David A Kolbs learning cycle
Summary
TLDRDavid Kolb's experiential learning model, introduced in 1984, offers insight into individual learning styles through a cycle of four elements: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The model identifies four learning styles—diverger, assimilator, converger, and accommodator—each suited to different teaching methods and tasks. It supports lifelong learning and helps leaders understand employee preferences, facilitating tailored learning experiences.
Takeaways
- 📚 David Kolb is an American emeritus professor of organizational behavior and a learning specialist.
- 🌀 Kolb developed the Experiential Learning Model, also known as Kolb's Learning Cycle, which was published in his 1984 book 'Experiential Learning'.
- 🔄 The model provides insight into how individuals learn, emphasizing the importance of understanding learning styles for effective coaching and mentoring.
- 🧠 The learning style preference is derived from two pairs of variables, each forming an axis with conflicting modes: the Processing Continuum (active vs. passive) and the Perception Continuum (abstract vs. concrete).
- 🔄 The model consists of two dimensions: four elements of learning (Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation) and four learning styles (Diverger, Assimilator, Converger, Accommodator).
- 🎓 Concrete Experience involves being involved in specific experiences and relating to people.
- 🔍 Reflective Observation is about observing others or one's own experiences before making judgments.
- 🧩 Abstract Conceptualization involves creating theories or concepts to explain observations through logical analysis.
- ⚙️ Active Experimentation is about applying new theories or concepts to solve problems and make decisions.
- 🔄 The four learning styles (Diverger, Assimilator, Converger, Accommodator) are combinations of the elements of learning, each suited to different instructional methods and tasks.
- 👥 Divergers are motivated by discovering the relevance or 'why' of situations, using a feeling and watching approach.
- 🔬 Assimilators focus on understanding 'what is there to know', preferring structured, detailed information delivered by experts.
- 💡 Convergers are motivated by discovering the 'how' of situations, preferring practical applications and problem-solving activities.
- 🚀 Accommodators are motivated by experimenting and 'what if' questions, thriving on active participation and independent discovery.
- 🏢 Understanding these learning styles can help leaders tailor their approach to facilitate learning and development within their organizations.
- 🔄 Practical examples include using different employee learning styles to order and install new machines or to learn a new management skill like coaching.
- 📉 Criticisms of Kolb's model include its focus on the cognitive dimension and lack of guidance on when to shift between learning styles.
Q & A
Who is David Kolb and what is his contribution to the field of learning?
-David Kolb is an American emeritus professor of organizational behavior and a learning specialist. He is known for developing the experiential learning model, also known as Kolb's Learning Cycle, which was first published in his 1984 book 'Experiential Learning'.
What is the purpose of Kolb's Learning Cycle model?
-The purpose of Kolb's Learning Cycle model is to provide insight into how individuals learn from their experiences. It helps in understanding different learning styles, which is crucial for coaching or mentoring others effectively.
What are the two dimensions of Kolb's Learning Cycle model?
-The two dimensions of Kolb's Learning Cycle model are the four elements of learning and the four learning styles. The four elements are concrete experience, reflective observation, abstract conceptualization, and active experimentation. The four learning styles are diverger, assimilator, converger, and accommodator.
How does the processing continuum axis in Kolb's model differ between the left and right sides?
-The processing continuum axis in Kolb's model deals with our approach to a task. On the left side, individuals are active and engaged in doing, while on the right side, individuals are passive and focused on watching.
What does the perception continuum axis represent in Kolb's Learning Cycle model?
-The perception continuum axis in Kolb's model represents our emotional responses. At the bottom of the axis, there is an abstract approach where individuals are thinking, while at the top, there is a concrete approach where individuals are feeling.
What is the first element of learning in Kolb's model and what does it involve?
-The first element of learning in Kolb's model is concrete experience. It involves being involved in an experience where learners learn from specific experiences and are sensitive to others' feelings.
What are the characteristics of a 'diverger' learning style according to Kolb's model?
-A 'diverger' learning style is characterized by a passive and concrete approach. Divergers emphasize an innovative and imaginative approach to tasks, view situations from multiple perspectives, and adapt through observation rather than action.
How does an 'assimilator' learning style differ from a 'diverger' in Kolb's model?
-An 'assimilator' learning style is characterized by a passive and abstract approach. Assimilators integrate various observations and thoughts into a cohesive whole, reason inductively, and prefer to create models and theories.
What is the 'converger' learning style and what are its key features?
-The 'converger' learning style is a combination of an active and abstract approach. Convergers focus on the practical application of ideas and problem-solving, preferring technical problems over interpersonal issues.
