Diagnosing Optimum Learning Situations

Abstract

Have you ever had an experience similar to this? Having decided to use appropriate adult learning theory principles, you have just employed an experiential learning technique with a group of trainees. So far as you can ascertain, the trainees successfully identified the important learning points. You have just started congratualting yourself on a well run session, when a trainee approaches you. “That was a waste of time,” the trainee says. “I understand the main points listed after the discussion, but I don’t see how those points developed out of the exercise we did.”

Citation

Smith, B. (1986), "Diagnosing Optimum Learning Situations", Journal of European Industrial Training, Vol. 10 No. 3, pp. 3-6. https://doi.org/10.1108/eb014230