Examining the Cognitive, Affective, and Psychomotor Dimensions in Management Skill Development through Experiential Learning: Developing a Framework


  • Douglas L. Micklich


Developers of experiential exercises have for some time trying to best define what contributes to “whole-person” learning and ways in which we can operationalize it through the cognitive, affective and psychomotor domains. Of the three domains the affective domain dealing with emotion and feeling is the least studied of the three and yet is theorized to have a greater influence previously realized. Self-regulation theory for cognitive and affective domains is introduced as a means to help justify a learner’s evaluations. In this paper a look is taken at the learning domains individually and then an integrated or combined taxonomy model is introduced. A framework and hypothesis are generated for future study on the influence of these dimensions.