What is experiential learning in the workplace and what are its benefits?

‍

Experiential learning is a widely used approach in workplace learning and development. It focuses on learning through experience, reflection, and application rather than passive instruction. This guide explains the definition, examples, cycle, and practical activities associated with experiential learning.

‍

Experiential learning definition

Experiential learning is a learning approach in which individuals develop knowledge and skills through direct experience, structured reflection, and application. From an L&D perspective, this refers to the process of learning workplace skills or knowledge through direct experience. 

Experiential learning theory is grounded in the idea that knowledge is created through the transformation of experience. The learner does something, thinks critically about the outcome, identifies what did or did not work, and adjusts their behaviour accordingly. 

Over time, this cycle builds both their practical skills and their judgement in real-world contexts.

One of the most widely recognised frameworks for experiential learning is Kolb’s experiential learning cycle. Educational theorist David A. Kolb developed his Experiential Learning Theory in 1984. In his book Experiential Learning: Experience as the Source of Learning and Development, Kolb described learning as a cyclical process grounded in experience, reflection, conceptualisation, and experimentation.

His work built on earlier ideas from thinkers such as John Dewey and Kurt Lewin, but Kolb’s model gave the term “experiential learning” a clear structure that is still widely used in both education and workplace learning today.

‍

Experiential learning example

Here’s an example of experiential learning in the workplace: 

A newly promoted manager is preparing to lead their first performance review cycle. Rather than only completing an elearning module on feedback techniques, they are given the opportunity to run a live performance conversation with guidance in place.

They hold the meeting, navigate challenges in the moment, and observe how their communication style impacts the employee’s response. Afterwards, they reflect on the conversation with their HR team, discussing what landed well and where clarity could have improved.

Armed with that insight, they approach the next review differently. Each experience builds confidence and capability. The learning is anchored in action, rather than theory alone.

‍

Experiential learning FAQ’s

1. What is the experiential learning cycle?

Experiential learning is often described as a continuous cycle, for example:

1. Having a concrete experience
2. Reflecting on that experience
3. Forming new ideas or conclusions
4. Applying those ideas in a new situation

This cycle repeats over time. Each new experience becomes an opportunity to refine skills and improve understanding.

‍

2. How can organisations support experiential learning?

Experiential learning requires structure and intention.

Organisations can support it by creating opportunities for stretch assignments, secondments, simulations, and project-based work. Structured reflection is equally important. This can take the form of guided debriefs, peer discussions, coaching sessions, or digital reflection prompts within a Learning Management System.

It also helps to create safe environments where employees can test ideas and learn from mistakes without fear. When people feel supported, they are more willing to experiment and grow.

‍

3. How do you reference Kolb’s experiential learning cycle in workplace learning?

In workplace learning, Kolb’s experiential learning cycle is usually referenced as a practical framework for designing development that moves from experience to reflection, insight, and application. The model was developed by David A. Kolb in 1984 in his book Experiential Learning: Experience as the Source of Learning and Development.

When referring to it in organisational content, it is common to acknowledge Kolb as the originator of the four-stage cycle and briefly outline the stages: concrete experience, reflective observation, abstract conceptualisation, and active experimentation. In most internal learning materials, a concise reference to Kolb’s 1984 model provides sufficient context without requiring formal academic citation.

‍

4. Is experiential learning a pedagogy?

Experiential learning can be described as both a theory of learning and a pedagogical approach. As a theory, it explains how individuals learn through experience, reflection, and application. As a pedagogy, it shapes how learning is designed and delivered.

In practice, experiential learning influences the structure of programmes by prioritising real-world tasks, simulations, and structured reflection. Rather than focusing solely on information delivery, it centres learning around action and insight.

‍

5. What are experiential learning activities?

Experiential learning activities are tasks that require learners to actively participate, reflect, and apply their understanding. These activities place experience at the heart of the learning process.

Examples include simulations, role play, on-the-job projects, case-based discussions, stretch assignments, and scenario-based digital learning. The key feature is not the format itself, but the inclusion of reflection and application, which transform activity into meaningful learning.

‍