MGNT311 S2 2017 Assessment 2

NOTES ON KOLB’s Experiential Learning Theory (ELT).

‘Learning is the process whereby knowledge is created through the transformation of

experience. Knowledge results from the combination of grasping experience and
transforming it’. (Kolb, 1984, p. 41)

‘Learning is the process whereby knowledge is created through the transformation of

experience. This definition emphasizes several critical aspects of the learning process as
viewed from the experiential perspective. First is the emphasis on the process of adaptation
and learning as opposed to content or outcomes. Second is that knowledge is a
transformation process, being continuously created and recreated, not an independent entity
to be acquired or transmitted. Third, learning transforms experience in both its objective and
subjective forms. Finally, to understand learning, we must understand the nature of
knowledge, and vice versa” (Kolb, 1984, p. 38).

(Kolb, DA, 1984, Experiential learning: Experience as the source of learning and
development, Prentice-Hall, Englewood Cliffs, NJ.)

Background:

Source: http://www.nwlink.com/~donclark/hrd/styles/kolb.html

Kolb developed a learning cycle that involves four processes that must be present for learning
to occur.
Learning is the process whereby knowledge is created through the transformation of
experience. Knowledge results from the combination of grasping experience and
transforming it. - Kolb (1984, 41)
Kolb proposes that experiential learning has six main characteristics:
 Learning is best conceived as a process, not in terms of outcomes.
 Learning is a continuous process grounded in experience.
 Learning requires the resolution of conflicts between dialectically opposed modes of
adaptation to the world (learning is by its very nature full of tension).
 Learning is a holistic process of adaptation to the world.
 Learning involves transactions between the person and the environment.
 Learning is the process of creating knowledge that is the result of the transaction
between social knowledge and personal knowledge.
Experiential Learning Process/ The Learning Cycle

Source:
http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/kol
b

Taken from How to be an e-tutor by Dr Richard Mobbs.

Concrete experience
Kolb's cycle starts with a concrete experience. In other words it begins with doing something
in which the individual, team or organisation are assigned a task. Key to learning therefore is
active involvement. In Kolb's model one cannot learn by simply watching or reading about it,
to learn effectively the individual, team or organisation must actually do.
Reflective observation
The second stage in the cycle is that of reflective observation. This means taking time-out
from "doing" and stepping back from the task and reviewing what has been done and
experienced. At this stage lots of questions are asked and communication channels are
opened to others members of the team. Vocabulary is very important and is needed to
verbalize and discuss with others.
Abstract conceptualisation
Abstract Conceptualisation is the process of making sense of what has happened and involves
interpreting the events and understanding the relationships between them. At this stage the
learner makes comparisons between what they have done, reflect upon and what they already
know. They may draw upon theory from textbooks for framing and explaining events, models
they are familiar with, ideas from colleagues, previous observations, or any other knowledge
that they have developed.
Active experimentation
The final stage of the learning cycle is when the learner considers how they are going to put
what they have learnt into practice. Planning enables taking the new understanding and
translates it into predictions as to what will happen next or what actions should be taken to
refine or revise the way a task is to be handled. For learning to be useful most people need to
place it in a context that is relevant to them. If one cannot see how the learning is useful to
one's life then it is likely to be forgotten very quickly
From: Kolb, DA, Boyatzis, RE & Mainemelis, C 2001, ‘Experiential learning theory:
Previous research and new directions’. In R J Sternberg &LF Zhang (Eds.),
Perspectives on thinking, learning, and cognitive styles, pp.227-247.

