CAT / FIA FBT Syllabus D. Leading And Managing Individuals And Teams - The Learning Process - Notes ^{2 / 5}

Kolb’s experiential learning theory

‘Experiential learning’ can apply to any kind of learning through experience. 

David Kolb suggests that learning is a series of steps based on learning from experience. 

He suggested that classroom learning is false and that actual learning comes from real life experiences.

• Experiential learning comes from DOING and this ensures that learners actually solve problems.

• To learn effectively from experience (which includes work placements and practical activities within taught courses) usually involves completing a cycle of activities.

• All four stages of the learning cycle (shown below) have to be addressed.

The Four Learning Styles

1. Accommodative – feeling and doing – strong preference for concrete experiences and active experimentation (hands on).

2. Divergent – feeling and watching – preference for concrete experiences, but to reflect on these from different perspectives.

3. Assimilative – thinking and watching – prefers to swing between reflection and conceptualisation and will use inductive reasoning to develop new theory.

4. Convergent – thinking and doing – prefers to apply ideas, will take an idea and test it out in practice.

Learning styles – Honey and Mumford

There are different ways of learning and people learn more effectively if they are aware of their own learning style preferences. 

Most people exhibit clear strong preferences for a given learning style. 

We should not assume that the ability to use or ‘switch between’ different styles comes easily or naturally to many people. 

People who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is geared to their preference. 

For instance – according to Kolb:

• people who prefer the ‘assimilating’ learning style will not be comfortable being thrown in at the deep end without notes and instructions

• people who prefer to use an ‘accommodating’ learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible.

Honey and Mumford designed a self description questionnaire so that people can discover their preferred learning style. 

The scoring reveals the person’s strength of preference for each of the four learning styles.

• Those who like active learning tick statements such as ‘I often act without considering the possible consequences’ and ‘I am often one of the people who puts life into a party’.

• Reflectors agree with statements such as ‘I like the sort of work where I have time for thorough preparation’ and ‘I am always interested to find out what people think’.

• Theorists tick statements such as ‘I tend to solve problems using a step by step approach’.

• Pragmatists agree with ‘What matters most is whether something works in practice’.

A feature of Honey and Mumford’s model is that it provides suggestions about the best ways for individuals to learn. 

The most effective learning methods are different for each learning style.

1. Activists – have a practical approach to training, are flexible and optimistic. 

   They prefer practical problems, enjoy participation and challenge, are easily bored and have a dislike of theory. 

   They must have handson training.

2. Theorists – require their learning to be programmed and structured; designed to allow time for analysis; and provided by people who share the same preference for ideas and analysis.

3. Reflectors – need an observational approach to training. 

   They need to work at their own pace – slow, cautious and non participative – where conclusions are carefully thought out. 

   They do not find learning easy especially if rushed.

4. Pragmatists – need to see a direct value and link between training and real problems and aim to do things better. 

   They enjoy learning new techniques and tasks and are good at finding improved ways of doing things.