Training systems
Requirements for Training / V14 2023-12-04
Reflection and Experimental Learning
Reflection is an important part of the learning process and must be facilitated in all learning activities. Participants develop a positive attitude towards the subject and enhanced behaviours in the work situation when they succeed through trying things out on their own, bringing their relevant experience into play and using learning points from feedback. Kolb’s learning cycle 3 illustrate four phases of the learning process: 1) active experimentation; where the participants test their understandings and abilities 2) experience; where the result of the action is detected 3) reflection; to what extend the result of the experimentation was expected, 4) conceptualisation; where participants conclude what worked well or what should be improved in the next experimentation phase
Figure 2 Annex 4 – Kolb’s Learning Cycle
Active experimentation is not only intended for practical training, as reflection and expressing one’s understandings, thoughts and beliefs are also active experimentations. Therefore, the learning cycle is applicable in all learning domains (knowledge, skills, and ability).
Note
Feedback
The aim of feedback is to reduce the gap between the participant´s current performance and a desired goal. 4 Feedback is by far the most effective way to generate reflection and so learning. 5
At the basic taxonomic learning level, feedback must be provided to correct faults and encourage the participants to engage further. At the advanced level, feedback is more about coaching participants to find their own solutions. Hints to participants helps them figure out how they can do better and how to modify and develop their knowledge and understanding relative to the learning objective.
On the advanced level, feedback must be conducted in a dialog where exploratory questions are the generator for the participants’ reflections. (Examples are provided in the taxonomy in relevant sections).
Fidelity
3 David Kolb (1984). Experiential Learning. Experience as the Source of Learning and Development
4 John Hattie & Timperley (2007). The power of feedback
5 John Hattie & Gregory Yates (2014). Visible Learning and the Science of How We Learn
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