‘Experiential Learning Theory (ELT) provides a holistic model of the learning

process and a multilinear model of adult development, both of which are consistent with what
we know about how people learn, grow, and develop. The theory is called “Experiential
Learning” to emphasize the central role that experience plays in the learning process, an
emphasis that distinguishes ELT from other learning theories. The term “experiential” is used
therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize
cognition over affect, and behavioral learning theories that deny any role for subjective
experience in the learning process.
Another reason the theory is called “experiential” is its intellectual origins in the experiential
works of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical pragmatism,
Lewin’s social psychology, and Piaget’s cognitive-developmental genetic epistemology form
a unique perspective on learning and development (Kolb, 1984).
Experiential Learning Theory: Previous Research and New Directions
Experiential Learning Theory (ELT) provides a holistic model of the learning process
and a multilinear model of adult development, both of which are consistent with what we
know about how people learn, grow, and develop. The theory is called “Experiential
Learning” to emphasize the central role that experience plays in the learning process, an
emphasis that distinguishes ELT from other learning theories. The term “experiential” is used
therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize
cognition over affect, and behavioral learning theories that deny any role for subjective
experience in the learning process.
Another reason the theory is called “experiential” is its intellectual origins in the
experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical
pragmatism, Lewin’s social psychology, and Piaget’s cognitive-developmental genetic
epistemology form a unique perspective on learning and development (Kolb, 1984).
The Experiential Learning Model and Learning Styles
Experiential learning theory defines learning as "…the process whereby
knowledge is created through the transformation of experience. Knowledge results from
the combination of grasping and transforming experience"(Kolb 1984, p. 41).
The ELT model portrays two dialectically related modes of grasping experience -
- Concrete Experience (CE) and Abstract Conceptualization (AC) -- and two dialectically
related modes of transforming experience -- Reflective Observation (RO) and Active
Experimentation (AE). According to the four-stage learning cycle depicted in Figure 1,
immediate or concrete experiences are the basis for observations and reflections. These
reflections are assimilated and distilled into abstract concepts from which new
implications for action can be drawn.
 A closer examination of the ELT learning model suggests that learning requires
abilities that are polar opposites, and that the learner must continually choose which set of
learning abilities he or she will use in a specific learning situation. In grasping experience
some of us perceive new information through experiencing the concrete, tangible, felt
qualities of the world, relying on our senses and immersing ourselves in concrete reality.
Others tend to perceive, grasp, or take hold of new information through symbolic
representation or abstract conceptualization – thinking about, analyzing, or systematically
planning, rather than using sensation as a guide. Similarly, in transforming or processing
experience some of us tend to carefully watch others who are involved in the 4
experience and reflect on what happens, while others choose to jump right in and start doing
things. The watchers favor reflective observation, while the doers favor active
experimentation.

The Learning Style Inventory and the Four Basic Learning Styles
In 1971 David Kolb developed the Learning Style Inventory (LSI) to assess individual
learning styles. While individuals tested on the LSI show many different patterns of scores,
research on the instrument has identified four statistically prevalent learning styles --
Diverging, Assimilating, Converging, and Accommodating (Figure 1). The following
summary of the four basic learning styles is based on both research and clinical observation
of these patterns of LSI scores (Kolb, 1984, 1999a, 1999b).
Diverging. The Diverging style’s dominant learning abilities are Concrete Experience
(CE) and Reflective Observation (RO). People with this learning style are best at viewing
concrete situations from many different points of view. It is labeled “Diverging” because a
person with it performs better in situations that call for generation of ideas, such as a
“brainstorming” session. People with a Diverging learning style have broad cultural interests
and like to gather information. Research shows that they are interested in people, tend to be
imaginative and emotional, have broad cultural interests, and tend to specialize in the arts. In
formal learning situations, people with the Diverging style prefer to work in groups, listening
with an open mind and receiving personalized feedback.
Assimilating. The Assimilating style’s dominant learning abilities are Abstract
Conceptualization (AC) and Reflective Observation (RO). People with this learning style are
best at understanding a wide range of information and putting into concise, logical form.
Individuals with an Assimilating style are less focused on people and more interested in ideas
and abstract concepts. Generally, people with this style find it more important that a theory
have logical soundness than practical value. The Assimilating learning style is important for
effectiveness in information and science careers. In formal learning situations, people with
this style prefer readings, lectures, exploring analytical models, and having time to think
things through.
Converging. The Converging style’s dominant learning abilities are Abstract
Conceptualization (AC) and Active Experimentation (AE). People with this learning style are
best at finding practical uses for ideas and theories. They have the ability to solve problems
and make decisions based on finding solutions to questions or problems. Individuals with a
Converging learning style prefer to deal with technical tasks and problems rather than with
social issues and interpersonal issues. These learning skills are important for effectiveness in
specialist and technology careers. In formal learning situations, people with this style prefer
to experiment with new ideas, simulations, laboratory assignments, and practical applications.
Accommodating. The Accommodating style’s dominant learning abilities are
Concrete Experience (CE) and Active Experimentation (AE). People with this learning style
have the ability to learn from primarily “hand-on” experience. They enjoy carrying out plans
and involving themselves in new and challenging experiences. Their tendency may be to act
on “gut” feelings rather than on logical analysis. In solving problems, individuals with an
Accommodating learning style rely more heavily on people for information than on their own
technical analysis. This learning style is important for effectiveness in action-oriented careers
such as marketing or sales. In formal learning situations, people with the Accommodating
learning style prefer to work with others to get assignments done, to set goals, to do field
work, and to test out different approaches to completing a project’.
Other descriptions of the styles:
Source: https://www.simplypsychology.org/learning-kolb.html
Assimilating (watching and thinking - AC/RO)
The Assimilating learning preference is for a concise, logical approach. Ideas and concepts
are more important than people. These people require good clear explanation rather than
practical opportunity. They excel at understanding wide-ranging information and organizing
it in a clear logical format.
People with an assimilating learning style are less focused on people and more interested in
ideas and abstract concepts. People with this style are more attracted to logically sound
theories than approaches based on practical value.
This learning style is important for effectiveness in information and science careers. In formal
learning situations, people with this style prefer readings, lectures, exploring analytical
models, and having time to think things through.
Diverging (feeling and watching - CE/RO)
These people are able to look at things from different perspectives. They are sensitive. They
prefer to watch rather than do, tending to gather information and use imagination to solve
problems. They are best at viewing concrete situations at several different viewpoints.
Kolb called this style 'diverging' because these people perform better in situations that require
ideas-generation, for example, brainstorming. People with a diverging learning style have
broad cultural interests and like to gather information.
They are interested in people, tend to be imaginative and emotional, and tend to be strong in
the arts. People with the diverging style prefer to work in groups, to listen with an open mind
and to receive personal feedback.
Converging (doing and thinking - AC/AE)
People with a converging learning style can solve problems and will use their learning to find
solutions to practical issues. They prefer technical tasks, and are less concerned with people
and interpersonal aspects.
People with a converging learning style are best at finding practical uses for ideas and
theories. They can solve problems and make decisions by finding solutions to questions and
problems.
People with a converging learning style are more attracted to technical tasks and problems
than social or interpersonal issues. A converging learning style enables specialist and
technology abilities. People with a converging style like to experiment with new ideas, to
simulate, and to work with practical applications.
Accommodating (doing and feeling - CE/AE)
The Accommodating learning style is 'hands-on', and relies on intuition rather than logic.
These people use other people's analysis, and prefer to take a practical, experiential approach.
They are attracted to new challenges and experiences, and to carrying out plans.
They commonly act on 'gut' instinct rather than logical analysis. People with an
accommodating learning style will tend to rely on others for information than carry out their
own analysis. This learning style is prevalent within the general population.
Diagram source: Manolis, C, Burns, DJ, i Assudani, R &Ravi Chinta, R 2013, "Assessing experiential learning
styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory’, Learning and
individual differences vol. 23, pp. 44-52.
No citation available for following.