How does the 'accommodator' learning style approach learning tasks?
-The 'accommodator' learning style, which combines an active and concrete approach, uses trial and error rather than thought and reflection. Accommodators are good at adapting to changing circumstances and solving problems intuitively.
What criticism has been raised against Kolb's Learning Cycle model?
-A criticism of Kolb's Learning Cycle model is that it only works with the cognitive dimension of learning and does not consider the psychodynamic and societal dimensions. Additionally, there is no guidance on when or how to shift between different learning styles.
How can Kolb's model be applied in a practical scenario involving the installation of new machines?
-In a practical scenario, Kolb's model can be applied by utilizing different learning styles at various stages of the process. For example, divergers can be used to gather observations and information, assimilators to integrate these into a cohesive plan, convergers to apply the plan and solve problems, and accommodators to adapt and learn through trial and error.
What are the implications of Kolb's model for leaders in understanding their employees' learning preferences?
-Kolb's model can help leaders gain a better understanding of their employees' learning preferences, which can facilitate the overall learning process within an organization. By recognizing these preferences, leaders can assign tasks and projects that align with employees' strengths and learning styles.
Outlines
📚 Introduction to David Kolb's Experiential Learning Model
David Kolb, an American emeritus professor, is renowned for his work in experiential learning. His model, known as Kolb's Learning Cycle, was first introduced in his 1984 book 'Experiential Learning.' The model elucidates the learning process through four distinct elements arranged in a cyclical pattern, starting with concrete experience, followed by reflective observation, abstract conceptualization, and culminating in active experimentation. It emphasizes the importance of understanding individual learning styles to facilitate effective coaching and mentoring. Kolb's model also introduces a two-dimensional framework with a processing continuum and a perception continuum, which define four learning styles: diverger, assimilator, converger, and accommodator. These styles are determined by the interaction of active/passive approaches and abstract/concrete perceptions.
🔍 Exploring the Four Learning Styles in Kolb's Model
This paragraph delves into the characteristics of the four learning styles as defined by Kolb's model. The diverger, with a passive and concrete approach, values innovation and imagination, favoring activities like brainstorming. The assimilator, positioned in the passive and abstract quadrant, integrates observations into comprehensive theories and models, preferring inductive reasoning. The converger, active and abstract, focuses on practical application and problem-solving, often preferring technical challenges. Lastly, the accommodator, combining active and concrete approaches, relies on trial and error, adapting to changes and solving problems intuitively. The paragraph also discusses instructional methods suitable for each style, highlighting the importance of matching teaching strategies to learning preferences.
🛠 Applying Kolb's Model in Organizational Learning and Development
The paragraph discusses the practical application of Kolb's model in organizational settings, particularly for leaders to understand and cater to the diverse learning preferences of their employees. It suggests how different learning styles might excel in various tasks, such as convergers and accommodators in hands-on projects requiring quick decision-making, versus divergers and assimilators in analytical and long-term planning tasks. The paragraph also provides examples of using the model in real-world scenarios, such as ordering and installing new machines or learning new management skills, emphasizing the cyclical nature of the learning process and the importance of engaging all learning modes for comprehensive understanding.
🤔 Criticism and Strengths of Kolb's Learning Cycle
The final paragraph presents a balanced view of Kolb's Learning Cycle, acknowledging potential criticisms while also recognizing its strengths. Critics argue that the model focuses solely on the cognitive dimension of learning, neglecting psychodynamic and societal aspects, and lacks guidance on when and how to shift between learning styles. Despite these criticisms, the paragraph asserts the model's holistic representation of the learning process and its alignment with multi-linear adult development theories. It concludes by affirming the model's utility in understanding natural learning, growth, and development patterns.
Mindmap
Keywords
💡Experiential Learning
💡Kolb's Learning Cycle
💡Learning Styles
💡Concrete Experience
💡Reflective Observation
💡Abstract Conceptualization
💡Active Experimentation
💡Diverger
💡Assimilator
💡Converger
💡Accommodator
Highlights
David Kolb developed the experiential learning model, also known as Kolb's Learning Cycle.
The model was first published in the book 'Experiential Learning' in 1984.
It provides insight into how individuals learn from their experiences.
Understanding learning styles is crucial for effective coaching and mentoring.
The model supports the concept of lifelong learning.
Learning style preference is determined by two pairs of variables on a two-axis model.
The horizontal axis represents the processing continuum from active to passive.
The vertical axis represents the perception continuum from abstract to concrete.
