4.5. David Kolb

What we should remember:

⮚ As a trainer,you need to be aware that there are different types of information and different ways of processing information. ⮚ That everyone has their strengths and weaknesses, but they can also evolve. ⮚ Not only do we all learn in a certain way (one by reading, the other by doing, a third by schematising,and so on) but we also express ourselves in different ways: through words, images, schedules, movement, etc. Of course,in a multidisciplinary activity,you will get some choice in this domain, but it is good to have an eye for this in other situations as well.

4.5. David Kolb

David Kolb is a learning and organisational psychologist who is best known for his research into the different ways in which people learn from their experiences. He is affiliated with the Weatherhead School of Management at Case Western Reserve University in Cleveland, Ohio. His best-known work is Experiential Learning. Experience as The Source of Learning and Development from 1984. He based himself on the work of John Dewey, Kurt Lewin,and Jean Piaget. But he was also inspired by Carl Jung, Paulo Freire, Jerome Bruner, L.S. Vygotsky,and William James. As the name reveals, the Experiential Learning Theory involves learning from experience. In his book Experiential Learning,Kolb(1984) clarifiesthat experiential learning can be defined as a learning process where knowledge results from the combination of grasping and transforming an experience. Kolb suggested that learning requires the acquisition of abstract concepts that can then be applied flexibly in a wide range of situations. Therefore, knowledge is created through the transformation of experience. This is the core of Kolb' s Experiential Learning Theory. It includes two parts. The first part details a four-stage cycle that the learning experience follows. According to Kolb, by going through the different stages, learners can convert their experiences into knowledge. The second part focuses on the cognitive processes that occurred for learners to acquire knowledge. The theory highlights how individuals can demonstrate their understanding or learnings when they are able to apply abstract concepts to new situations.

Experiential Learning Cycle

The model describes two ways of grasping knowledge:concrete experiences and abstract conceptualisation. The other two modes, reflective observation and active experimentation help learners transform their experience into knowledge. Each of these stages acts as a foundation for the next stage.

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a. Concrete Experience (CE)

At this stage, learners encounter an experience. This could be either a completely new experience or a reimagined one that has already happened. Kolb believed that the key to learning lies in involvement. According to him, itisnot enough for learners to just read or watch demonstrations to acquire new knowledge. As such, each learner should actively engage in an experience. This could involve being exposed to a new task or a new way of carrying out a project they are already familiar with. While the experience is usually a personal one, it might also be a shared experience. In this situation, learners acquire knowledge by observing, hearing or reading about someone else' s experiences. This kind of social learning comesloaded with benefits.

b. Reflective Observation (RO)

Concrete experiences are followed byreflective observation. As such, after engaging in an experience, learners should step back to reflect on the task or activity. This stage in the learning cycle allows the learner to ask questions and discuss the experience with others. For most individuals, this is where seeing and doing transforms into the real-time absorption of new information. In practice, this could mean a situation where a person is shown how to accomplish a goal. They then look at how it could be applied in different circumstances. Communication is vital as it allows learners to identify any discrepancies between their understanding and the experience itself. Discussing the experience with others helps to ease the reflection process by introducing other points of view. At this stage, learners will also try to place the experience alongside other previous experiences to look for patterns or notable differences.

c. Abstract Conceptualisation (AC)

Reflective observation leads toabstract conceptualisation. In this stage, learners form new ideas or alter their current understanding based on the reflections that arose from the previous stage. Learners move from reflective observation to abstract conceptualisation when they begin to classify concepts and take conclusions from the events that occurred. As such, abstractconceptualisation gives learners the chance to assess how their new ideas can be applied in the real world. They can do so by interpreting the experience and making comparisons to their current understanding of the concept. When learners return to a task, they can then return with the goal of applying their conclusions to new experiences. In other words, they generate abstract principles that they can apply to future situations. After all, the focus lies in drawing conclusions and learning lessons based onthe experience. This shows us that information is a lot easier to retain if it is relevant to our lives and we are given an opportunity to apply it.

d. Active Experimentation (AE)

The last stage of the cycle involves active experimentation. At this stage, learners apply their new ideas to the world around them. This allows them to see if there are any changes in the next occurrence of the experience. As such, this stage offers an opportunity for learners to test out their new ideas and lessons gathered from the experience. By actively experimenting with different concepts, individuals can learn how to associate what they have experienced with new ideas and innovations. This experimentation results in new concrete experiences that effectively trigger the beginning of the next cycle. After all, life effectively amounts to a series of interlinked experiences.

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