STRATEGIC MANAGEMENT: AN EVALUATION OF THE USE OF THREE LEARNING METHODS IN CHINA Developments in Business Simulation and Experiential Learning, Volume 32, 2005 STRATEGIC MANAGEMENT: AN EVALUATION OF THE USE OF THREE LEARNING METHODS IN CHINA Jimmy Chang, Institute of Textiles and Clothing The Hong Kong Polytechnic University tchangj@inet.polyu.edu.hk David Jennings Nottingham Trent University David.jennings@ntu.ac.uk Chester K.M. To Institute of Textiles and Clothing The Hong Kong Polytechnic University Lai-ngun Sun Institute of Textiles and Clothing The Hong Kong Polytechnic University ABSTRACT The authors examine the use of three learning methods in the teaching of a strategic management course for a postgraduate programme jointly run by the Hong Kong Polytechnic University and the Zhejiang University. The three methods used in this study include an in-company consultancy project; a new business venture simulation; and the case method. The results of a survey of postgraduate students' perceptions reveal that overall the new business venture simulation provides a more successful learning experience than the case method as well as in-company consultancy project. INTRODUCTION Instructors in strategic management often use a variety of learning methods. Eldredge and Galloway (1983) find that strategic management courses typically make use of a number of methods based upon text, case, management games, field projects and guest speakers. Similarly, previous survey of strategic management courses in the UK (Jennings, 1996) and Hong Kong (Chang, Lee, Ma, & Jennings, 2001) found the majority of those courses to be using a combination of methods; lectures with discussion, guest speakers, tutorials based on current issues, a new business venture simulation, company-based research projects and consultancy projects. Various methods may complement each other. Teach and Govahi's (1993) study of business school graduates concludes that various teaching methods such as experiential exercises, simulations, the case method and lectures can develop different skills. The use of multiple learning methods can be undertaken in order to introduce variety to the overall teaching programme. In addition, using multiple learning methods can promote the development of a wider range of skills. The authors intend to examine the use of three learning methods in the teaching of a strategic management course for a postgraduate programme jointly run by the Hong Kong Polytechnic University and the Zhejiang University. The three learning methods used were a consultancy project, a new business venture simulation and the case method. CONSULTANCY PROJECT Normally a number of companies will participate in the course by allowing students who are also their employees to act in a consultancy role for the company by developing a proposal for a product or process innovation of strategic importance to the company, with the proposal to include a consideration of the innovations implementation in the area of quality management. To the contrary, students here took the active role to request their companies to allow them to act in a consultancy role for the company. The management consultancy project is an example of action learning. Action learning was originated by Reg Revans as a result of his experience of working within the UK coal mining industry. Within an action learning approach learners work in teams to solve real problems in the workplace, with 76 mailto:tchangj@inet.polyu.edu.hk mailto:David.jennings@ntu.ac.uk Developments in Business Simulation and Experiential Learning, Volume 32, 2005 learning arising through problem solving and interaction with other members of the group (Lamond, 1995). Individuals learn from experience through reflection and action. Although a number of alternative action learning perspectives have developed (Marsick and O'Neil, 1999), the method has three main components: people who accept responsibility for taking action on a particular issue; problems; and a set of colleagues who support and challenge each other to make progress on problems (Marsick and O'Neil, 1999). The projects have to be "real and alive... not manufactured simply for the set ... action learning is for enabling people to undertake action to further real issues or resolve real problems" (McGill and Beaty, 1996). A number of outcomes have been suggested as arising from