Kolb's experiential learning theory (learning styles) model

Kolb's learning theory sets out four distinct learning styles (or preferences), which are
based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle').
In this respect Kolb's model is particularly elegant, since it offers both a way to understand
individual people's different learning styles, and also an explanation of a cycle of
experiential learning that applies to us all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory,
typically expressed as four-stage cycle of learning, in which 'immediate or concrete
experiences' provide a basis for 'observations and reflections'. These 'observations and
reflections' are assimilated and distilled into 'abstract concepts' producing new implications
for action which can be 'actively tested' in turn creating new experiences.
Kolb says that ideally (and by inference not always) this process represents a learning cycle
or spiral where the learner 'touches all the bases', i.e., a cycle of experiencing, reflecting,
thinking, and acting. Immediate or concrete experiences lead to observations and reflections.
These reflections are then assimilated (absorbed and translated) into abstract concepts with
implications for action, which the person can actively test and experiment with, which in turn
enable the creation of new experiences.
Kolb's model therefore works on two levels - a four-stage cycle:
References include:
Kolb, DA, 1976, ‘Management and the learning process’, California Management Review,
vol. 18, iss. 3, pp. 21-31.
Kolb, DA, 1984, Experiential learning: Experience as the source of learning and
development, (Vol. 1) Prentice-Hall, Englewood Cliffs, NJ.
Kolb, DA, Boyatzis, RE & Mainemelis, C 2001, ‘Experiential learning theory: Previous
research and new directions’. In R J Sternberg &LF Zhang (Eds.), Perspectives on
thinking, learning, and cognitive styles, pp.227-247.
Manolis, C, Burns, DJ, Assudani, R & Ravi Chinta, R 2013, ‘ssessing experiential learning
styles: A methodological reconstruction and validation of the Kolb Learning Style
Inventory’, Learning and individual differences, vol. 23, pp. 44-52
Reynolds, M 1998, ‘Reflection and critical reflection in management learning’, Management
learning, vol 29, iss 2, pp.183-200.
Vince, R 1998 ‘Behind & Beyond: Kolb’s Learning Cycle, Journal of Management
Education, vol. 22, no. 3, pp. 304-319.