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D£.zing this phase it is not possible to control or to structure precisely
the experiences which will occur. This is not a problem. Since ex.orienti ]
learning is a process car.prised of several phases, the function of the
"experiencing" phase is merely to establish the initial data upon whil.
the overall process is based.
P,'ocessing
This is a crucial step in the experiential learning cycle. During this phae,
individuals share with others the specific experiences they had during t1:e
previous phase. Tis may happen on an indiyidual basis, in small wcri ,ou s,
or in a full training -group. Individuals share both their cognitive and
affective reactions to the activities in which they have engaged; and du-inq
sharing, try to link these thoughts and feelings together in order to derive
some meaning from the experience. Initially, the experience may or ,may riot
appear to be meaningful to the traiices, however this phase of the cycle
alows them to think throug;h the ex'erience and conceptualize the reasons
for comir tc such conclusions. T! i trainer's role as facilitator is very
importoric durinF, this phase of expc iential learnings. He/she should be
prepared t) help the participants t. , think critically about the experience.
In addition, it is the trainer's rc ;ponsibility to help the particiants
verbalize their feelings and percep;,ions as well as draw attention to any
rcc,:rent themes or patternr which :ppo'r in the trainees' reactions to
che experience. In short, the tra.:ier's role involves helping the trainLes
conceptualize their experiences so that they have some con rete data upon whicih
tz, draw conclusions ari generalizations.
Piocessir, estallishes the context for the next phase of the esperiential
cycle which is "generalizing". Therefore, any experiences which trainees
have duriT.training, whether thor are films, role plays,
field experiences, etc., should be "processed". That is, traint.s !i3ouiu
be given time to reflect on such experiences in order to assess whether
they help facilitate their learning:
Techniques used to facilitate the processing step include:
- groups discussion of patterns and recurring topics and themes
which arise as a result of individual experiences
- generating and analyzing data
- reporting
- interpersonal feedback
- interviewing
- trainees functioning as pr,-cess observers