an action learning approach. They include the following: increased awareness of organizational realities and the political and cultural dimensions of change; development of insight into the application or misapplication of concepts and theories to actions; promotion of critical reflection concerning the individual's assumptions and beliefs that shape practice; improved interpersonal skills and increased capacity to learn from experience (Marsick and O'Neil, 1997, Raelin, 1997). For a higher education provider the use of consultancy projects posts a number of challenges. Establishing the partner relationships for consultancy projects is a time consuming process. Projects may present a tension between meeting client needs and providing a valuable learning experience for the students involved, students may lapse into accepting workplace practice at the expense of developing critical thinking, leading to the development of 'quick-fix' solutions, high expectations and the critical examination of students' work may make the process a stressful and at times painful experience (Lamond, 1995). In addition, avoidance of the risk of projects failing to progress and meet the expectations of partner organizations' requires monitoring, and at times intervention, by academic staff. NEW BUSINESS VENTURE SIMULATION The simulation took the form of a group-based exercise in which students, assuming modest personal wealth, identified, researched and planned a new business initiative. The scope of the exercise included identifying a business opportunity, researching markets, defining the product / service offering and a competitive strategy, defining the resources, systems and organisation required, developing a projected balance sheet and profit and loss statement, together with an identification of principle risks and contingencies. The simulation required a great deal of time to be spent in gaining information from secondary and primary sources including potential suppliers and customers. The exercise took place over a month and half period and resulted in the submission of a business plan and presentation. The formally taught parts of the strategy course were developed in parallel with the simulation. A simulation models some aspects of reality in a safe and time-compressed setting (Hequet, 1995) with the simulation aimed at capturing elements of the real situation that are important to the training objectives (Reid and Kleiner, 1996). The learning opportunities available through simulation have been summarized by Solomon (1993), simulation allows experience to be gained in handling new situations while avoiding unacceptable risk, simulation stimulates discussion of complicated topics, promotes decision making, heightens self-awareness and the examination of own behaviour, particularly in relation to the work group. However, simulated experience may not be immediately and readily transferred to a real working situation. In terms of teaching resources the business venture simulation was the least expensive of the learning methods to operate, only requiring the operation of briefing and feedback sessions. THE CASE METHOD The strategic management course made use of a number of case studies, including several short cases. Cases were generally used to develop understanding of situations, concepts and techniques. The course also included several decision orientated cases sessions in which students were asked to diagnose problems and propose options and recommendations. These exercises were group-based and included presentations. The use of the case method in management education was pioneered in 1910 by Harvard's newly formed school of business administration. Since then the use of case studies has assumed a major role in the teaching of strategic management (Alexander, O'Neill, Snyder and Townsend, 1986). The term "case method" has come to refer to a wide range of teaching styles and objectives that can be adopted within the use of case studies for teaching (Dooley and Skinner, 1977). It has been proposed that the case method can be used to gain illustration of particular points, issues or managerial principles, provide managers with a neutral situation in which they are free to explore problems (because they are not their own), relate theory to practice, confront the complexities of specific situations, develop analysis and synthesis, develop