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The first article in this series described the events of an In‐Company Training Course from Sunday evening to late Tuesday afternoon. John Teire and David Allner of Simulon find that conventional descriptions of the experiential programmes they are running for organisations do little to inform the reader. For this reason, these articles are written from the point of view of Ray, who is a course member, and the story continues from the Tuesday evening of his course.

Course delegate, Ray, is in a difficult situation on his company training course. He has fallen out with a number of people and is learning one or two things he hadn't faced up to before from the experience. This last article in the series is written from the point of view of the trainee; the authors David Allner and John Teire of Simulon find that conventional reporting of Experiential Training programmes does more for the writer than for the reader. It is based on work they have been doing with Leyland Cars.

In experiential learning the lessons are taught by causing certain experiences to happen to the learner. What does it feel like to be exposed to such learning? Experiential learning is learner‐oriented; it is notoriously difficult to describe. We invited the authors to attempt to communicate it by using a learner‐oriented approach.

Learning through experience and participation in training courses may be old hat to some. But in general, the training manager who is dissatisfied with the conventional approach does not find it easy to change his courses in this direction. This article is based on the authors' work with a number of organisations in introducing experiential training, and reflects the thoughts, problems and objectives of doing so as seen through the eyes of company training manager, Jim …

IT IS AN AXIOM that engineers never stop learning. Every fresh job is a fresh challenge that must be met and overcome.