are an easy and effective
instrument to use and adults enjoy playing games, too but they need to be combined with
“core content”. Knowledge retentions is always a challenge and this is why regular training
sessions are needed.
Our role as trainers is difficult because we are called to tackle in a very short time issues that
would require a lifetime. Helping people grow and working with the minds of people is very
challenging. However, we are expected to do it in a very limited time. This is why we try to
make sure people comprehend the work that we are doing. There is not always the possibility
to go through the follow-up process. It would be great if a continuity could exist. In addition,
people like being motivated and triggered about specific arguments. So, we remain
uninformed about the results of our efforts. When companies give us the space to do our
work as it should be done, the results are far better. They trust us and they clearly perceive
the value of the training, they see how involved their employees are and are satisfied about
the results. So, in the moment that they understand that our interventions are effective and
they allocate a budget, they give you the possibility to make proposals that would bring a
higher value for the employees, in the long term.
So, yes, we reach results but only in the cases of cooperating with companies on a regular
basis (year after year). This is also very beneficial for us since we understand more
APPENDICES 57
profoundly the specifics of a given company. We build together a mechanism for company
growth. However, as mentioned before, this is not always the case. One reason is also the
fact that not every company has a growing and learning, internal philosophy. There must be
an alignment between their philosophy and what we can offer for this partnership to function.
Multinationals are more open to such types of activities because they have the experience of
what their colleagues do in other countries. In the context of the Italian medium and small
enterprises it is more difficult to find decision makers with a positive attitude towards
experiential learning. However, being in Milan, definitely the chances are bigger.
Do different participants react differently to the same set of circumstances?
Yes, because everyone has their own personality and character. It also depends on the role
that a person has in the company and how they perceive “the relationship” they have with
their colleagues, the “feeling” they have about the company, etc. This are everyday issues
for them. Every morning people go to work with motivation, or indifference or with some sense
of superficiality. These attitudes are reflected also during learning activities where they take
part in. It is very challenging for us to realize in a very short time all the underground dynamics
of groups who consist of different individuals and identify who is and who is not willing to
actively participate- having a positive or negative attitude for the activity. So, our fatigue is
not only physical but also mental – during the training we have to understand who is receptive
and who isn’t (and then trying to involve the uninvolved). This aspect also comes to the
surface during the reflection phase where high attention is needed to be paid to make sure
that this category of participants (who were not that receptive and open) can still reflect on
the key learning points.
In general, in what cases do your clients need your learning interventions?
The majority of the companies think of organizing an event and during the event they want to
provide training.80% of it has to do with entertainment. Sometimes the management team
58 APPENDICES
decides to combine entertainment with some training. For example, in the context of business
conferences, they want to create entertaining emotional situations. Today the main reason
why companies ask for experiential learning is teambuilding. Experiential activities can be
done indoors or outdoors. The latter costs more and companies have budget restrictions. The
more the number of participants increases, the higher the costs. The venue and the activities
to be developed also have a cost. Especially in the last 3 years that companies are
reconsidering their training budgets, the experiential learning part is the one that suffers more.
This is why when the number of participants is big, companies find a fast solution of
organizing entertaining teambuilding activities which fosters the relationship among them and
gives a sense of belonging. Therefore, at the moment that we receive a request, we need to
go deep down and understand what is the intention of the client. In my opinion, they could
combine the entertaining teambuilding activities with other, long-term training sessions for
transmitting values such as belonging to a brand or having a good communication, instead
of simply trying to transmit these messages within 3 hours of entertainment. This is something
we are currently trying to add in our content so that to provide a higher value to the clients.
Another aspect worth mentioning is the one that relates to the time we have at our disposal.
What I mean is that there is more work needed to be done to find a balance between
entertainment and building skills.
What do participates appreciate the most?
Adults use their logic and perceive the reason why they do a specific activity, even if it a
game. They reflect and decide what to take from the training in order to improve themselves.
The thing that they appreciate is the fact that they are put in the right environment and context
for thinking and reflecting about habitual things they do. Through experiential learning they
have the just to stop, reflect, make the necessary changes and start again. They appreciate