self-analysis, attitudes, confidence, responsibility, develop interpersonal skills, communication and listening, develop judgement and wisdom and enliven teaching The method may gain the student's intellectual and emotional involvement and assist the long term retention of understanding and bring realism into instructional settings (Christensen and Hansen, 1987, Osigweh, 1989, Dooley and Skinner, 1977, Romm and Mahler, 1991). The case method is not without its limitations. Cases may be limited in the extent to which they present the realities of an organization, Yin (1989) comments that a case need not reflect a complete or accurate rendition of actual events, its purpose is to establish a framework for discussion among students. Similarly Towl (1969) describing case writing at Harvard Business School emphasises the need for a "plot structure" and not to be simply a "photographic slice of life", in order to develop sufficient interest for students to "take at face value 77 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 the situation which the case presents, forgetting that it is artificial". The situation presented by the case method has been the subject of criticism. Mintzberg (1990) proposes that the case method may be counter productive in teaching strategic management, providing a misleading simplification of the realities of the strategy process, in which managers wait in their offices "waiting for pithy reports instead of getting outside where the real information for strategy making usually has to be dug out". Argyris' (1980) study of case teaching sessions during an executive programme, concluded that the intended joint exploration of open situations, where there were no answers, became structured to converge on the lecturer's own analysis and recommendations. THE SURVEY A survey was conducted for a cohort of 36 students studying strategic management in quality in China as part of a postgraduate programme jointly run by the Hong Kong Polytechnic University and the Zhejiang University. All of the respondents are part-time students and work full time in China. A questionnaire was used to evaluate the three learning methods. Each questionnaire was administered before the students had received their grades for their assignment associated with the learning method. The questionnaire (please refer to the appendix) was based upon Miles, Biggs and Schuberts's (1986) skills acquisition questionnaire. The survey consists of twenty two questions and used six-point rating scales, addressing a range of learning outcomes and issues related to the postgraduate programme (Please refer to table 1). RESULTS Table 2 reveals the average scores for each of the three learning methods. The higher scores indicate less favourable ratings while the lower scores show more favourable ratings. When comparing the average scores for each item, it is clear that the business venture simulation has more favourable scores than the consultancy project for all items. This is also consistent with the findings (18 of the 22 items) done in UK (Jennings, 2000) as well as (20 of 22 items) in Hong Kong (Chang and Jennings, 2003). When compared to the case method, the business venture simulation is rated favourably for 18 out of the 22 items in China. In UK and HK study, results are also rated favourably for18 out of the 22 items (Jennings, 2000, Chang and Jennings, 2003). The business venture simulation is rated a bit high than both the case method and consultancy project with respect to ‘planning and implementation’ (items 8 and 9) in China. This is also true in the Hong Kong study (Chang and Jennings, 2003). In addition, both the simulation and the case method are more highly rated than the consultancy project regarding the following areas: ‘developing a management perspective’ (items 2 and 3), ‘problem solving and decision making’ (items 4, 5, 6, and 7) and ‘adding realism to the course’ (item 21). When compared with the result from HK study by Chang and Jennings (2003), the results are all very similar and close. When compared with the result from UK study conducted by Jennings (2000) the results are also similar except for items 11, 14, and 15 (items 12, 13 and 16 in UK study). Overall, scores from China in these three learning methods tend to be lower and thus more favourable when compared with findings in UK and HK studies (Jennings, 2000, Chang