ABSTRACT
In this chapter, the author will address the training delivery itself and the implications of working with REALs, experiential learning, simulations or any other learner-centred learning methodology. Genuine facilitation of learning requires the facilitator to lead the learners around the experiential learning cycle. Creating and managing an activity that will provide a powerful learning experience is a daunting prospect for a trainer and brings into sharp focus the responsibility an adult educator carries. If we are working with pure experiential learning methodology any learning that is of value to the learners is encouraged. However, when we use active REAL learning techniques in organisational training we are generally working with a set of quite specific learning objectives and themes. It is clear that in this process of pattern making and pattern breaking the trainer is acting as a mirror for the learners. Later the author, will focus on the importance of reviewing experience in order to draw learning from it.