the fact that they can develop their soft skills and their creativity. We use different metaphors
APPENDICES 59
In my experience, Experiential Learning is the most productive and most appreciated method.
Obviously, people react in slightly different ways. We live in an era where people are
overwhelmed by theoretical information which is easily accessible. What is difficult is applying
it. Exercise puts you under test exactly from this point of view. People search for types of
training that help you apply the theory.
What are some challenges that participants face that increase their involvement in
exercises? (For example, exercise duration, complexity of decision-making etc).
The duration of an exercise is not fundamental. Some may be short and intensive (for
example, giving constructive feedback to a collaborator takes 2-3 minutes). I think that
involvement increases when there is an alignment with real cases and everyday challenges
that managers are called to handle (for example, how to open and close a meeting or
presentation, deciding if and how to delegate tasks to a colleague). The complexity is not
fundamental. It becomes important when you want to “raise the bar” of the challenge.
What are the usual results regarding the following, during the training:
- Cognitive learning: good
- Behavioral change: good but it depends on how much the person decides to get involved
based on the acquired awareness
- Skill development: good/sufficient
- Attitude change: very good but it depends on the involvement of the person and his/her
personality
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Do you have any feedback about improvement of these factors in their job
performance (after the training)?
The feedback comes from the accomplished results “in the field”. Usually we get the feedback
from the HR department. In some cases, feedback comes from assessments conducted at
an individual level (360°) or a collective one, to measure improvements.
In general, when do clients need your learning interventions?
(In the first stages when a team has been just created or even after working together for a
long time?)
In both cases. It depends on the company and the needs. In the courses of People
Management, in some cases when some have just been nominated managers or when they
have been managers for a long time but need some instruments. In the cases of Change
Management, usually when a new group of people is created (for example, the CEO could
be new to a company, or because new people have joined the team, or because changes
have been made due to an acquisition, reorganization, etc).
What do participants enjoy the most? Do they see a striking difference between your
activities and traditional training methodologies?
People enjoy themselves more when they feel involved, they learn and perceive the
usefulness of the learning intervention. In my courses this usually happens due to what I
mentioned above related to point 1) and 2). What managers always want less is pure theory
or theory that is narrated using a non-familiar language.
In what industries do your clients usually belong?
Big and also small-medium enterprises in sectors such as banks, insurance, manufacturing,
textiles and services.
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How do you define what kind of team-building activity is more suitable for a specific
group?
I am convinced that at the basis of team – building there is the sharing of the same values
from the members of the team – collectively deciding about the positive elements of behavior
that need to be kept and eliminating the negative ones. Therefore, what is important is sharing
common objectives. All this cannot be communicated and transmitted from above but
individuals themselves need to reach such conclusions. These “rules” should be defined by
the single team members. This is also what I do with my clients when they ask me to deliver
team-building activities. Once these aspects are well-defined (an external consultant who is
neutral and can help them), then other playful and sport activities can be organized, for
unifying the team also from an emotional point of view.
7. Points of You
Breaking old habits and patterns. Creating new Points of View.
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Description of the methodology
“The integration of the picture with the word addresses both the left and right lobes of the
brain. This simultaneous stimulus creates an extraordinary phenomenon: All at once our
rational reaction and our intuitive reaction are activated, blending together to create an
association.” - Waltraud Kirschke (1999) Secrets of the Peeling
The team of Point of You believes that everything: people, objects, situations, music, tastes…
every little thing in life has countless points of view. The real challenge is to look at things
from a new viewpoint, one that was previously out of our sight. They believe that change
almost always starts when we are open and ready to take a chance and look at things from
new perspectives, new points of view. Being aware and fully present is the first step toward
shifting our point of view, and in effect – toward personal, professional and even
organizational development.
A cornerstone of the Points of You® method is the interaction between the right brain, the
intuitive and emotional half of the brain, and the left brain, focused on logic and analysis. This
occurs when we look at a photograph and a word at the same time. The photograph
stimulates our right, creative, brain while the word activates the left, analytical, brain. The
simultaneous stimulation of the two brain hemispheres creates a struggle between the
emotional and the rational, momentarily “shorting out” the vigilant defense mechanisms of
our mind. This “deliberate confusion” gives the mind a short break from our preconceived
