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AbstractThis article explores the value of experiential learning about international negotiations through role-playing exercises. Simulations have been employed successfully in international relations courses since the late 1950s, but the end of the Cold War has prompted a renewed interest in simulations as interactive teaching tools that capture the dynamics of change in the international system. Building on the existing literature on simulations, I describe an effective role-playing exercise for the new era, the Global Problems Summit, which was originally designed for an advanced undergraduate Political Science course at The College of Wooster. This simulation is structured to fulfill clear educational objectives by providing an opportunity for experiential learning about international diplomacy and the complexity of global problems, an understanding of different national perspectives on these issues, and the development of negotiation and communication skills to promote international cooperation. Three years of successful application lead me to conclude that the Global Problems Summit and related role-playing simulations can truly enliven the international relations classroom and enhance the learning experience.

To obtain optimum pay-off from an experiential exercise, close attention must be given to debriefing. The management educator must provide structure and ambiguity so that learners can personalize the learning-experiencing meaningfulness in its application-so that learning is truly relevant to the individual. An approach is presented to prompt participants to use new skills in the workplace based on a conceptual model for systematic and analytical debriefing, which is as rigorously planned as the experiential learning exercise itself.

The author discusses Kolb's learning cycle and the propositions that give rise to it. The author considers the importance of the cycle within mainstream management education and development and then takes a more critical view, looking both behind and beyond the learning cycle at issues that can be developed out of its current conceptualization. The author argues that a more comprehensive picture of experiential learning in management education might be based on developments around emotional and political aspects of Kolb's model. These developments are intended to acknowledge additional, often omitted, aspects of learning from experience within management education and development. The author offers three particular areas for the development of skill and knowledge in the practice of management education.

How far is it possible to capture the lessons to be drawn from successive projects that involve intervention by social scientists within or between organizations, whether acting as researchers, as consultants, as agents of change, or in some combination of these roles? This paper outlines the way in which a framework was developed, by staff and associates of The Tavistock Institute, for examining the varied and often subtle influences of successive "negotiated project engagements" on the development of wider personal, institutional, and disciplinary programs. This framework is designed to take into account the contrasting perspectives of the investigators themselves, of their organizational hosts, and of any external sponsors whose primary concern will normally be with project outcomes at a more generalized level. As an illustration, particular reference is made to the experience of a pioneering project concerned with policy-making in city government. This project was undertaken to advance the understanding and practice of public planning, while also exploring the potential for synergy between the perspectives of operational research and applied social science. The paper concludes with some speculations about the potential for further developing this kind of framework in supporting experiential learning.

In a world increasingly dominated by high technology and esoteric scientific knowledge it is not surprising that political scientists and sociologists have begun to ask what role experts and specialists play in the policymaking process. Inaugurated almost a century ago by Weber's seminal essay on bureaucracy and the rationalization of authority, this issue was subsequently developed out of neo-Marxist debates over the relative autonomy of the state into a more explicitly state-centered perspective. Though state-centered theorists have not abandoned pluralism altogether, bureaucrats and policy experts have increasingly taken center stage in policy analyses. These state actors are portrayed as "policy experts," free from political pressure, focused on making policy recommendations based on the most up-to-date knowledge of the field. Instead of pursuing votes and campaign money, policy experts seek the most efficient answers to social problems, a rationalized process of positivistic scientific inquiry and experiential learning. In most areas of public policymaking, this boils down to the reductive analysis of prior, presumably analogous, policy outcomes, drawing lessons for the future from the successes and failures of the past. Seen from this perspective, policymaking is portrayed as "a deliberate attempt to adjust the goals or techniques of policy in response to past experience and new information." History thus not only transforms state capacities (as in historical institutionalist accounts) but alsodirectlyeffects the ways in which policymakers think about social problems. Political scientists refer to this as a "social learning" process.

To understand diversity issues, students must have an experience with diversity that transcends the factual knowledge that is most often the focus of college classes. This article summarizes the use of a journal-writing project as a pedagogical tool for developing this understanding through the process of self-discovery. Multidimensional evidence, both qualitative and quantitative, is presented to support the efficacy of using this tool in the development of student learning about diversity issues. The article concludes with reflections based on the use of the journal in four introductory undergraduate organizational behavior classes and caveats for using the journal as a pedagogical tool.

"Classic movies provide a rich resource for experiential learning activities when structured for analysis using behavioral models and multi-media systems to guide the learner through the process. This experiential model described in this paper was used in undergraduate management classes and in executive MBA management process classes. It was also quite effective in adult education or continuing education classes. The movie 12 O'Clock High was the case material residing on VHS video tape but digital storage on compact disc would have been preferred for multi-media system processing. Although some participants were uncomfortable with the war time activities, military movies do tend to highlight and intensify the behavior to be observed. Lord of the Flies is a reasonable substitute but the violence is still present. The introduction states some constraints on just "doing it"" but finds none unable to be worked into the methodology that follows. Very current research contributions support the pedagogy recommended in this paper. A behavioral model is built, variables defined and its application illustrated. The participant is led through six stops in the tape accompanied by sample discussion questions. Finally an instrument is recommended to measure their leadership effectiveness. A one-half day is recommended for this experiential learning exercise. "

This article presents an experiential learning exercise designed to help students become more aware of how critical life events have shaped their attitudes, beliefs, and values toward those who are different from themselves. Students use graphic representations, reflective writing, and dialogue to help identify experiences and clearings. The authors provide instructions for students, processing guidelines for facilitators, and brief descriptions of their experiences using the activity in a diversity course as well as in organizational behavior and management courses.

As a way to assist undergraduate students to acquire knowledge and skills necessary for meeting the challenges of a changing workplace, an experiential classroom design that adapted the learning organization laboratory concept to the classroom and introduced organization development and change as the subject matter was tried. The expected and unexpected lessons learned through creating an organization's mission, designing and developing an organization, managing change and problems, and recognizing a-id achieving personal growth and development suggest the usefulness of this approach for preparing future leaders to develop and change organizations.

Based on a case study of Alcoholics Anonymous (AA), the authors argue that some self-help organizations are able to translate their tradition of group-level experiential learning into unique organization-wide learning cultures. The underlying premise of such learning cultures is that organization-level structures and processes evolve in response to group-level experiences. Instead of adopting a rigidly centralized, top-down approach, some self-help organizations appear to be driven by the collective needs and experiences of their member groups. In some cases, the most critical role of the central organizing body is to create a context within which multiple, diverse local groups are allowed to organize themselves according to their unique circumstances, opportunities, and challenges. The article uses a perspective in which it is possible to understand AA's approach to organization as the enactment of a self-organizing, emergent design process that is driven byanorganizationalcultureofexperientiallearningandexplorestherelevance of this to other self-help organizations.