and Jennings, 2003). DISCUSSION Results here do not support the view that multiple learning methods complement each other to develop a range of skills. Nonetheless, simulation tends to be associated with higher ratings across a wide range of intended learning outcomes. TABLE 1 THE QUESTIONNAIRE: LEARNING OUTCOMES / ITEMS Acquisition of new knowledge 1 Developing a management perspective 2-3 Problem solving and decision making 4-7 Planning and implementation 8-9 Working independently 10 Awareness of feelings and beliefs 11-12 Working with others 13-18 Changing own behaviour 9-20 Adding realism to the course 21 Career development 22 78 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 TABLE 2 SURVEY RESULTS IN CHINA Mean BS C CP Item 1 2.00 2.10 3.50 2 2.35 2.10 4.00 3 1.25 2.50 4.50 4 2.20 2.18 4.00 5 2.25 2.00 3.80 6 1.34 2.00 3.70 7 1.95 2.20 3.80 8 1.95 3.00 3.80 9 1.95 3.00 3.80 10 2.15 2.90 3.50 11 2.25 2.60 2.55 12 1.50 2.00 3.30 13 2.00 2.45 3.30 14 2.55 3.25 3.25 15 2.55 3.20 3.20 16 2.10 2.10 3.00 17 2.20 2.15 3.00 18 1.80 2.55 3.60 19 2.00 3.35 3.40 20 2.00 3.15 3.00 21 1.15 1.55 2.50 22 2.80 3.90 4.00 BS: New Business Venture Simulation C: Case Method CP: Consultancy Project The higher ratings for the business simulation may also reflect the comparative intensity of the simulation, with numerous aspects that constitute a business being researched, defined, evaluated and coordinated in a shorter period of time than that available for the consultancy project, and also the autonomy of the student's decision making, free from the restraints and pressures of a real organization. Similar factors may be present in the use of the case method. For both simulation and the case method their context, away from the workplace, may provide an environment in which students feel able to explore situations with a feeling of certain safety and comfort. This seems to be quite genuine and consistent as reflected in Jennings' study in 2000 and Chang & Jennings’s study in 2003. Reasons may be suggested for the comparatively low weighting of the consultancy project. Lamond's (1995) study of an MBA consultancy project finds student evaluations to be bi-modal, strongly positive or negative, a dispersion of results that may reflect the potentially stressful nature of the project and the possibility of differential reactions by students to seek to avoid and minimize the effect of the learning situation by completing the project as directly as possible as opposed to more exploratory use of the situation. While such variation in student response was not apparent, the comparatively more stressful and uncertain nature of the situation presented by consultancy projects may be reflected in the lower ratings that were given in the China study. 79 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Hequet, M. (1995). Games that teach. Training, 32, 7, 53-58. CONCLUSIONS Jennings, D.R. (1996). Strategic management and the case method. The Journal of Management Development, 15, 9, 4-12. The use of multiple learning methods is a common feature of strategic management education but considered a bit new in China. It provides complementary learning situations, appears to be an attractive aspect of course design and provides student to learn in real life work situations. In addition, the evidence of the survey reported here in China also implies that neither principle necessarily forms a basis for a successful course. In fact, redundancy can occur between learning methods with certain exercises providing an overall more successful learning experience. The time consuming process of developing and operating action learning situations may not be justified by the perceptions of the students involved as Chinese students tend to be passive. A business simulation, which requires few educational resources, can provide a more highly rated learning experience than that available through the use of either the case method or consultancy projects. Overall, students’ scores are considered low in all three aspects particularly the business venture simulation and case method when compared with results obtained in previous studies. Jennings, D.R. (2000). Strategic management: an evaluation of the use of three learning methods. Developments in Business Simulation & Experiential Learning, Vol. 27, 20-25. Lamond, D.A. (1995). Using consulting projects in management