ideas on how things “should” or “ought” to be, and allows our mind to open up to new places
inside ourselves, shifting our point of view. This simultaneous stimulation creates an
extraordinary phenomenon: Our rational and our intuitive responses work in tandem, merging
and creating new associations.
This type of games is based on associative links between photographs, themes and the issue
chosen. Each photograph depicted on the Points of You® cards has been selected out of
64 APPENDICES
I have used POY® tools, especially The coaching Game™ and its photo+word cards,
together with: 1) groups of teenagers, who may tend to be judgmental in order to discover
new ways of approaching and talking to each other, 2) with groups of colleagues confronting
the same subjects to build common sense and direction towards common goals, building up
self-recognition, self-leadership and therefore create a team spirit, 3) with informal groups of
people (multicultural confrontations etc.), 4) promoting many different ways to describe
oneself, warming up with a game instead of making a mere list of “who I am/CV”,.
Have you noticed a considerable difference compared to other methodologies?
Yes! Through our Tools and facilitation, instead of listening to the “teacher, no matter how
entertaining and charismatic one can be; through experiential learning with Points of You,
people are given the possibility to have their own experience and the facilitator is there only
to assist and guide. During our facilitations people get immediately intrigued and involved in
something new: “unexpected but precise”. They connect to a dimension of playfulness and
lightness, that layer after layer, leads them into deep processes of self-understanding, sincere
communication and creative solutions. Using cards with objective images and words to
describe anything, literally any subject, people manage to explore concepts and aspects that
usually separate individuals, when they work and confront each other at a rational level. The
Points of You method skips the rational interference activated by the right brain hemisphere
and connects it to the emotional creative side of the left hemisphere. This process is ignited
by exercises/guided experiences with the use of music, continuously changing perspectives
in the room, using colorful images and powerful questions and words. This kind of experience,
once is made, becomes part of the person’s system, and so the change is promoted and
achieved.
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What kind of feedback have you received from participants regarding this
methodology?
It depends a lot from the mindset of the individual: those who are more curious enjoy a training
day and they recognize it as different from usual; others can be more rigid if they had always
been exposed only to more formal teaching.
What about participants’ performance, team spirit and soft skills after the training?
Especially for some specific internal training activities we observed significative change. They
especially improved in being conscious of their choices: even when they did not apply
perfectly what they had learned, they were aware of the possibility of making alternative
choices in their behavior. Team working and team spirit definitely improved; the awareness
in communication increased, especially in really listening to people instead of acting
according to their expectations. The transformations that happen in our classes is not specific
of that environment or the subject of the training nor the objectives of the training. People can
come across personal changes in their mindset, in their attitudes and approach to life/events/
relationships, that, as a consequence, will reflect on professional skills and goals. That brings
consistent, long lasting, virtuous effects and results.
How do you measure and evaluate experiential learning interventions?
We handed out questionnaires to understand colleagues’ reception of the initiative; even
more important were the follow up activities that helped us understand how they incorporated
what they learned in their everyday activities. I Train the Trainers and work more in the life
coaching field. Until now I/we evaluate through feedback forms and being contacted for more
interventions. Points of You Italy has been training for instance the Mediolanum Corporate
University, that as a result, now uses POY tools as part of their internal academic trainings.
APPENDICES 69
Definitively yes. Reactions toward a learning experience and reflections afterwards are
different to different participants. I believe that this depends on previous types of learning
experiences or the time in the learning experiences.
exercises?
Team work is a both a challenge and motivation for more involvement in future exercises.
Also the curiosity for coming with end results, especially in problem solving cases. Finally, I
assume the excitement to meet new people/professionals will push participants too.
Experiential learning is very common when working with consultancy cases and yes, it’s
needed in the beginning and after having been together for a long time. This would be the
best (ideal) way, as consultants would tend to teach you how to deal with problem solving
internally, so the interactions between client-consultant are supposed to be very hands-on.
The activities I have designed for my participants, who are students, are mostly towards
workshops and gamification. After receiving student feedback on the activities, the more
practical the exercises, the more they enjoy the time in the program. Nevertheless, there is
also sometimes request to equip experiential learning with some lectures (one-way
communication).
In what industries do your clients usually operate?
