Experiential learning alone does not guarantee that students will accurately conceptualize content, or meet course outcomes in subsequent active experimentation stages. In an effort to more effectively meet learning objectives, the experiential learning cycle was modified with a unique combination of the 5 Whys root cause problem-solving tool and a collective reflection step. Applying these modifications through multiple iterations of in-class exercises, students in lean operations and leadership courses were able to move beyond treating symptoms of problems and generate more viable alternative actions for future applications of their learning. Improved grades, greater achievement of learning objectives, and positive student reactions provide evidence of the modified experiential learning cycle’s success. A generalized framework for using the modified learning cycle in other management courses is also presented.
Arenas-MárquezF. J.JoséA. D. M.Medina-LópezC. (2012). Interactive learning in operations management higher education. International Journal of Operations & Production Management, 32, 1395-1426.
2.
ArgyrisC.SchönD. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
3.
BellR. G.GilleyK. M.MedailleJ. (2013). Ethics and institutions: Taking a closer look at rewards. Journal of Business Ethics Education, 10, 261-274.
4.
BerdrowI.EversF. T. (2011). Bases of competence: A framework for facilitating reflective learner-centered educational environments. Journal of Management Education, 35, 406-427.
5.
Berman BrownR.McCartneyS. (1999). Multiple mirrors: Reflecting on reflections. In CunninghamL.LesterS. (Eds.), Developing the capable practitioner (pp. 16-32). London, England: Kogan Page.
6.
BoltonR. (1986). People skills: How to assert yourself, listen to others, and resolve conflicts. New York, NY: Simon & Schuster.
7.
Byrum-RobinsonB.HenningB. J. (1997). The defensiveness inventory. In The 1997 annual: Volume 1 Training—The twenty-eighth annual (pp. 139-164). San Francisco, CA: Jossey-Bass/Pfeiffer.
8.
CallananG. A.PerriD. F. (2006). Teaching conflict management using a scenario-based approach. Journal of Education for Business, 81, 131-139.
9.
CartwrightS. (2002). Double-loop learning: A concept and process for leadership educators. Journal of Leadership Education, 1(1), 68-71.
10.
CollinA. (1996). The MBA: The potential for students to find their voice in Babel. In FrenchR.GreyC. (Eds.), Rethinking management education (pp. 132-151). Thousand Oaks, CA: Sage.
11.
CummingsT. G.WorleyC. G. (2009). Organization development and change. Mason, OH: Cengage.
12.
CunliffeA.Easterby-SmithM. P. V. (2004). From reflection to practical reflexivity: Experiential learning as lived experience. In ReynoldsM.VinceR. (Eds.), Organizing reflection (pp. 30-46). Aldershot, England: Ashgate.
13.
DeweyJ. (1938). Logic: The theory of inquiry. New York, NY: Holt.
14.
DrakeM. J.MawhinneyJ. R. (2006). The building blocks of supply chain management. INFORMS Transactions on Education, 6, 28-37.
15.
EmilianiM. L. (2004). Is management education beneficial to society?Management Decision, 42, 481-498.
16.
FulmerR. M.KeysJ. B. (1998). A conversation with Chris Argyris: The father of organizational learning. Organizational Dynamics, 27(2), 21-32.
17.
GaravanT. N.McCarthyA. (2008). Collective learning processes and human resource development. Advances in Developing Human Resources, 10, 451-471.
18.
GearT.RussV.ReadM.MinkesA. L. (2003). Group enquiry for collective learning in organisations. Journal of Management Development, 22, 88-102.
19.
GoslingJ.MintzbergH. (2004). The education of practicing managers. MIT Sloan Management Review, 45(4), 19-22.
20.
GuptaP. (2006). Beyond PDCA: A new process management model. Quality Progress, 39(7), 45-52.
21.
HansenR. S. (2006). Benefits and problems with student teams: Suggestions for improving team projects. Journal of Education for Business, 82, 11-19.
22.
HargieO. D. (1997). Communication as skilled performance. In HargieO. D. (Ed.), The handbook of communication skills (pp. 7-28). New York, NY: Routledge.
23.
KimD. H. (1993). The link between individual and organizational learning. Sloan Management Review, 35(1), 37-50.
24.