education: The joys and jitters of serving two masters. Journal of Management Development, 14, 8, 60-73. McGill, I., & Beaty, L. (1996). Action learning: A guide for professional, management and educational development, London: Kogan Page. Marsick, V.J., & O'Neil, J. (1999). The many faces of action learning. Management Learning, 30, 2, 159-176. Miles, W.G., Biggs W.D., & Schubert, J.N. (1986). Student perceptions of skill acquisition through cases and a general management simulation: A comparison. Simulation and Gaming, 17, 1, 7-24. Mintzberg, H. (1990). Strategy formation: Schools of thought, in Fredrickson, J.W., (ed). Perspectives on Strategic Management. New York: Harper Business. REFERENCES Osigweh, C. A. B. (1989). Casing the case approach in management development. Journal of Management Development, 8, 2, 41-57. Alexander, L. D., O'Neill, H.M., Snyder, N.H & Townsend, J.B. (1986). How academy members teach the business policy / strategic management case course. Journal of Management Case Studies 2:3, 333-344. Raelin, J.A. (1997). Action learning and action science: Are they different? Organizational Dynamics, Summer, 21- 34. Argyris, C. (1980). Some limitations of the case method: Experience in a management development programme. Academy of Management Review, 5, 2, 291-98. Read C.W., & Kleiner, B.H. (1996). Which training methods are effective. Management Development Review, 9, 2, 24-29. Chang, J. & Jennings, D.R. (2003). Strategic management: an evaluation of the use of three learning methods in Hong Kong. Developments in Business Simulation & Experiential Learning, Vol. 30, 146-151. Romm, T., & Mahler, S. (1991). The case study challenge: A new approach to an old method, Management Education and Development, 22 , 4, 292-301. Solomon, C.M. (1993). Simulation training builds teams through experience. Personnel Journal, 72, 6, 100-107. 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Study of the undergraduate business policy course at AACSB- Accredited universities. Strategic Management Journal, 4, 85-90. 80 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 APPENDIX QUESTIONNAIRE ITEMS 1 Acquire new knowledge about business and management 2 Gain a top management perspective on the operation of an organization 3 Integrate learning from functional areas (Accounting, Finance, Strategy,Marketing, etc) 4 Increase ability to identify problems 5 Increase ability to solve practical problems 6 Learn how to make decisions on the basis of incomplete information 7 Add to understanding of how to seek and use information for problem solving 8 Increase competence for planning business operations 9 Increase ability to implement your decisions 10 Increase confidence in ability to work independently 11 Become more aware of own feelings and beliefs 12 Become more aware of the feelings and beliefs of others 13 Add to ability to provide meaningful feedback to team members 14 Motivate people who work with you 15 Learn to help people resolve conflicts 16 Increase ability to communicate clearly and effectively with peers 17 Increase effectiveness as a participant in group problem solving 18 Learn something important about yourself as a manager 19 Experiment with new behaviour 20 Learn new behaviour 21 The exercise added a lot of realism to the strategic management course 22 Clarified your career interests 81 Table of Contents Volume 32, 2005 LEARNER BEHAVIOR IN THE ONLINE CLASSROOM EXPERIENCE THE EFFECTIVENESS OF A SIMULATION EXERCISE FOR INTEGRATING PROBLEM-BASED LEARNING IN MANAGEMENT EDUCATION DEMONSTRATION OF FOUR WEB-BASED SIMULATIONS THRESHOLD COMPETITOR: A MANAGEMENT SIMULATION ENTREPRENEUR: A NEW VENTURE SIMULATION MERLIN: A MARKETING SIMULATION MICROMATIX: A STRAGETIC MANAGEMENT SIMULATION LEARNING STYLES INFLUENCES ON SATISFACTION AND PERCEIVED LEARNING: ANALYSIS OF AN ONLINE BUSINESS GAME INTERNATIONAL INTERNSHIPS: DESIGN AND EXPERIENCES SIM MAP: TURNING ACTION-BASED LEARNING INTO SIMULATED CONSULTING PROJECTS NOTEL HEALTH SERVICES: A ROLE-PLAYING SIMULATION TEACHING EXPERIENTIALLY WITH THE MADELINE HUNTER METHOD: AN APPLICATION IN A MARKETING RESEARCH COURSE SIMULATING CUSTOMER LIFETIME VALUE: IMPLICATIONS FOR GAME DESIGN AND STUDENT PERFORMANCE VIRTUAL PROGRESS: SIMULATING ECONOMIC DEVELOPMENT ONLINE STRATEGIC MANAGEMENT: AN EVALUATION OF THE USE OF THREE LEARNING METHODS IN CHINA ADOPTION OF DISCUSSION-BASED TEACHING AND