Experiential learning – its place in in‐house education and training

Emerald - 2007
EfthymiosValkanos1, IosifFragoulis2
1Lecturer, Department of Ediucation and Social Policy, University of Macedonia, Thessaloniki, Greece.
2Tutor, Hellenic Open University, Patras, Greece

Tóm tắt

PurposeIntense competition, rapid technological changes and modern aspects of management force any enterprise to put emphasis on their personnel and invest in their training and education. In terms of in‐house education and training, experiential learning is chosen to be analyzed in this particular paper. The paper aims to present experiential methods developed by trainers during the process of carrying out in‐house training programs with the aim of motivating trainees to learn through participative experiences and simultaneously adopt for their part another way of thought, action or behavior. It also seeks to examine the reasons why experiential learning is important and the conditions under which this kind of knowledge can be effective.Design/methodology/approachThe paper presents a general review of a range of experiential learning methods.FindingsThe paper results in a useful checklist for developers and trainers to assess the level of experiential learning they are currently offering.Originality/valueThe paper provides definitions of the three types of experiential learning and identifies the key reasons for including these types of developmental activities in any trainers portfolio of approaches.

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Tài liệu tham khảo

UNESCO‐UNEP (1985), International Environmental Education Programme, Environmental Education Series, Vol. 12, Unesco, Paris.

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