The model consists of four learning elements arranged in a circle.
Concrete experience involves being involved in specific experiences.
Reflective observation is about passive watching and developing insights.
Abstract conceptualization involves creating theories or new concepts.
Active experimentation is about applying new theories to solve problems.
The four learning styles are diverger, assimilator, converger, and accommodator.
Divergers are innovative and imaginative, viewing situations from multiple perspectives.
Assimilators integrate observations and thoughts into a coherent whole.
Convergers focus on practical application and problem-solving.
Accommodators use trial and error and are good at adapting to change.
Instructional methods should be tailored to suit different learning styles.
Kolb's theory can help leaders understand employees' learning preferences.
The model has been criticized for focusing only on the cognitive dimension of learning.
Despite criticism, the model is considered holistic and multi-linear for adult development.
Transcripts
david kolb
is an american emeritus professor of
organizational behavior
he is a learning specialist and he
developed the experiential learning
model
also called kolb's learning cycle the
model
was published in the book experiential
learning in 1984.
the model provides an insight into how
individuals learn
the model contains different learning
styles
you need to understand learning styles
so that
if you are coaching or mentoring others
you set out the purpose of the learning
to be conducive
to the individuals and their abilities
to absorb information
you can use this understanding of
learning styles every time you need
staff
or individuals to understand and perform
new tasks
the model reflects the way we learn from
our experiences
and thus supports the lifelong learning
concept
the learning style preference itself is
the product of two pairs of variables
or two separate choices that we make
which
kolb presented as lines of an axis
each with conflicting modes at either
end
the horizontal axis called the
processing continuum axis
deals with our approach to a task on the
left side of the axis
we are active we are doing
on the right side of the axis we are
passive
we are watching the vertical axis
called the perception continuum axis
deals with our emotional responses
at the bottom of the axis we have an
abstract approach
we are thinking at the top of the axis
we have a concrete approach we are
feeling
the model consists of two dimensions
the first dimension is four elements of
learning
placed in a circle each element is
located
at the end of either the horizontal axis
or the vertical axis
the second dimension is four learning
styles
they are part of the circle and directly
connected to the horizontal axis
and the vertical axis in the model each
learning style
is located in a different quadrant of
this cycle of learning
we will review one dimension at a time
the first review is the core of the
model consisting of four learning
elements
placed in a circle the circle is read
clockwise
the first element is concrete experience
it is about being involved in an
experience
the learners are learning from specific
experiences
and relating to people they are
sensitive to others
feelings
the second element is reflective
observation
it is about passive watching of others
or developing observations
about one's own experience the learners
are observing before making a judgment
by viewing the environment
from different perspectives they are
looking
for the meaning of things
the third is called abstract
conceptualization
it is about creating theories or new
concepts to explain the observation
it is about logical analysis of ideas
and acting
on the intellectual understanding of a
situation
the learners are thinking
the fourth and last element is called
active
experimentation it is about using new
theories
or concepts to solve problems make
decisions it is about the ability to get
things done by
influencing people and events through
action
learners get things done and accept
risk-taking
the four elements are placed in a circle
a spiral of learning which can begin
with any of the four elements
but it will typically begin with a
concrete experience
the model shows the process of learning
this concludes our review of the first
dimensions four elements of learning
now we shall take a look at the second
dimension
the four learning styles
from the two times two statements on the
two axes
the combination of the four different
learning styles
emerge the diverger
is placed in the upper right corner of
the model
and is a combination of passive and
concrete
the diverger emphasizes the innovative
and imaginative approach to doing things
views concrete situations from many
perspectives
and adapts by observation rather than by
action
interested in people and tends to be
feeling
oriented like such activities
as cooperative groups and brainstorming
the assimilator is placed in the lower
right corner of the model
and is a combination of passive and
abstract
the assimilator pulls several different
observations and thoughts into an
integrated whole
likes to reason inductively and create
models and theories
likes to design projects and experiments
the converger is placed in the lower
left corner
of the model and is a combination of
active
and abstract the converger
emphasizes the practical application of
ideas
and solving problems likes to be
involved in decision making
and problem solving ideas a converger
prefers technical problems over
interpersonal issues
the accommodator is placed in the upper
left corner
of the model and combines active and
concrete
uses trial and error rather than thought
and reflection
good at adapting to changing
circumstances
solves problems in an intuitive trial
and error manner
such as discovery learning an
accommodator
tends to be at ease with people
having now reviewed the second dimension
of the model
we're going to examine the relationship
between the two dimensions in the next
section
the diverger is placed between concrete
experience
and reflective observation
these learners are motivated to discover
the relevancy or
