Action Learning in Action: How Business Students Strengthen Their Knowledge Bases through Work-Based Experiential Methods.

The use of service learning as a means of training future business leaders is advantageous when used as part of learning process and an introduction to problem solving. This study will review how student knowledge can be enhanced when the learning process is linked with real world experiences such as internships, apprenticeships, cooperative education programs, and when a student is assigned a mentor. This infusion helps students make a connection between classroom instruction and real business problem solving (Woods 1997). For this position paper the term “Action Learning” will be used as a surrogate for the various forms of learning available outside the classroom. According to Raelin (2000), work-based learning is much more than the traditional experiential learning component in a student’s learning process. He contends that experiential learning (such as the case approach that consists of adding a layer of simulated experience onto conceptual knowledge) falls short when it comes to enhancement to the real world business link. On the other hand, a work-based learning experience can be “layered” with real-world business practice onto the conceptual theory taught in the classroom. When in practice the learner builds confidence as he or she consciously reflects on challenges of their practice, they can engage in problem solving, data gathering, action, evaluation, and share that knowledge with others they are practicing with, because their understanding is best achieved through action. Therefore, the connection between the instructor’s transfer of a concept along with theory and students’ true comprehension is best achieved through practice. Raelin (2000) differentiates the concepts of explicit vs. tacit knowledge, in that explicit knowledge is transmitted in a formal systematic language such as a lecture, while tacit knowledge is deeply rooted in action and involvement such as doing. The results of explicit knowledge is the learner’s conceptual understanding of a concept, whereas tacit knowledge represents the learner’s skill in doing something, and the latter can be either mental or physical (or both). Conventional learning methodologies tend to be theory- based classroom experiences relying on explicit knowledge. To give a concrete example, a student may learn the theory of how to play a guitar through explicit knowledge without experiencing the tacit knowledge of holding the instrument, depressing the strings against the frets, and strumming the strings. Without a hands-on experience, the learner can be left with the impression that problems are nestled into neat little packages as with questions at the end of a case study or using a SWOT analysis as the only experience. What also needs to be considered is that students learn through work at an individual level and that actual experiences provide knowledge from challenges, making mistakes, problem solving, and taking action based on a decision made by the learner. Lightfoot (2005) highlights Chickering and Gamson’s (1987) “Seven Principles” of learning. These seven principles were developed to clarify activities which should be incorporated when teaching undergraduates: 1. Develop reciprocity and cooperation among students so they can work together to encourage peer learning and practice group skills, in preparation for real world experiences. 2. Encourage contacts between students and faculty (one of the most important characteristics of a successful class). Students need to overcome intimidation of those in authority.