Notes on David Kolb's Experiential Learning Model

Introduction to David Kolb

• American Emeritus Professor of Organizational Behavior
• Developed the Experiential Learning Model (Kolb's Learning Cycle)
• Model published in 1984 in the book "Experiential Learning"
• Focuses on how individuals learn from experiences

Importance of Understanding Learning Styles

• Essential for coaching and mentoring others
• Helps set learning purposes conducive to individual learning abilities
• Useful for training staff on new tasks
• Supports the concept of lifelong learning

Overview of the Learning Style Preferences

• Based on two axes:
  • Processing Continuum Axis: Active (doing) vs. Passive (watching)
  • Perception Continuum Axis: Abstract (thinking) vs. Concrete (feeling)

Dimensions of the Model

First Dimension: Four Elements of Learning

1. Concrete Experience
   • Involvement in specific experiences
   • Sensitivity to others' feelings
2. Reflective Observation
   • Passive observation of others and one's experiences
   • Seeking meaning by viewing the environment from multiple perspectives
3. Abstract Conceptualization
   • Creating theories or concepts from observations
   • Logical analysis and intellectual understanding
4. Active Experimentation
   • Utilizing new theories to solve problems
   • Ability to influence people and events through action

Second Dimension: Four Learning Styles

1. Diverger (Upper Right Corner)
   • Combination of passive and concrete
   • Innovative, imaginative, and people-oriented
   • Prefers cooperative groups and brainstorming
2. Assimilator (Lower Right Corner)
   • Combination of passive and abstract
   • Integrates observations into theories
   • Enjoys structured learning environments
3. Converger (Lower Left Corner)
   • Combination of active and abstract
   • Practical application of ideas and problem-solving
   • Prefers technical problems over interpersonal issues
4. Accommodator (Upper Left Corner)
   • Combination of active and concrete
   • Trial and error approach, intuitive problem solving
   • Enjoys independent discovery

Relationships Between Learning Styles

• Diverger: Moves from concrete experience to reflective observation.
• Assimilator: Progresses from reflective observation to abstract conceptualization.
• Converger: Advances from abstract conceptualization to active experimentation.
• Accommodator: Transitions from active experimentation to concrete experience.

Instructional Methods for Each Learning Style

• Diverger: Hands-on exploration, organized summaries; prefers specific information.
• Assimilator: Structured lectures, demonstrations; values expert knowledge.
• Converger: Interactive instruction, problem sets; prefers practical applications.
• Accommodator: Encourages independent discovery; engages in active participation.

Practical Application of the Model

Example 1: Installing New Machines

1. Divergers: Gather observations about the production line.
2. Assimilators: Integrate observations into a cohesive understanding.
3. Convergers: Apply concepts to solve practical problems.
4. Accommodators: Use trial and error while implementing changes.

Example 2: Learning a New Management Skill

• Can start at any point in the cycle.
• Engage in all four modes for comprehensive learning.
  • Concrete experience: Coaching practice
  • Reflective observation: Watching others coach
  • Abstract conceptualization: Reading related materials
  • Active experimentation: Applying learned skills

Criticism of Kolb's Learning Cycle

• Focuses primarily on cognitive dimensions; neglects psychodynamic and societal aspects.
• No guidelines on shifting between learning styles.
• However, it offers a holistic view of the learning process and is consistent with natural learning and development.