why of a situation they like to reason
from concrete
specific information and to explore
what a system has to offer they prefer
to have
information presented to them in a
detailed systematic
reasoned manner
instructional methods that suit
divergers include
lecture method focusing on specifics
such as the strengths weaknesses and
uses of a system
hands-on exploration of a system
the instructor would be best to mingle
with the learners
answering questions and making
suggestions
ready reference guides provide handy
organized
summaries for this kind of learner
it is about feeling and watching
the assimilator is placed between
reflective observation
and abstract conceptualization
these learners are motivated to answer
the question
what is there to know they like
the accurate organized delivery of
information
and they tend to respect the expert's
knowledge
they aren't that comfortable randomly
exploring a system
and they like to get the right answer to
the problem
instructional methods that suit
assimilators include
lecture method or video audio
presentation
followed by a demonstration
exploration of a subject in a lab
followed by a prepared tutorial
which they will probably stick to quite
closely and for which answers should be
provided
these learners are perhaps less
instructor intensive
than some other learning styles they
will carefully follow
prepared exercises it is about
watching and thinking
the converger is placed between abstract
conceptualization
and active experimentation
these learners are motivated to discover
the relevancy
or the how of a situation
application and usefulness of
information is increased
by understanding detailed information
about the system's
operation instructional methods
that suit convergers include computer
assisted instruction is a possibility
problem sets or workbooks can be
provided for learners to explore
instruction should be interactive not
passive
it is about doing and thinking
the accommodator is placed between
active experimentation
and concrete experience
these learners are motivated by the
question
what would happen if i did this
they look for significance in the
learning experience
and consider what they can do and what
others have done
previously these learners are good with
complexity
and are able to see relationships among
aspects of a system
these teaching methods would work well
for an accommodator
anything that encourages independent
discovery is probably the most desirable
accommodators prefer to be active
participants in their learning
the instructors working with this type
of student
might expect devil's advocate type
questions such as
what if and why not
it is about doing and feeling
as each learner type is based on a
combination of the four
experiential learning concepts kobe's
theory
can be useful for leaders to gain a
better understanding of their employees
learning preferences within their
organizations
and help facilitate the overall learning
process
for instance convergers and
accommodators
might excel at hands-on time-sensitive
projects
that require strong initiative and the
ability to think on one's feet
to make quick decisions and meet
short-term goals
on the other hand divergers and
assimilators
could be more suited for tasks requiring
strong analytical
and critical thinking skills extensive
planning
and a focus on long-term goals
remember when your employees need new
knowledge
you cannot transfer your favorite style
to others
we shall now review two examples of the
use of the model
you want to order and install new
machines
into the production line you have a lot
of experienced
employees and you are not in a hurry
you find a small team of experienced
employees who are divergers
they can as a team bring the task from
concrete experience
to reflective observation you now have
many observations
and pieces of information about
different possibilities
for changing your production line and
other machines you can order
you then find assimilators in your
organization
they bring your process from reflective
observation
to abstract conceptualization
they have a talent for pulling in a
number of different observations
and thoughts about the production line
and machines
into an integrated hole
in the next phase you bring in the
convergers
they will bring you from abstract
conceptualization
to active experimentation they emphasize
applying ideas and solving problems
about your different choices
of changing your production line and
ordering new machines
they will find practical applications
in the last phase you will use employees
that are accommodators
they will bring you from active
experimentation
to concrete experience they will use
trial and error rather than thought and
reflection
when changing your production line with
the new machines
they solve problems in an intuitive way
such as discovery learning
you can most likely not use the same
employees throughout the process
most people have a preferred learning
style and
one they have a tough time with
in our second example you want to learn
a new management skill
you want to be a coach
depending on your preferred learning
style you may enter the learning cycle
at any point
you will best learn the new task if you
practice
all four modes
concrete experience having a coach guide
you
in coaching someone else
reflective observation observing
how other people coach
abstract conceptualization reading
articles
to find out the pros and cons of
different methods
active experimentation using your people
skills
with what you have learned to achieve
your coaching style
let us now consider a criticism of the
model
kobe's learning cycle is a picture of
the inner psychic structure
of the learning process colb only works
with the cognitive dimension
of learning and does not consider the
psychodynamic
and societal dimension
there is no hint about when to shift
between the different learning styles
and the difficulties in shifting
the model is excellent it provides
a holistic model of the learning process
and is a multi-linear model of
adult development both of which are
consistent
with what we know about how we naturally
learn
grow and develop
you
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