The experiential learning model is based on a cyclical learning process of four separate but interlocking procedures. The emphasis is on the direct experience of the learner – as opposed to the second-hand experiences garnered through other approaches.

The experiential model is also an inductive rather than a deductive process. The participant discovers for him or herself learning offered by the experiential process. Their discovery may be facilitated by a leader, but, in the end, the participants find and validate their own experiences.

This is the experiential approach to learning. It is based on the premise that experience precedes learning and that the learning, or the meaning to be derived from any experience is determined by the learner. Any individual’s experience is unique to him or herself; no one can tell them what they are to learn, or gain, from any activity. Probable learning can, of course, be devised, but it is up to participants to validate these for themselves.

Four revolving steps are included in the experiential model.

Experiencing ; Reflecting ; Generalising ; Applying

Experiencing

The process usually starts with experiencing. The learner becomes involved in an activity; he or she acts or behaves in some way or does, performs, observes, sees, says something. This initial experience is the basis for the entire process.

Reflection

Next the learner needs to reflect on the experience in order to better understand what happened and why, and to come to terms with his/her own feelings about the event he/she needs to answer questions like:

• what happened and in what sequence?
• how did it feel?
• how successful was the behaviour?
• what did he or she do?
• what did the other person do?
• what was said?
• how did others react?
• what worked? – why?
• what didn’t work? – why?
• how could the situation have been handled differently?

This process of reflection helps the individual understand the activity which has just been experienced and increases the possibility of learning from it.

Generalising

Flowing logically from the reflecting step is the need to develop principles or extract generalisations from the experience. Stating learning in this way can help learners further define, clarify and elaborate them.

Applying

The final step in the cycle is to plan applications of the principles derived from the experience. The experiential process is not complete until a new learning or discovery is used and tested behaviourally. This is the “experimental” part of the experiential model. Applying, of course, becomes an experience in itself, and with new experience, the cycle begins again.

Learning in this experiential way does secure a high degree of knowledge retention and tends to stimulate a continuous desire for self-development.