Experiential Training Module Experiential Learning Cycle 2009 Facilitator

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Experiential Training Module Experiential Learning Cycle � 2009. Facilitator. U. com. All rights reserved.

Experiential Training Module Experiential Learning Cycle � 2009. Facilitator. U. com. All rights reserved. 1

Introductions Share the following with your partner in one minute. The person the farthest

Introductions Share the following with your partner in one minute. The person the farthest away from Los Angeles, CA goes first. Your name Your location How you plan to use what you get from this seminar. Switch roles. � 2009. Facilitator. U. com. All rights reserved. 2

Large Group Feedback Let’s hear from three of you. Very succinctly, tell us who

Large Group Feedback Let’s hear from three of you. Very succinctly, tell us who you are and how you plan to use what you get from this seminar. � 2009. Facilitator. U. com. All rights reserved. 3

Benefits of Kolb Learning Cycle • Active engagement yields much higher learning retention (75%

Benefits of Kolb Learning Cycle • Active engagement yields much higher learning retention (75% vs. 5% for lecture) • Can quickly open minds to new learning. • Places responsibility for learning on participant. • Accommodates all perceptual and processing styles. • Encourages pragmatic instruction. • Infuses life into your curriculum. • Helps make learning relevant to real life. � 2009. Facilitator. U. com. All rights reserved. 4

Kolb Learning Cycle � 2009. Facilitator. U. com. All rights reserved. 5

Kolb Learning Cycle � 2009. Facilitator. U. com. All rights reserved. 5

Let’s Do an Activity Content Objective: • To practice negotiation skills Process Objectives: •

Let’s Do an Activity Content Objective: • To practice negotiation skills Process Objectives: • To learn how a partner activity is conducted. • To show productive work and learning can be done virtually in small groups • To learn something new about yourself in the process � 2009. Facilitator. U. com. All rights reserved. 6

The Ugli Orange Case Instructions (1) Introduce yourself to your partner (2) Read your

The Ugli Orange Case Instructions (1) Introduce yourself to your partner (2) Read your assigned role for the case - One of you will play the role of Dr. Jones - One of you will play the role of Dr. Roland (5) Negotiate with your partner based on the case study Return to large group � 2009. Facilitator. U. com. All rights reserved. 7

Activity Debrief The Ugli Orange Case • What happened for you during this activity?

Activity Debrief The Ugli Orange Case • What happened for you during this activity? • What was your experience like? • How do you feel about this experience? • Did you notice any familiar behavioral patterns, in yourself or your partner? � 2009. Facilitator. U. com. All rights reserved. 8

Generalize Learning The Ugli Orange Case • • How would you describe your approach

Generalize Learning The Ugli Orange Case • • How would you describe your approach to communication during this activity? What assumptions did you make during this activity? • Is there anything you wished you’d done differently? • How do you feel you did as a negotiator? � 2009. Facilitator. U. com. All rights reserved. 9

Negotiation Basics • In a conflict situation or negotiation, positions are taken and stated

Negotiation Basics • In a conflict situation or negotiation, positions are taken and stated in the form of demands. • Positions are based on unexpressed interest. • Interests are the needs, concerns, and values that motivate each person. • People take positions because they want their interests satisfied. • "Position" represents what the person wants; "interest" represents why he/she wants it. • Get to interests by probing into “why” something is wanted then listen closely. � 2009. Facilitator. U. com. All rights reserved. 10

Application Share for one minute with your partner the answer to the following question

Application Share for one minute with your partner the answer to the following question How will you use what you just learned from this point on? Is there a commitment to action you want to make? When will you do it and who will you be accountable to? � 2009. Facilitator. U. com. All rights reserved. 11

Kolb Learning Theory Concrete and Abstract Perceivers • Concrete Perceivers absorb information through direct

Kolb Learning Theory Concrete and Abstract Perceivers • Concrete Perceivers absorb information through direct experience—addressed by the “Activity” portion of the learning cycle. • Abstract Perceivers take in information through analysis, observation, and thinking—addressed in the “Generalize” phase. Active and Reflective Processors • Active Processors make sense of an experience by immediately using the new information—addressed in the “Application” phase. • Reflective Processors make sense of an experience by reflecting and thinking about it—addressed in the “Analyze” phase. � 2009. Facilitator. U. com. All rights reserved. 12

Activity Considerations • Develop clearning objectives/outcomes. • Design activities to maximize participation. • Design

Activity Considerations • Develop clearning objectives/outcomes. • Design activities to maximize participation. • Design or choose activities to create some tension or discomfort. • Prepare appropriate debriefing questions. • Prepare relevant teaching content. • Allow space for participants to provide content. � 2009. Facilitator. U. com. All rights reserved. 13

Debrief • Debrief according to activity objectives and learning goals. • Move from general

Debrief • Debrief according to activity objectives and learning goals. • Move from general to move specific while staying on course. • Push participants a little, but not too much. • Use FAT as a questioning guide: Feelings, Actions, Thoughts. • Keep open-ended to bring out subtle awareness, then move into next phase. � 2009. Facilitator. U. com. All rights reserved. 14

Lessons Learned • The same activity can be repeated to “apply” learning from first

Lessons Learned • The same activity can be repeated to “apply” learning from first time around. • Different objectives can be met by the same activity based on how the debrief and learning phases are structured. • There may be a tendency to skimp on the debrief. • Take enough time for the debrief and other phases; this is where most learning occurs. � 2009. Facilitator. U. com. All rights reserved. 15

Close • Questions about the process. • New technology on the horizon: Maestro. Conference.

Close • Questions about the process. • New technology on the horizon: Maestro. Conference. com • Requests for future modules? • T/VM Teleclass coming May 25 th. • Thank you for participating! � 2009. Facilitator. U. com. All rights reserved. 16

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