It is mostly academia: so both students (and PhDs) and other staff (administration and
academics.
APPENDICES 71
exercises?
Team work is a both a challenge and motivation for more involvement in future exercises.
Also the curiosity for coming with end results, especially in problem solving cases. Finally, I
assume the excitement to meet new people/professionals will push participants too.
Experiential learning is very common when working with consultancy cases and yes, it’s
needed in the beginning and after having been together for a long time. This would be the
best (ideal) way, as consultants would tend to teach you how to deal with problem solving
internally, so the interactions between client-consultant are supposed to be very hands-on.
The activities I have designed for my participants, who are students, are mostly towards
workshops and gamification. After receiving student feedback on the activities, the more
practical the exercises, the more they enjoy the time in the program. Nevertheless, there is
also sometimes a request to equip experiential learning with some lectures (one-way
communication).
In what industries do your clients usually operate?
It is mostly academia: so both students (and PhDs) and other staff (administration and
academics.
How do you define what kind of learning intervention is more suitable for a specific
group?
I try to go through a quick assessment on their backgrounds first, to see how my activities
can be beneficial to their study lines and to have an idea on what are the common learning
techniques they are familiar with. Second, I try and put some pressure with the timing in the
sessions, so that I can stimulate a real-life working case.
APPENDICES 73
They call a trainer when they cannot handle the situation from the inside, when they have
team dynamics and performance issues related to cooperation.
Direct involvement – the “serious fun” as they learn something. Positive emotions as they
learn. It pops up in your mind when you need it.
Pharmaceutical sector, Telecommunications, Industrial (glass production, elevator
production), Beverage sector
How do you decide what kind of learning intervention is more suitable for a specific
group?
Sometimes yes and sometimes no. Sometimes they ask for suggestions. They ask me to
solve the problem but through questions I try to understand the root of the problem and their
expectations. I usually ask If there are KPI-s and if they don’t have them, I try to define them
together.
APPENDICES 75
Trainers’ Views
“In what ways do your trainees benefit from Experiential Learning activities”?
1. Increased motivation & retention of employees; increased efficiency; feeling of
worthiness among employees.
2. At first you observe the resistance that is visible both at company level and at
employees. Than after the 2-3 sessions you see the interest growing. They are able to
collect the feedback from employees and see the changes (although slight changes),
especially in the behavior and the team spirit.
3. Regarding my field and kind of trainings I perform, experiential learning is the best way to
involve participants in the process. The only disadvantage is time and resources.
4. Their ability to apply knowledge improves, together with their team spirit, communication
skills and motivation.
5. Adults’ attention is difficult to maintain. Experiential training helps them stay engaged and
participation increases. Many experts say "Participants will never forget what they learnt
while playing." You can see some of the top companies offering business simulations:
celemi.com.
6. Participants self-awareness is increased and their false perception about doing
something perfectly well diminishes. This is achieved in a smooth and non-insulting way.
7. I see only advantages as long as the experiences are professionally and effectively
debriefed to facilitate the process of transferring learning and reflections in everyday life.
8: Advantages: perspective taking, empathy, ownership, commitment.
9. Experience learning brings curiosity and dynamism in participants but also I suppose it
needs collective and personal reflection - time to have better results and durable outcomes
for the organization.
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10. I don’t think that EL is really useful if your managers are not able to empower, listen and
guide their teams. It needs to be combined with constant coaching.
11. The main advantage is that employees and teams have a direct experience that feels
different compared to what cognitive learning does alone. When they learn through
experience, then they can begin to embody that new learning i.e. they 'take the learning in'
fully, rather than only thinking about it with their heads alone.
12. Learning from experience helps people use their skills efficiently. So, when similar
experience happens again they recognize it and implement the models learned thanks to
experiential methods.
13. It's the most effective method for adults but the most difficult for an adult is to forget
what he knows in order to improve.
14. EL builds individuals’ abilities, competencies and character. Essential within the health
and social care sector. It creates more meaningful interaction and engagement.
15. The strengths of each employee become more visible and they can be further
developed to increase performance.
16. Being able to discover meaning for themselves and link the theory to reality with
practical elements. They can learn from making mistakes safely. This is a quicker and more
impactful learning than traditional information-giving.
17. People start believing because they ‘see’ it. Change is defined by themselves, so they
have to decide if they accept the ‘invitation’ for new knowledge.
18. People are more relaxed and thus more open to adapt new skills/behaviors. They
