Playing with Purpose: How Experiential Learning Can Be more than a Game

Citation

Hughes, L. (2012), "Playing with Purpose: How Experiential Learning Can Be more than a Game", Leadership & Organization Development Journal, Vol. 33 No. 2, pp. 218-220. https://doi.org/10.1108/01437731211203500

We believe that the real learning can only be said to have taken place when, back in the “office”, something changes as a result of the intervention” (Hutchinson and Lawrence, 2011, p. xiv).

An instructional method increasingly discussed in colleges and universities globally is that of experiential learning. This volume does not address service‐based experiential learning becoming more common in the United States, but the classroom application of concepts in the style of Kolb AND Fry's experiential learning theory (1975). The adaptation offered by Hutchinson and Lawrence in Playing with Purpose provides the reader with a strong theoretical underpinning and modern academic togs. This is not the only text available on this topic. However, these authors suggest strongly that the reader focus on the application of the learning rather than assessment of what happens in the learning environment, or at the end of the learning process. In their words, their research question is, “is it possible to facilitate and extract real learning from artificial situations?” (p. xiv).

This volume contains three parts that organize eleven chapters. Parts one and two each contain a single chapter and the third part houses the remaining nine chapters. Although the chapters are segmented in a way that makes sense to the reader the table of contents looks oddly truncated in that there are two, single‐chapter sections. Despite this Part I's Chapter 1 explores concepts and skills necessary for designing and facilitating the experiential learning experience. Chapter 2, in Part II, explores the transfer of experiential learning from the classroom to applied practice. Last, the Part III chapters each contain a development issue with approaches and suggestions unique to each. Helpful is a short preface entitled “Why read this book and how to use it.” In it, the authors identify the source of their inspiration for writing this book and in unselfishly sharing the invaluable insights contained herein. The mission of this endeavor is followed by a brief summary of the book's contents as well as permission and strong encouragement to the reader to use everything provided. Additionally, the authors provide a collection of figures and diagrams sprinkled throughout the book. Many text and trade books offer simplistic representations of the authors' theoretical underpinnings, but the visual aids provided by Hutchinson and Lawrence add value throughout. The best example is the adaption of the Kolb learning model presented early in the book. Others, such as the Johari Window and Tuckman's team development model, are provided in Part III to remind readers of their respective contributions to, in this case, facilitating team processes and development. At the end of the book the authors provide reference by chapter as well as a supplemental reference list.

Defining and exploring the origins of experiential learning is the topic of Chapter 1. Hutchinson and Lawrence emphasize within the opening paragraphs of the book, and reinforced throughout the book, the absolute necessity of the facilitator's undivided focus on learning and not an experience. Sources of inspiration are enumerated and addressed, complete with a series of practitioner exercises. This reviewer attempted several of the exercises and found them to be useful in invigorating creative thinking around developing meaningful, hands‐on teaching and training exercises. For example, and probably the most personally impactful, was the “critical realism” exercise that calls for the reader to face reality and assess, an all honesty, whether or not the elements of the exercise are appropriate to the training context (e.g., using planks and ropes for a teamwork exercise in a limited space).

In Chapter 2, the authors enumerate ten review learning strategies that are immensely useful in facilitating learning. These follow another admonition to focus on learning and not on the experience itself. One central theme that resonates strongly throughout this chapter is that debriefing should be about the learner and not about the instructor or trainer. Other themes include empathy, and using an evidence‐based approach. The take away is, again, to provide a lesson and to reinforce it so that the training or instruction transfers and is not simply a memory of the experience itself.

“The developer's toolbox” is the title of Part III. This label is apt for the nine chapters, eight of which specific development issues, such as “helping teams work,” “dealing with change,” and “exploring diversity issues,” to name three, are showcased. Practioner examples and exercises are copious sprinkled through Chapters 3 through 10. These exercises range from the commonplace, such as several of those offered in Chapter 5 (building personal effectiveness) to challenging and thought provoking as are offered in Chapters 6 (dealing with change) and 7 (producing creative and critical thinkers). The eleventh chapter is an abrupt conclusion to the book that does little more than wish the reader well and provide acknowledgement. A more thorough conclusion to the otherwise valuable contribution of this book would be welcome. A future edition should contain a more thorough recapitulation of the book.

In an age when students and trainees demand relevance in all learning endeavors Hutchinson and Lawrence's book Playing with purpose answers this need. This succinct explanation and guidebook for instructors and trainers admonishes (and reinforces!) the need to focus on triggering and reinforcing learning rather than focus on the experience of learning itself. This reviewer suggests that anyone in training and development or related college courses read this book and approach the exercises provided with all honesty and effort. This book is not an approach to service‐based experiential learning. Readers looking for guidance on providing community service learning experience should look elsewhere.