Experiential Training

Term Paper, 2011

6 Pages, Grade: B



Experiential training is a whole body of training methods that are used to develop behavioral skills and physical abilities. Role-playing, equipmentsimulations, games, on the job training;behavioral modeling,case analysis and computer based training are some of the experiential training methods that can be used to deliver a training session. It simply means that learning and development are achieved through personally determined experience and involvement rather on received teaching or training, usually in a group through observation, listening, study of theory or hypothesis, or some other transfer of skills and knowledge (Experiential training, 2011).

However we found out that there was really no need to successfully complete these training activities, as incompletion itself would bring some learning. David Kolb, a renowned psychologist in his experiential training model described two different ways of grasping experience: Concrete Experience and Abstract Conceptualization. He also identified that two ways of transforming experience were: Reflective Observation and active Experimentation. Concrete experience will provide you with the information that serves as the basis of reflection and from these reflections we can assimilate the information and form abstract concepts. We afterwards use these concepts to develop new ideas. An example, let’s imagine that you’re trying to learn how to drive a car. Some of us will begin by reflecting by observation of other people actually driving, another person may start abstractly by reading and analyzing a driving instruction book while others will jump directly at the back of the wheel and start practicing how to drive. So at the end of the day the guy who decided to observe will equal the others because at the end of it all he will have learnt how to drive. Same for us though we did not actually finish training, through reflecting by observation we can perform the same way as those who actually finished training. So it’s almost like we trained.

This way we identified the positives from ourselves and we will be able to move forward with confidence. This way we were able to engage both the intellectual and emotional side of us, as a group, we were fully engaged, we learned in the context of our current job and we also enjoyed the dynamic learning situation by been directly involved in the skills that are readily transferable to our current situation. We felt motivated and were ready to improve. The resistance to change might have easily faded away as we were easily allowed to practice what we felt was right by not completing the training activities as we felt we would learn by not completing the training activities stipulated.

Kolb also explains that while the situational variable may be very important, our own preferences play a very important role. People called watchers prefer reflective observation, where I believe we belong while others called doers prefer to engage themselves in the active experimentation. This way we were able to identify the negatives in us and we were able to develop ideas to improve and overcome the uphill task. We were therefore able to apply and select the improvements. This way we were provided with a positive emotional platform which I believe will respond positively and confidently to future learning, even for areas of learning which initially would have been considered uncomfortable.

By not completing the task brought out the role of case study into lime light. This way, the tool which is frequently used for developing interpersonal, decision making and analytical skills within us as trainees was brought out as case study is a very good and cheap tool for developing problem solving skills within individuals (Edwards, 2009). The way we all reason and also as individuals was brought into action.


Excerpt out of 6 pages


Experiential Training
Stanford University
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ISBN (eBook)
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394 KB
experiential, training
Quote paper
Francis Marete (Author), 2011, Experiential Training, Munich, GRIN Verlag, https://www.grin.com/document/279489


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