combine fun activities with learning new things.
19. Learning through experience is life itself; the remark is that not every time you have
enough opportunities in business to experiment. You need to be correct from the very first
trial.
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20. Experiential Learning fosters group cohesion.
21. Better team work is achieved, stronger collaboration, generation of new ideas and
better final results.
22. Participants interact and collaborate better and they become more self-aware.
23. Fully inclusive of all, voluntary participation, learning much more - up to 95% of what
you experience-, learning much more quickly, learning without being fully aware you are
learning, learning without strenuous exercises, developing as a person, enhancing and
developing awareness and knowledge, build capabilities. In addition, it can be used
anywhere - under any circumstances - with everybody, there are no limitations, always
working stretching out of the box - for both you and the participants. Developing
capabilities, you never thought you were able of, builds innovation - creativity - resilience,
Individuals and groups - societies - all forms of organizations could benefit much more, if
trainings and seminar would use experiential learning methodologies.
24. Feelings help people understand things better intellectually
25. I use Art of Hosting and LEGO Serious Play. They all allow for participation and,
depending on the situation, can lead to more effective collaboration and sharing.
26. It is a type of training that works on the emotional impact. This allows not only to learn
various dynamics (depending on the subject we are training), but it allows knowledge to
remain vivid and steady in their memories.
27. Participants love to learn practical skills which could be immediately transferred in their
daily tasks, improving this way their performance and their time management.
28. The full engagement is transformational and meaningful for the learners both
professionally and personally. It is also a rewarding experience.
29. One of the best parts is that people make new connections in their brain through
multiple “aha moments” surfacing the knowledge & insights they didn't know they have.
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30. I would call it a comprehensive methodology that covers all the fundamental aspects of
learning.
31. People become more self-aware, they are forced to think and feel outside of their
comfort zones, they are able to relate more to others, ultimately helping themselves
become more effective in the way they deal with people both in life and work situations.
32. The “fun element” makes people more open to learn.
33. Involving participants through the 5 senses, brings more motivation and stimulates
neuro processes. This leads to excellent results that lasts more than standard training and
teaching. It makes the learning easier to remember. So, it's more interactive, hands-on ,
effective and fun.
34. The increased motivation leads to better job performance.
35. When creating experiences there is an increased possibility to change beliefs or
attitudes.
36. Trainees can better understand things through their own experience and behaviors
rather than have just through an "intellectual" approach.
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APPENDIX B
Survey addressed to HR managers & recommendations to trainers
80 APPENDICES
APPENDICES 81
82 APPENDICES
HR Managers Recommendations addressed to trainers:
1. Setting a measurable goal to achieve through the training and have a strong
understanding of the needs of the organization.
2. Making the employees learn when enjoying the activity. Make them feel a big asset for
the company.
3. Adapting each training to the specific needs and involving as many stakeholders as
possible.
4. Understanding completely the business the company operates in to make sure
experience offered can be useful and fully understood.
5. Follow-up to check progress of the attendees.
6. Being careful in giving their advice and always to encourage the trainees to search the
answer by themselves.
7. Putting more pressure on concrete results of those trained.
8. Being more informed about our company mentality and culture.
9. Being more focused on presentation skills, soft skills etc (rather than technical skills).
10.Taking examples from everyday life, that's easier to understand.
11. Get to know the company and employees before delivering such experience.
12. Having previously been in the position of the trainees, it would be easier to train them.
13. Have deeper knowledge on the subject matter of the training.
14. We expect their best!!
15. Understanding the needs of the team and preparing in advance for the program. Also, it
is important to do preliminary interviews or meetings and discuss on the expectations of the
team member. Hand out a questionnaire before and after the event.
16. Continuously adopting new techniques, being innovative and creative.
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17. Gathering sufficient information in advance regarding the backgrounds of the
participants in order to know how to meet their needs.
18. Being change agents.
19. Depending on the team that they have, their aim should be to develop the skills that are
strategically contributing to the development of the individual and of the company at the
same time.
20. Paying maximum attention to the needs analysis phase and be very clear about results
they consider achievable (an honest estimation, not necessarily the best), during the
contracting phase.
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Appendix C - Experiential activity (example)
Areas: Entrepreneurship, business plan, decision-making, social responsibility, planning
