Experiential Learning involves the progressive sequence: bullet-white activity bullet-white learning bullet-white implementation bullet-white learning bullet-white implementation

All too often the activity is the focus, not the learning or the implementation. Our aim is to improve performance through learning, so we provide facilitators, trainers and teachers the tools to work systematically through the process shown below.

MTa_learning_arena_740

The Learning Arena™ in more detail:
All our experiential learning packages provide everything you need to work through the process below:-
Description Definition Role of the facilitator

1. Activity or Learning Platform

Team_Development_Activity

Fig 1: MTa Team KIT components

Activity provides experiences upon which participants can reflect and build. These experiences become the platform for learning.

 

To provide an appropriate task for the participants, brief and fulfil any prescribed supporting role.

 

 

 

2. Gateway to Learning

2-the-gateway-to-learning

Fig 2: Participants in Saudi Arabia

A virtual gateway which every individual must pass through to enter the Learning Arena™. There are two criteria individuals must meet to pass through this gateway:

bullet-white they must want to learn, and

bullet-white they must want to understand how to make the most of the learning opportunities.

 

To shift participants' focus from tackling a task to seeing it as a platform for learning.

 

 

 

3. Individual and Group Reviews

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Fig 3: individual reviews

The first step is analysing the activity. The purpose is for everyone to identify and understand the key aspects of the activity and their role within it.

 

To stimulate thought and guide thinking into areas that will provide significant and appropriate learning.

 

 

 

4. Identify the positives

4-identify-the-positives-kit

Fig 4: a group review to identify positives

Spending time analysing and understand what went well and why helps build participants’ self confidence and self esteem.

 

Ensure individuals spend time identifying and valuing the positives aspects of the way they tackled the task and understanding why and how they happened

 

5. Build on the positives

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Fig 5: Building on positive behaviour releases untapped potential

Building on the positives is about finding ways consider how greater value can be gained from existing skills, abilities and attitudes.

Ensure individuals consider how the positive elements can be put to greater use either as they are or with some adaptations.

6. Develop Ideas to overcome / improve upon the negatives

6-develop-ideas-to-over-come-negatives

Fig 6: Developing ideas (simplified chinese)

This process is problem solving in action, but care needs to be taken as swamping people with ‘bad news’ before seeking any positive outcomes can be de-motivating.

 

Ensure individuals think through the 'okay' as well as the negative aspects in a constructive way, turning them into opportunities for improvement which people can both relate to and commit to tackling. It may be necessary to help generate priorities.

7. Evaluate and select ideas to be tested / implemented
.

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Fig 7: A facilitated evaluation

Evaluating all ideas before any selection or rejection takes place can make the selection process easier, more rational and generate commitment to planned implementation and further refinement

 

Ensure individuals follow all of the steps, taking time and working things through for themselves: this is the best way to to develop real understanding and commitment for change and implementation.

8. Implement learning in new activity

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Fig 8: Participants implement new learning

Chosen ideas can be either tested in a 'safe' learning environment or implemented in a 'real' situation.

 

Consider whether or not individuals need more opportunities to develop understanding or skills in a training environment before using them 'for real'. Either provide a new learning activity or support for learning transfer.

9. Gateway to more learning

9-gateway-to-more-learning-

Fig 9: Participants enter the Learning Arena once again!

Testing and implementing create new learning platforms and opportunities to enter new Learning Arenas.

 

Ensure that individuals understand the importance of reviewing their progress as they implement their learning. This may involve providing additional support; themselves, through their line manager, via documentation and diarised review processes.