KleimanL. S.KassD. (2007). Giving MBA programs the third degree. Journal of Management Education, 31, 81-103.
25.
KnappR. (2010). Collective (team) learning process models: A conceptual review. Human Resource Development Review, 9, 285-299.
26.
KnowlesM. S. (1990). The adult learner: A neglected species (4th ed.). Houston, TX: Gulf.
27.
KolbD. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
28.
KorthS. J. (2000). Single and double-loop learning: Exploring potential influence of cognitive style. Organization Development Journal, 18(3), 87-98.
29.
KumarM. R. (2012). Use of action research to institutionalize organizational learning within TQM. Quality Management Journal, 19(3), 51-68.
30.
LewisM. A.MaylorH. R. (2007). Game playing and operations management education. International Journal of Production Economics, 105, 134-149.
31.
LikerJ. K.MeierD. (2006). The Toyota way fieldbook. New York, NY: McGraw-Hill.
32.
McCarthyP. R.McCarthyH. M. (2006). When case studies are not enough: Integrating experiential learning into business curricula. Journal of Education for Business, 81, 201-204.
33.
MerriamS. B.CaffarellaR. S. (1999). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.
34.
MezirowJ. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.
35.
MichlitschJ. F.SidleM. W. (2002). Assessing student learning outcomes: A comparative study of techniques used in business school disciplines. Journal of Education for Business, 77, 125-130.
36.
MillerS.NunnallyE. W.WackmanD. B. (1994). The awareness wheel. In PfeifferW. J. (Ed.), Library of presentation and discussion resources: Individual development (pp. 62-65). San Diego, CA: Pfeiffer.
37.
OhlssonJ. (2013). Team learning: Collective reflection processes in teacher teams. Journal of Workplace Learning, 25, 296-309.
38.
PedlerM. (1997). Interpreting action learning. In BurgoyneJ.ReynoldsM. (Eds.), Management learning: Integrating perspectives in theory and practice (pp. 248-264). Thousand Oaks, CA: Sage.
39.
PeltierJ. W.HayA.DragoW. (2005). The reflective learning continuum: Reflecting on reflection. Journal of Marketing Education, 27, 250-263.
40.
PeltierJ. W.HayA.DragoW. (2006). Reflecting on reflection: Scale extension and a comparison of undergraduate business students in the United States and the United Kingdom. Journal of Marketing Education, 28, 5-16.
41.
RamseyC. (2005). Narrative: From learning in reflection to learning in performance. Management Learning, 36, 219-235.
42.
RevansR. (1976). Management education: Time for a rethink. Personnel Management, 8(7), 20.
43.
ReynoldsM.VinceR. (2004). Organizing reflection: An introduction. In ReynoldsM.VinceR. (Eds.), Organizing reflection (pp. 1-14). Burlington, VT: Ashgate.
44.
RosenP. A.RawskiG. (2011). An experimental production exercise with LEGO cars. Business Education Innovation Journal, 3(1), 27-32.
45.
RothG. L.SengeP. M. (1996). From theory to practice: Research territory, processes and structure at an organizational learning centre. Journal of Organizational Change Management, 9, 92-106.
46.
SarkarS. A.MukhopadhyayA. R.GhoshS. K. (2013). Root cause analysis, Lean Six Sigma and test of hypothesis. TQM Journal, 25, 170-185.
47.
SatzlerL.SheuC. (2002). Facilitating learning in large operations management classes using integrated Lego(R) projects. Production and Inventory Management Journal, 43(3/4), 72-77.
48.
Schmidt-WilkJ. (2010). Evidence: Where scholarship meets artistry. Journal of Management Education, 34, 195-199.
49.
ShannonP. W.KrumwiedeK. R.StreetJ. N. (2010). Using simulation to explore lean manufacturing implementation strategies. Journal of Management Education, 34, 280-302.
50.
SheehanN. T.GambleE. N. (2010). JetFighter: An experiential value chain exercise. Journal of Management Education, 34, 224-248.
51.
WhettenD. A. (2007). Principles of effective course design: What I wish I had known about learning-centered teaching 30 years ago. Journal of Management Education, 31, 339-357.
52.
WilliamsT.DickinsonK. (2000). Teaching real-life OR to MSc students. Journal of the Operational Research Society, 51, 1440-1448.