(Source: CEFE International, Contributed: Anja Vranderic)
Tower Building
Tower Building can be useful during the business plan course as an instrument to investigate
some aspects of the entrepreneur's personal behaviour. Some important aspects can be
worked out regarding the need to overcome difficulties which may result from the business
environment and from affective and social relationships interfering with the business
performance. It is also used in entrepreneurial behaviour courses.
In this exercise, 1 participant acts like an entrepreneur whose task it is to build within 10
minutes a vertical tower of wooden cubes or matchboxes, symbolising the financial assets of
his/her company. The tower’s base is made by one single box. The necessary initial capital
investment is represented by 12 matchboxes. The entrepreneur only got part of this amount.
Therefore, he/she has to borrow the rest of the "money” from friends and the bank. The
company only begins to profit when the entrepreneurs puts together more than 12
matchboxes on the tower and it does not fall down.
After the instruction of the co-participants the rounds begin: the entrepreneur can test tower
building for a few moments (less than one minute) and then has to define his/her target (for
example: 14 cubes). Then the real action starts. But the entrepreneur will be blindfolded and
has to use the less skilled hand! As he/she starts building the tower 3 or 4 other participants
will enter the scene one after another and play their roles as friend, banker, relative. At the
end, 3-4 people are standing around the entrepreneur and talk insistently to him/her. All this
puts enormous pressure on the blindfolded entrepreneur who only wants to start his/her
business successfully (i.e. build the tower). Basically, the actors want some boxes
APPENDICES 85
(representing money). If, for whatever reasons, the entrepreneur decides to give some boxes
away, he/she can only take it from the tower under construction. When the time is over, the
trainer counts the number of stacked cubes/boxes and verifies if the entrepreneur reached
the established goal.
In processing the exercise, the group analyses the entrepreneurs’ behaviours concerning the
establishment of goals and risks calculation. Another analysed issue is the interference of
external pressures, especially the influence of relatives, with the accomplishment of the
entrepreneurs’ goals.
Expected Learning Objectives
 Ability to deal with uncertainty and unpredicted external effects
 Importance of being conservative in setting business objectives
 Necessity to include sufficient reserve of time, capacity and resources (also money) into
business plans
 Positive and negative influences of relatives and friends on the business
 Readiness to deal with people trying to benefit from enterprise assets before the business
is consolidated and can afford it
Trainers/assistants 1 trainer and 1 assistant (to brief the role players). Briefing
can also be done in a break before, if an assistant trainer is
not available.
Time  1.5 – 2 hours
86 APPENDICES
Didactic aids to prepare  metaplan cards or chart with instructions (annex 4)
 chart with table of results (annex 5)
Materials for the participants  25 to 30 small and regular matchboxes
(during the exercise)  1 or 2 pieces of dark cloth to blindfold the player(s)
 marker pens and sheets of blank paper
 copies of briefing notes containing suggestions on role
performances
Important conditions of the  1 table and 1 chair in the centre of the training room or in
room front of the plenary for the Entrepreneur
Requirements
The entrepreneur does not live in a protected area. He/she has to deal with external factors
or challenges. These challenges are common in business and it is important that the
entrepreneur understands how to handle them – even under largest stress. Such challenges
may include family needs such as payment of school fees, rent and feeding. In some cultures,
extended family may even endanger the survival of the company. Other external factors may
include pressure to repay borrowed money from friends, family, the bank etc.
The entrepreneur must be able to negotiate with creditors so as to restructure loans in order
to meet new payment deadlines which are mutually agreeable for both parties. If the
entrepreneur fails to negotiate with creditors these people or factors could affect his/her ability
to produce which could ultimately lead to failure in the business. Also the entrepreneur should
APPENDICES 87
ensure to attend to personal matters at home so as to prevent these issues from affecting
his/her work. In addition, it is important for the entrepreneur to make realistic goals when
planning for production and/or sales. Because most young entrepreneurs lack business
experience and foresight the entrepreneur must express extra caution when forecasting
future sales. This is critical because overestimation of future sales could lead to severe
problems for the entrepreneur if any external factors prevent them from being achieved. An
entrepreneur must develop certain entrepreneurial traits such as good negotiating ability;
moderate risk taking; proper planning; knowing one’s limit; decision making and learning from
failure. These traits will help the entrepreneur in succeeding in business.
Main Learning points:
Careful: Think carefully of all external factors
Learning: Accept that you need to learn. In the beginning, things will go slow and difficult.
Realistic: Don’t plan what you wish to achieve, plan what you can achieve.
Separate: Control private expenditures. Separate them from business.
Socialize: Establish rules about your social engagement as a business person.
Relations: Negotiate and communicate well and persistently.
Stress: Learn to handle stress and keep smiling
88 APPENDICES

