Creating Holistic Learning Experiences

Facilitating a course or workshop that engages the participant and is easy for you to create is the ultimate achievement. However, to do that, there is a need to instill responsibility and motivation within your participants, which requires some knowledge of adult learning theory and whole person learning approaches.

What is whole person learning? It is based on Roger’s (1980) belief that we learn both cognitively and emotionally in a holistic experience. Organizations are recognizing the value of affect in the training and learning experiences within the workplace. Top needs identified by organizations for managers fell into the emotional and behavioral categories. The integration of affect within the learning experience of has seen measured increases of confidence and self-awareness. Additionally, organizations are reporting that tacit knowledge, enhanced by emotional intelligence, is more abundant as a driver for actions and decisions. Finally, it has been shown that emotional intelligence predicts performance in career, education, and life, as Carmeli and Josman (2006) proved positive relationship between emotional intelligence and task performance.

Even with the knowledge of integrating cognitive and emotional intelligence, there is still the challenge of creating learning experiences systemically to maximize options for a particular workshop or course offering based on the immediate needs of your participants. The agile-inspired instructional design model provides that space while ensuring that the course can still be offered at the end of each phase of the model, improving as each additional phase is completed.

Supporting Sources

Armstrong, S. J., and Fukami, C. V. (2010). Self-assessment of knowledge: A cognitive learning or affective measure? Perspectives from the management learning and education community. Academy of Management Learning & Education, 9(2), 335-341.

Carmeli, A., and Josman, Z. (2006). The relationship among emotional intelligence, task performance, and organizational citizenship behaviors. Human Performance, 19(4), 403-419.

Hoover, J., Giambatista, R., Sorenson, R., and Bommer, W. (2010). Assessing the effectiveness of whole person learning pedagogy in skill acquisition. Academy of Management Learning & Education, 9(2), 192-203.

Kraiger, J., Ford, J. K., Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), 311-328.

Lynch, D., Russell, J., Evans, J., and Sutterer, K. (2009). Beyond the cognitive: The affective domain, values, and the achievement of the vision. Journal of Professional Issues in Engineering Education and Practice, 135(1), 47-56.

Rogers, C. (1980). A way of being. New York, NY: Mariner Books.

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About Marian

My passion is centered around ensuring effective learning experiences that improve people's lives. Developing a learning mindset is my ultimate goal whether working with academic programs or corporate training; formal or informal learning practices. It is my belief that our potential for agility is limited only by our capacity for learning.

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