Malick and Stumph (1998) distinguish between synthetic and natural experiential learning. The first they define “as learning that takes place when the action is in a venue constructed for the learning experience” and may include “cases, games, exercises and other experiences” (p. 25) that are planed and directed to provide practice, illustrate or give insight, or to apply learning. The work place where the learning will be used is a primary natural experiential learning venue. Malick and Stumpf point out that not only is the cost of natural experiential learning higher, but also is it unrealistic to expect certain aspects of learning to occur naturally. However, Mintzberg placed simulations and cases at the bottom of a scale (see figure below) of learning ‘authenticity’ and work-based action learning and reflection at the top (Mintzberg, 2005 in Gardner, Blevins and Taylor, 2006, p. 2).
Gardner, S., Blevins, A. & Taylor, T. 2006. Co-creating professional knowledge through learning partnerships: The WA Police-Edith Cowan University, ASPIRE Officer Development Program. Paper delivered at the Teaching and Learning Forum, 1-2 February 2006, The University of Western Australia. Available on Internet at: http://lsn.curtin.edu.au/tlf/tlf2006/refereed/gardner.html
Mailick, S. & Stumpf, S.A. 1998. Learning theory in the practice of management development. Westport, Connecticut: Quurum.
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