The Value of Experiential Learning in The Business Context - Katerina Kalantzi

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TABLE OF CONTENTS

1.1 Definitions of experiential learning ………………………………………….....................1

1.3 Purpose and significance of the study .........................................................................3

CHAPTER 2 - MODELS AND THEORIES OF EXPERIENTIAL LEARNING....................7

CHAPTER 3 - LITERATURE REVIEW………………………………………………………..19

Appendix A: Survey and Interviews addressed to trainers…………………................39

Appendix B: Survey addressed to HR managers.Recommendations to trainers …..80

and theories formulated by well-known scholars. To examine how leadership development

performance management, succession planning, motivation and engagement, organizational

motivates me to further explore the dynamics of managing people, as individuals and as

giving their best to make this world a better place.

Figure 1 Lewin’s Learning Model……………………………………………………………..10

Figure 2 Dewey’s Learning Model………………………………………………………….....11

Figure 3 Piaget’s Learning Model……………………………………………………………..12

Figure 4 Kolb’s Learning Model ………………………………………………......................13

Figure 5 Kolb’s Learning cycle and the brain...................................................................17

Figure 6 The Leader Development Model……………………………………………………23

Figure 7 The behavioral iceberg………………………………………………………………25

“Experiential learning is synonymous with ‘meaningful-discovery’ learning which involves the

(Boydell, 1976: 19, 20)

of experience. Knowledge results from the combination of grasping and transforming

experience”. (Kolb, 1984: 41)

skills, attitude, emotions, values, beliefs, senses”.

(Jarvis, 1999: 65)

of the learner, as a whole person (including physical-bodily, intellectually, emotionally and

and effective experiences for and of learning”.

different methodologies is needed. The challenge of acquiring either new theoretical

satisfaction, engagement and interactions with colleagues, just to name a few.

According to the definition of “Eagle’s Flight”, a global training provider of business-

relevant, experiential learning programs, “Experiential learning combines immersive activities

practices and equipping employees with tools to optimize performance).

leadership, communication, creativity, decision-making.

Experiential learning events can be used on a stand alone basis or as a component of

customers, working in teams, running meetings, giving presentations, managing projects,

delegating tasks, supervising individuals, managing time, leading teams, etc.

to be improved such as communication, negotiating, problem-solving, time-management,

conclusions related to what needs to be improved instead of receiving knowledge only at a

results. In addition, employees’ engagement and interaction with colleagues is always a

methodologies, evaluation of learning interventions, the feedback of participants, their job

1.4. The main research questions

 What factors should be considered for achieving best results?

2.1 Foundational Scholars of Experiential Learning

William James (1842 –1910)

William James is the originator of experiential learning theory in his philosophy of

integrated both sensation and thought in experience.

doing and what he called receptive undergoing.

Kurt Lewin (1890-1947) - Group Dynamics and Action Research

Chapter 2: MODELS AND THEORIES OF EXPERIENTIAL LEARNING 7

proved a useful approach to planned-change interventions in small groups and large

cornerstone of most organization development efforts. His best-known quotation, “There is

nothing so practical as a good theory,” symbolizes his commitment to the integration of

scientific inquiry and social problem solving.

Jean Piaget (1896 – 1980)

Piaget’s focus is on cognitive-development processes—on the nature of intelligence

David Kolb (born 1939)

8 Chapter 2: MODELS AND THEORIES OF EXPERIENTIAL LEARNING

Perls’s gestalt therapy, and the self-actualization psychology of Abraham Maslow”.

2.2 Three Models Of The Experiential Learning Process

the world, and in the personal lives of countless adult learners.

The Lewin’s Learning Model

Chapter 2: MODELS AND THEORIES OF EXPERIENTIAL LEARNING 9

a lack of adequate feedback processes. This ineffectiveness results from an imbalance

Figure 1 Lewin’s Learning Model