David A Kolbs learning cycle

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28 May 202116:31

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

00:00

📚 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.

05:03

🔍 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.

10:06

🛠 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.

15:09

🤔 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

Experiential learning is a pedagogical approach that emphasizes learning through experience. It is central to the video's theme, which discusses David Kolb's model of experiential learning. The model is introduced as a way to understand how individuals learn from their experiences and how this can support lifelong learning. The script uses the term to describe the process of learning that starts with concrete experiences and moves through reflective observation, abstract conceptualization, and active experimentation.

💡Kolb's Learning Cycle

Kolb's Learning Cycle, also known as the experiential learning model, is the main focus of the video. It is a theoretical framework developed by David Kolb that outlines the four stages of the learning process. The script explains the cycle as a spiral that can begin with any of the four elements and is crucial for understanding the different learning styles and how they interact with the learning process.

💡Learning Styles

Learning styles refer to the preferences that individuals have for absorbing and processing information. The video discusses how understanding these styles can be beneficial for coaching or mentoring. The script identifies four learning styles—diverger, assimilator, converger, and accommodator—each associated with different quadrants of Kolb's cycle and characterized by unique approaches to learning.

💡Concrete Experience

Concrete experience is the first element of Kolb's learning cycle and represents the initial stage of learning through direct involvement in an experience. The script describes it as being involved in an experience and learning from specific situations, highlighting the importance of relating to people and being sensitive to others' feelings.

💡Reflective Observation

Reflective observation is the second element in Kolb's cycle and involves passive observation and contemplation of one's own or others' experiences. The script explains that learners in this stage are observing before making judgments, seeking the meaning of things by viewing the environment from different perspectives.

💡Abstract Conceptualization

Abstract conceptualization is the third element of the learning cycle and pertains to the creation of theories or new concepts to explain observations. The script describes this stage as involving logical analysis of ideas and intellectual understanding of a situation, where learners are engaged in thinking and creating models and theories.

💡Active Experimentation

Active experimentation is the final element in the learning cycle and is about applying new theories or concepts to solve problems and make decisions. The script illustrates this by stating that learners in this stage are capable of getting things done by influencing people and events through action and are willing to take risks.

💡Diverger

A diverger is one of the four learning styles identified in Kolb's model, characterized by a passive and concrete approach to learning. The script describes divergers as innovative and imaginative, viewing situations from multiple perspectives, and preferring activities that involve cooperation and brainstorming.

💡Assimilator

An assimilator is another learning style in Kolb's model, associated with a passive and abstract approach. The script explains that assimilators integrate various observations and thoughts into a cohesive whole, prefer inductive reasoning, and enjoy designing projects and experiments.

💡Converger

A converger is a learning style that combines an active and abstract approach, as described in the script. Convergers focus on the practical application of ideas and problem-solving, preferring to be involved in decision-making and technical problem-solving over interpersonal issues.

💡Accommodator

An accommodator is the learning style that combines an active and concrete approach, as detailed in the script. Accommodators are good at adapting to changing circumstances and solving problems through trial and error. They are comfortable with complexity and prefer hands-on, intuitive learning methods.

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.