Experiential Learning Cycle (Pfeiffer & Jones)
Pfeiffer and Jones' five-stage cycle is a facilitator's model for running structured experiences: experiencing, publishing, processing, generalizing and applying. It stresses that the stages after the activity matter more than the activity itself, and gives each debrief stage a clear job.
When you need a proven structure for your session
You want to use research-backed approaches to make your sessions more effective.
When a session uses games, simulations, role plays or outdoor exercises and you need participants to leave with insight they can use, not just a memorable experience.
Experiencing
Participants do a structured activity (a game, role play, task or simulation) that generates shared data. On its own this stage leaves learning to chance.
Publishing
Individuals share what they saw, did and felt during the activity. Keep to reactions and observations; do not let people jump to conclusions yet.
Processing
The group looks for patterns and dynamics in what was shared. The facilitator structures this so it goes beyond storytelling.
Generalizing
Participants draw principles about what tends to happen in situations like this, not just in this group. The facilitator can add theory here.
Applying
Participants plan how to use the generalisations in their own work or life. This is the purpose of the whole exercise.
Gives you a tested template to build from.
Budget time for all five stages whenever you plan an experiential exercise, with at least as much time for the four debrief stages as for the activity. Write prompts in advance for publishing, processing, generalizing and applying.
- 1Start with the phase that resonates most
- 2Adapt the framework to your specific context
- 3Don't try to use everything at once
- 4Iterate based on what works for your group
- Team-building and interpersonal skills training
- Simulations and serious games
- Leadership and communication workshops
- Outdoor and adventure learning
- Learning comes from reflecting on experience, not from the experience alone
- Separate sharing observations from drawing conclusions
- Generalise beyond this group
- Application is the reason for the activity
- Facilitators often run out of time and squeeze processing, generalizing and applying into the last minutes, which the authors themselves warn against.
- Close to Kolb's cycle; it adds practical guidance on facilitating the reflective stages rather than a new learning theory.
- The inductive design means exact learning outcomes cannot be fully specified in advance.