experiential platform. These learning orientations align with the transformative EI
learning model (Nelson & Low, 2011).
Experiential learning has strong connections with leader development. Leaders
have a fundamental duty to avail learning opportunities, and to acquire facilitation and
communication savvy, which are usually grounded in experiential activities (Marquardt,
2011b). “Much of the skill essential for effective leadership is learned from experience,
rather than from formal training programs” (Yukl, 2010, p. 467). Goleman (1998)
provided similar advice. In describing four perspectives of learning as offered by Illeris
(2007), three of them relate directly to experiential learning, as noted below:
- Outcomes of the learning processes that take place in the individual [emphasis
added]. - Mental processes that can take place in the individual [emphasis added].
- The interaction processes between individuals [emphasis added] and their
material and social environment.
Four experiential learning theorists merit further attention: Dewey; Piaget; Kolb;
and Illeris. An elaboration of their contributions follows.
Dewey. The concept of pragmatism is attributed to Dewey (Elkjaer, 2009).
Pragmatism is “concerned with the consequences of action and the attributions of
meanings to phenomena ... thinking is to use concepts and theories to define a problem
and, as such, is part of the result of inquiry” (Elkjaer, 2009, pp. 76-77). The relationship
between learning and experience is organic, so much so that Dewey (1938) accorded the
concept of experience vis-à-vis education as a theory and philosophy. “Everything
depends upon the quality of the experience which is had” (Dewey, 1938, p. 27) – to that