As all groups differ, the experiential learning problem complexity and amount of tutor dependency is usually proportional to the experience of the group. Where experiential learning groups do not have a mature relationship then the initial emphasis is placed on establishing sound working relationships by starting off with experiential learning tasks where the objectives and outcomes are clear and success usually guaranteed.

As the group gains in maturity experiential learning problems become more complex and ambiguous, the emphasis is then placed more on self management. This moves the tutor role from participant dependency to independency, without which experiential learning cannot succeed.