BLOG

Reading about how to do something isn’t the same as doing something. If you want to learn to fish, you need to master the use of a fishing pole. The same concept can be applied to corporate training. Smart facilitators don’t tell people how to do things. They use experiential learning techniques to foster skill development.

The idea behind experiential learning is that people learn best by doing. Instead of listening to a lecture, they learn by trying things out, taking action or reflecting on past experiences. Your job, as the group leader, is to ensure that positive learning emerges (even when individuals experience setbacks, challenges or ‘failures’). This is why having a grounding in positive psychology training techniques will help you use experiential learning methods with better results.

Internships are an example of experiential learning. Interns develop their skills by observing the work of experienced individuals in their fields. They also have the chance to apply their skills and knowledge under supervision. Experiential learning in a business setting offers the same benefits.

David Kolb is credited with developing an easy-to-apply model of experiential learning. He defined four components of experiential learning, all of which align well with positive psychology techniques.

• Concrete experience
• Reflective observation
• Abstract conceptualisation
• Active experimentation

What does this mean for your work as a facilitator or training? To use experiential learning techniques, you need to provide opportunities for learners need to be actively involved. Then you need to help them reflect on their experiences and develop ‘wisdom’ and understanding. Finally, you need to encourage learners to develop plans for building on their knowledge and continuing to reflect on their results. Repeating the cycle allows individuals to continue growing and developing.

Here are some techniques that trigger experiential learning:

• Role play
• Real play (in which learners share a story and re-enact it)
• Simulation
• Action learning projects
• Review-and-reflect written activities

Are you keen to start using experiential learning techniques? Great idea! They can be used in a huge range of contexts. Start by mastering these four skills, without which activities are simply space-fillers in a training session.

1. Activity design
2. Framing and briefing
3. Feedback and coaching
4. Debriefing

Yes, learning to facilitate experiential activities does take time. However, it’s time worth investing. Ultimately it will lead to faster, more sustained learning. It’s also a useful way to begin building critical thinking skills in your learners. It allows them to use their existing skills and knowledge, which promotes confidence. It also encourages people to explore new concepts and solutions, boosting problem-solving skills.

Want to master experiential learning techniques? Enrol in a trainers’ master class with Eleanor Shakiba today.

About the author: Eleanor Shakiba

Eleanor is a specialist in positive psychology training. Her core strength is creativity, which she expresses in the training room through storytelling and visual design. She has dedicated her career to helping experienced professionals break through glass ceilings by developing their confidence, communication skills and leadership mastery. Eleanor is qualified in a range of fields including Social Anthropology, Positive Psychology, Counselling, Coaching, Adult Education and Neuro Linguistic Programming. She is also the author of the Positive Psychology Toolkit for HR and L&D Practitioners. This is a free resource for trainers and facilitators.

I’ve been using NLP training techniques since 1995. They’re still my favourite techniques because they are versatile, engaging and effective. Some trainers define NLP as ‘the difference that makes the difference’. I like that definition because NLP has impacted my own training style in many positive ways.

So what makes it so special? Basically, NLP codifies the skills associated with excellent performance. It gives you ‘recipes’ for doing things well. In training contexts, for example, you can use these recipes to:

• Use language patterns that help people learn
• Tell great stories
• Move with purpose and impact on stage
• Structure each section of your session to enhance unconscious learning

This list is just a starting point. In my trainers’ retreats I cover 20 NLP techniques. My favourite, though, is stage anchoring. It is versatile and fun.

In NLP, anchoring involves deliberately creating a connection between a stimulus and a response. It’s a great way to influence the way your audience responds to different types of content. For example, if I’m working with a potentially hostile audience, I record their objections or complaints on a whiteboard. Then I cross to the other side of the room and stand in front of a strategically placed flipchart. I ask the group to suggest solutions to all their ‘problems’. The ideas are recorded on the flipchart, which is then stuck on the wall. Next, I wipe the whiteboard clear of complaints and move centre stage to wrap up.

This sequence of movements looks ‘spontaneous’ but is carefully staged to anchor the key stages of solution focused thinking. The group soon picks up the habit of being positive and solution oriented whenever I stand in front of the flipchart: which is exactly what I want. This is just one way that anchoring can be used to influence group dynamics and enhance learning. I love experimenting with anchors and I am sure you will, too.

About the author: Eleanor Shakiba

Eleanor specialises in positive psychology and NLP. She works with HR and L&D teams create vibrant organisational cultures, by delivering training that makes a difference. Eleanor’s qualifications include degrees and diplomas in Social Anthropology, Positive Psychology, Counselling, Coaching, Adult Education and Neuro Linguistic Programming. Her passion is fostering the success of ‘positive deviants’ in the workplace. Download a copy of Eleanor’s free ebook Positive Psychology Toolkit for HR and L&D Practitioners .

Want learners to acquire skills that stick? It’s time to add action learning components to your training. Action learning is a highly practical form of experiential learning. It involves completing a project, action or task and then reflecting on results. During action learning, your group participants question their actions and learn from their mistakes. This encourages them to develop their problem-solving abilities. More importantly, it builds skills that will last over time.

Action learning has evolved over the years. It has become one of the most effective corporate training models. The concept was first developed in the 1940s by Reginald Evans. During his training as a physicist, Evans paid attention to the habits of his most successful peers. He noted that group interaction between scientists promoted learning and boosted creativity. Scientists who shared ideas and reflected on each other’s work were more likely to succeed. Based on his observations, Evans developed an action learning formula.

The basic formula consists of learning, programming, and questioning. However, many organisations have adapted the formula to suit the corporate world. In organisations, action learning starts with identifying a problem. The group then assesses the problem and suggests actions. After acting, the group reflects on the outcome with an action coach.

To facilitate action learning, you need to guide your group participants through 4 key steps.

1. Identifying a real problem
2. Designing possible solutions
3. Taking action
4. Reflecting on the outcome

Action learning is typically used to resolve urgent or significant problems. This increases learner motivation and encourages people to take immediate action. What’s your role in this as a trainer? To prompt learners to identify meaningful issues to work on. Next, you need to help them design possible ways to address their issue/s. Make sure they have concrete action plans in place.

Step three (taking action) is the most important part of action learning. Learners return to their workplaces and implement their projects or action plans. You, as their support person, coach as this happens. When projects are completed, the learning cohort should meet. Your role at this stage is to guide reflection and learning. Try giving learners templates and questions to keep this stage of action learning on track.

Action learning works best when it’s guided by a skilled facilitator. It’s a tried and tested technique that promotes greater collaboration. To make it work for your organisation, remember to encourage people to assess problems together instead of individually. Share solutions and ask open questions.

Want to boost your training and facilitation skills? Enrol in a trainers’ master class with Eleanor Shakiba today.

About the author: Eleanor Shakiba

Eleanor is a positive psychology trainer. She designs bespoke programs for organisations and individuals who want to promote ‘positive deviance’ in business. Her expertise in teaching social and emotional intelligence skills makes Eleanor a highly sought-after facilitator. Eleanor’s qualifications are in Positive Psychology, Social Anthropology, Counselling, Coaching, Adult Education and Neuro Linguistic Programming. Eleanor is the author of the Positive Psychology Toolkit for HR and L&D Practitioners.