Pillar 4: Experiential Learning

There in two nutshells, you have it. It is accepted wisdom that people learn best by doing, not talking about doing. I have called this chapter Experiential Learning to stress the importance of ‘learning by doing’. It is also known as ‘rehearsal training’, practising before the real event. Military war games are a classic example, where the reality of war is simulated to gain insight into how participants react in situations of stress, which test leadership behaviour. They are taught by people who have led, who have been in the heat of battle. They rehearse the experiences they are likely to encounter in battle and learn from experience. Formal rehearsal training is not widespread in the private or public sectors although I will give some examples where this does occur. It seems rehearsal training is largely limited to operational levels—i.e. Work Levels 1–3, which is typically 99 %+ of an organization’s workforce. Strategic learning outcomes are harder to simulate although behavioural learning is possible at all levels. As Alaric Mostyn’s research shows, executives at strategic levels are not always noted for teamwork, but this can be learned via simulation. In terms of career development the key form of experiential learning in both the military and best civilian organizations is delivered via a sequence of different learning assignments usually involving a change of job, orchestrated on the basis of an individual’s development needs. This is known as career planning or ‘tracking’ in the best organizations, which may be facilitated with coaching of key individuals. Thus I will use the words rehearsal and experiential training interchangeably. It is important to bear in mind during this chapter Aldous Huxley’s insight: “Experience is not what happens to a man, it is what a man does with what happens to him.” The challenge for an organization lies in orchestrating what happens to a person to ensure that person learns and grows to full potential.