Based on research by Rich Miller, DBA and Rosemary Maellaro, PhD
Experiential learning alone does not guarantee that students will accurately conceptualize content, or meet course outcomes in subsequent active experimentation stages. This study modifies the experiential learning cycle with a unique combination of a root cause problem-solving tool and collective reflection to enhance the experiential learning process.
Key Points
- Experiential learning consists of experience, reflective observation, abstract conceptualization, and active experimentation.
- However, there is no guarantee that students’ reflective observations will ultimately lead to more accurate abstract conceptualizations. Hence, there are no assurances that students will realize improvements in the next active experimentation phase.
- This research demonstrates that through Root Cause Problem Solving, students realize the benefits of differentiating between symptoms and causes during the reflective observation phase.
- Incorporating Root Cause Problem Solving with experiential learning enabled students to not only resolve the problems at hand, but to also minimize the likelihood of repeating the same mistakes in the future.
Why This Matters
- The ability of students to determine root causes to problems and generate more effective future applications through collective reflection allows students to move beyond the simple acquisition of knowledge.
- Embedding Root Cause Problem Solving in the experiential learning cycle enables students to achieve improved grades, greater achievement of learning objectives, and more positive student learning experiences.
Based upon the following peer-reviewed manuscript: Miller, R. J., & Maellaro, R. (2016). Getting to the Root of the Problem in Experiential Learning. Journal Of Management Education, 40(2), 170-193
This article was selected as the 2016 Best Article by the Editors of the Journal of Management Education.