ASSESSMENT IN TEACHING STRATEGIC MANAGEMENT IN CHINA STUDENTS' VIEW ON THE USE OF CASE METHOD IN CHINA CHINESE STUDENTS' PERCEPTIONS OF BUSINESS GAMING EXPERIENCECSR - A CORPORATE SOCIAL RESPONSIBILITY SIMULATION CREATING DYNAMIC INTERACTION IN A VIRTUAL WORLD: ADD VALUE TO ONLINE CLASSROOMS THROUGH LIVE ELEARNING AND COLLABORATION: A DEMONSTRATION CAPABILITIES OF EXPERIMENTAL BUSINESS GAMING A COMPARISON BETWEEN SOLUTIONS AND DECISIONS IN A BUSINESS GAME VALIDATING BUSINESS SIMULATIONS: DOES HIGH PRODUCT QUALITY LEAD TO HIGH PROFITABILITY? ALIGNING ART AND EPISTEMOLOGY: ILLUSTRATIONS TO DISTINGUISH DISCOVERY FROM KNOWLEDGE BUILDING TUTORIALS USING WINK STUDENTS AS LAB RATS: THE ETHICS OF CONDUCTING NON-PEDAGOGICAL RESEARCH IN THE CONTEXT OF CLASSROOM SIMULATIONS AND EXPERIENTIAL LEARNING THE EFFECT ON GAME PERFORMANCE OF DIFFERENT MEASURES AND UNITS OF ANALYSIS IN QUANTITATIVE ANALYSIS ANALYZING AND THINKING WHILE PLAYING A SIMULATION COMPUTER BUSINESS SIMULATION DESIGN: THE ROCK POOL METHOD EXPANDING THE ROLE OF E-ROOMS IN DISTANCE LEARNING APPLICATIONS TO MANAGEMENT EDUCATION APPLICATION OF TRADITIONAL AND ONLINE JOURNALING AS PEDAGOGY AND MEANS FOR ASSESSING LEARNING IN AN ENTREPRENEURIAL SEMINAR DEVELOPING MANAGERIAL EFFECTIVENESS: ASSESSING AND COMPARING THE IMPACT OF DEVELOPMENT PROGRAMMES USING A MANAGEMENT SIMULATION OR A MANAGEMENT GAME INTERNATIONAL MANAGEMENT GAME Œ AN INTEGRATED TOOL FOR TEACHING STRATEGIC MANAGEMENT INTERNATIONALLY STUDENT EXPECTATIONS OF SIMULATIONS DISTANCE EDUCATION DELIVERY OF AN INTENSIVE SIMULATION BASED COURSE TEACHING SERVICE LEARNING USING A BUSINESS GAME ROLE-PLAY SIMULATION EDUCATIONAL PERSPECTIVE OF COLLABORATIVE VIRTUAL COMMUNICATION AND MULTI-USER VIRTUAL ENVIRONMENTS FOR BUSINESS SIMULATIONS SIMULATION PERFORMANCE & PREDICTOR VARIABLES: ARE WE LOOKING IN THE WRONG PLACES TO MEASURE THE RIGHT LEARNING? VIDEO CASE: JET-A-WAY INC. Œ FOCUSING ON DIVERSITY AND ENTREPRENEURIAL LEADERSHIP ACTIVE LEARNING: WHAT IS IT AND WHY SHOULD I USE IT? FACILITATING THROUGH COLLABORATIVE REFLECTIONS TO ACCOMMODATE DIVERSE LEARNING STYLES FOR LONG-TERM RETENTION ONLINE CUMULATIVE SIMULATION TEAM PERFORMANCE PACKAGE WHEN PROPHECY FAILS: A SMALL SAMPLE, PRELIMINARY STUDY USING EXPERIENTIAL LEARNING TO INTEGRATE THE BUSINESS CURRICULUM FORECASTING STOCK VALUE EMPLOYING PROGRESSIVE PRACTICES AND PRINCIPLES TO FACILITATE SEMINAR ROOM LEADERSHIP AMONG LEARNERS: SHARED POWER AND COLLECTIVE ACCOUNTABILITY INDIVIDUAL ACHIEVEMENT DOES NOT GUARANTEE TEAM PERFORMANCE: AN EVIDENCE OF ORGANIZATIONAL LEARNING WITH BUSINESS GAMES DECISION MAKING IN BUSINESS SIMULTION DESIGN ZUG UM ZUG 2015: COLLECTIVE BARGAINING AS A TWO-LEVEL GAME A NEW METHOD FOR MODELING INNOVATION AND R&D IN BUSINESS SIMULATIONS: ILLUSTRATED WITH A SIMULATION OF A NEW PRODUCT DEVELOPMENT PORTFOLIO DEVELOPING A MICRO SIMULATION EFFECT OF MARKET SHARE AND PRODUCTION EXPERIENCE ON COMPANY PROFITABILITY RE-DESIGNING A CURRICULUM THAT VALUES A WORK-INTEGRATED APPROACH TO STUDENT LEARNING HOW SIMULATIONS AND EXPERIENTIAL LEARNING FIT AS WE COMPLY WITH LEGISLATIVE AND AACSB ASSESSMENT GUIDELINES: HOW TO DEVELOP ACADEMICALLY SOUND COURSES THAT ALSO MEET STAKEHOLDER NEEDS EVALUATING SERVICE LEARNING: REFLECTION AND ASSESSMENT FROM THE STUDENT POINT OF VIEW SIMPLIFYING AND ENHANCING FINANCIAL ANALYSIS IN CASES AND SIMULATIONS OVERCOMING THE BUSINESS GAME COMPLEXITY PARADOX EXPLORING THE PREFERENCE IN LEARNING APPROACH AMONG THE HONG KONG UNIVERSITY STUDENTS: CASE STUDY, PROBLEM-BASED OR TRADITIONAL TEXTBOOK QUESTION AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND POLITICAL STYLE IN THE WORKPLACE EVALUATING THE DIRECTION OF RESEARCH IN ONLINE EDUCATION: ARE WE GOING ANYWHERE? AIS RAIL SYSTEM: A COMPUTER-BASED JOB-ORDER COST SIMULATION BLOOM BEYOND BLOOM: USING THE REVISED TAXONOMY TO DEVELOP EXPERIENTIAL LEARNING STRATEGIES DELIVERING A TECHNOLOGY-BASED CASE IN A TECHNOLOGICAL WAY: THE SMARTCART CASE USING THE INTERNET TO ENHANCE COURSE PRESENTATION: A HELP OR HINDRANCE TO STUDENT LEARNING TEACHING PRACTICES: A CLUSTER ANALYSIS OF STUDENTS IN HONG KONG TEACHING PRACTICES: A CLUSTER ANALYSIS OF TEACHING STAFF IN HONG KONG EVALUATING A SIMULATION WITH A STRATEGIC EXPLORATION TOOL A SYMBOLIC MODEL OF THE SIMULTANEOUS ACHIEVEMENT OF CONCRETE BENEFITS AND LEARNING BY PARTICIPATING GROUPS IN EXPERIENTIAL ACTIVITIES: ‚THE SPHERE OF EXPERIENTIAL LEARNING