David Kolb and the Experiential Learning Model

Overview of Kolb

• David Kolb: American Emeritus Professor of Organizational Behavior
• Developed the Experiential Learning Model (Kolb's Learning Cycle) in 1984
• Published in the book "Experiential Learning"

Purpose of the Model

• Provides insight into how individuals learn
• Incorporates different learning styles to enhance coaching and mentoring
• Supports lifelong learning concept

Learning Styles and Their Importance

• Understanding learning styles is crucial for effective coaching and mentoring
• Tailoring learning experiences to individuals' abilities to absorb information is essential
• Applies to understanding and performing new tasks effectively

Dimensions of the Learning Model

1. Processing Continuum Axis

• Active (Doing) - Left Side
• Passive (Watching) - Right Side

2. Perception Continuum Axis

• Abstract (Thinking) - Bottom
• Concrete (Feeling) - Top

Four Elements of Learning (Core of the Model)

1. Concrete Experience
   • Involvement in specific experiences
   • Sensitive to others' feelings
2. Reflective Observation
   • Passive watching or developing observations
   • Observing from different perspectives for meaning
3. Abstract Conceptualization
   • Creating theories or concepts based on observations
   • Logical analysis and intellectual understanding
4. Active Experimentation
   • Applying theories to solve problems and make decisions
   • Influencing events through action

Four Learning Styles

1. Diverger
   • Upper right corner (Passive and Concrete)
   • Innovative, imaginative approach, views situations from multiple perspectives
   • Prefers cooperative group activities
2. Assimilator
   • Lower right corner (Passive and Abstract)
   • Integrates observations into theories, prefers structured information
   • Favors lectures and prepared demonstrations
3. Converger
   • Lower left corner (Active and Abstract)
   • Focuses on practical application of ideas, problem-solving
   • Prefers technical problems
4. Accommodator
   • Upper left corner (Active and Concrete)
   • Adapts through trial and error, intuitive problem-solving
   • Enjoys independent discovery and active participation

Relationships Between Learning Styles and Dimensions

• Diverger: Between Concrete Experience and Reflective Observation
  • Motivated by relevance, prefers detailed presentations
• Assimilator: Between Reflective Observation and Abstract Conceptualization
  • Prefers organized delivery and respects expert knowledge
• Converger: Between Abstract Conceptualization and Active Experimentation
  • Focuses on application and understanding detailed operations
• Accommodator: Between Active Experimentation and Concrete Experience
  • Motivated by hands-on learning, good with complexity

Practical Applications of the Model

• Example 1: Installing New Machines

  1. Divergers: Lead from Concrete Experience to Reflective Observation
  2. Assimilators: Move from Reflective Observation to Abstract Conceptualization
  3. Convergers: Transition from Abstract Conceptualization to Active Experimentation
  4. Accommodators: Conclude from Active Experimentation to Concrete Experience

• Example 2: Learning a New Management Skill

  • Cycle involves:
    1. Concrete Experience: Coaching with guidance
    2. Reflective Observation: Observing coaching methods
    3. Abstract Conceptualization: Reading about coaching techniques
    4. Active Experimentation: Applying learned skills to achieve personal coaching style

Criticism of Kolb's Model

• Focuses primarily on cognitive dimensions, neglecting psychodynamic and societal aspects
• Lacks clarity on shifting between learning styles
• Despite criticisms, remains a holistic and multi-linear model of adult learning and development.