Experiential Learning and Its Application

Concrete Experience

A young, dark-haired woman who loudly introduces herself as Nicola arrives to begin my computer-based training program -- CROSSFIRE -- the central student database, scheduled for 3 o'clock, at the university. I introduce myself, as well, accepting the training guide she proffers. Nicola, once again in the same loud tone, tells me that we will get started once she logs me in. Her loud volume has me wondering whether she is experiencing nerves or not. After having organized a couple of chairs, I feel rather disappointed when the trainer decides to take the driver's chair. I feel I should be able to log myself on and know how the screens look. I've lost the opportunity to point that out, however, since she's logged in already, and has taken off like a jet. After reclaiming the manual, she attempts to show me two extra pages of information, while her hands go flying in all directions over the keyboard. She informs me that F8 is for clearing the screen, and F4 moving forward to the next screen.

"F6 is to exit and F9 ... don't fret over these things for now," she says. Finally, I understand that the added information comprises instructions regarding reports and forms 'for Uldreg, Zoaster, Zoonit, and things like that' according to Nicola. I am clueless about what those terms stand for and everything is moving overly fast. At a certain basic level, I feel I'm seriously lacking something -- maybe a pre-knowledge I must be possessing has escaped me. She pulls me out of my thoughts by booming in my ear "You look rather worried." What with her jargon and the pace she is going at, as well as an inward concern that I'm being secretly trained on some pilot program for goodness knows what, my internal critic has begun arguing with me about having high expectations (a constant, common theme). My lighter side tells me she is quite approachable and friendly. I settle on small talk. Being posed the question "Does CROSSFIRE signify something?" her face goes blank; there is a significant break in her bodily and verbal communications. I press further, asking her whether it's an acronym. "I have no clue. Nobody's ever asked something like that before," she says. Her cellphone rings and she effectively cuts off our conversation to answer it. This is when my dark-side surfaces. Concern and dismay get replaced by annoyance regarding poor structure, basic courtesy, and inadequate facilitation (Hailstone, 2008).

Reflective Observation

When I think back to the training session on CROSSFIRE, I understand that apart from the informal and impromptu nature of training as well as inappropriate application of jargon, added obstacles were also present for trainee as well as trainer. These involved the university IT Department's negligence in installing a couple of connected, additional software programs, in addition to inaccessibility of a LAN (Local Area Network) printer. The session was rendered much less-than-perfect due to these issues, since important information could neither be printed nor modified; furthermore, it wasn't possible to carry out practical exercises. The added hassle of an extraneous phone call along with the trainer's tendency to speak in loud volumes, made the session look unprofessional, disjointed, and ineffective. While the overall duration of the session was an hour and a half, subject matter covered and knowledge gained constituted not even 50% of allocated timeframe. Therefore, by the time the session concluded, dismay with regard to format and style was replaced by derision regarding the university. I was stunned that such a high-profile, public organization, which explicitly calls itself an 'organization for learning' (for both students and staff) could fare so poorly. Moreover, since the session was clearly for instrumental learning, the trainer opting for the driver's seat while deciding upon not instructing me had me baffled. Likewise, I couldn't fathom why there was no system overview included at the start, or at least, in the provided manual. With the boundaries between this program and another widely employed university student database already mixed up in my brain, the lack of this overview hindered my learning experience right from the start.

Abstract Conceptualization

The above learning experience posed two key issues: voice modulation's import as an element in facilitation and lack of compliance with an organizational learning model. Workplace learning is explained by the ANTA (Australian National Training Authority) as any training/learning carried out at one's place of work (ANTA, 2015, p. 2). This definition includes on-site training not performed in the actual job location. Notably, ANTA highlights that a key element of workplace instruction is its association with business strategy. In the above case of a university, training temporary staff members (notwithstanding training caliber) appears to correspond to this condition (ANTA 2002).

Peter Quarry, presenter and author of Coaching on the Job (1992) suggests a five-step workplace learning model -- Determination of Need, Explanation, Demo, Practice, and Learner Feedback. The model is conveniently adaptable and highly transferable for on-the-job instruction or coaching, and may be used for facilitating transfer of different types of basic or instrumental knowledge (Quarry 1992). When training has already been scheduled, it implies that need has been determined already- i.e., the first step has been taken care of. Bearing in mind the remaining four categories would help transfer information effectively. Just as active listening encourages listeners to not just hear, but listen as well, effective voice usage prompts learners to both learn and hear. A lecturer using a sing-song voice or a loud-voiced meditation instructor will most definitely be ineffective. F. Sofo in the 1999 work, Human Resource Development, explains the aim of facilitation to make things easier. Incorrect pitch, tone, or voice style potentially makes learning more difficult, obstructing learning agility as well as ability (Sofo, 1999).

Active Experimentation

I am awaiting a train at the station on one cold morning. My brain begins wandering to vague areas (e.g., university study) -- a habit of mine. I pose the following question "Have you heard the famous quote on learning by Thomas Merton?" to a man nearby. Glaring indifferently, probably since it's not even 8 am and I'm in such a philosophical mood, the man replies that he cannot precisely recall it. I launch into a speech "Merton says that the least learning takes place in the schoolroom. I've been dwelling on these words for some days in connection with my studies. Yesterday, in fact, following a workplace conflict, I sat at the park and seriously contemplated it. I believe Merton indicates something fundamental with regard to learning. I may utilize it in an essay on human resources." The man asks me what connection may possibly be present between Merton's quote and Human Resources, my actual subject of study.