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david kolb
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is an american emeritus professor of
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organizational behavior
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he is a learning specialist and he
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developed the experiential learning
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model
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also called kolb's learning cycle the
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model
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was published in the book experiential
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learning in 1984.
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the model provides an insight into how
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individuals learn
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the model contains different learning
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styles
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you need to understand learning styles
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so that
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if you are coaching or mentoring others
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you set out the purpose of the learning
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to be conducive
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to the individuals and their abilities
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to absorb information
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you can use this understanding of
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learning styles every time you need
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staff
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or individuals to understand and perform
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new tasks
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the model reflects the way we learn from
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our experiences
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and thus supports the lifelong learning
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concept
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the learning style preference itself is
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the product of two pairs of variables
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or two separate choices that we make
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which
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kolb presented as lines of an axis
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each with conflicting modes at either
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end
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the horizontal axis called the
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processing continuum axis
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deals with our approach to a task on the
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left side of the axis
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we are active we are doing
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on the right side of the axis we are
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passive
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we are watching the vertical axis
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called the perception continuum axis
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deals with our emotional responses
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at the bottom of the axis we have an
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abstract approach
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we are thinking at the top of the axis
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we have a concrete approach we are
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feeling
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the model consists of two dimensions
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the first dimension is four elements of
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learning
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placed in a circle each element is
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located
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at the end of either the horizontal axis
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or the vertical axis
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the second dimension is four learning
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styles
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they are part of the circle and directly
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connected to the horizontal axis
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and the vertical axis in the model each
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learning style
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is located in a different quadrant of
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this cycle of learning
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we will review one dimension at a time
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the first review is the core of the
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model consisting of four learning
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elements
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placed in a circle the circle is read
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clockwise
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the first element is concrete experience
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it is about being involved in an
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experience
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the learners are learning from specific
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experiences
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and relating to people they are
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sensitive to others
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feelings
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the second element is reflective
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observation
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it is about passive watching of others
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or developing observations
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about one's own experience the learners
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are observing before making a judgment
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by viewing the environment
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from different perspectives they are
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looking
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for the meaning of things
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the third is called abstract
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conceptualization
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it is about creating theories or new
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concepts to explain the observation
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it is about logical analysis of ideas
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and acting
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on the intellectual understanding of a
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situation
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the learners are thinking
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the fourth and last element is called
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active
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experimentation it is about using new
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theories
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or concepts to solve problems make
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decisions it is about the ability to get
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things done by
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influencing people and events through
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action
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learners get things done and accept
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risk-taking
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the four elements are placed in a circle
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a spiral of learning which can begin
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with any of the four elements
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but it will typically begin with a
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concrete experience
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the model shows the process of learning
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this concludes our review of the first
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dimensions four elements of learning
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now we shall take a look at the second
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dimension
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the four learning styles
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from the two times two statements on the
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two axes
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the combination of the four different
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learning styles
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emerge the diverger
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is placed in the upper right corner of
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the model
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and is a combination of passive and
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concrete
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the diverger emphasizes the innovative
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and imaginative approach to doing things
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views concrete situations from many
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perspectives
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and adapts by observation rather than by
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action
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interested in people and tends to be
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feeling
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oriented like such activities
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as cooperative groups and brainstorming
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the assimilator is placed in the lower
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right corner of the model
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and is a combination of passive and
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abstract
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the assimilator pulls several different
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observations and thoughts into an
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integrated whole
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likes to reason inductively and create
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models and theories
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likes to design projects and experiments
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the converger is placed in the lower
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left corner
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of the model and is a combination of
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active
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and abstract the converger
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emphasizes the practical application of
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ideas
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and solving problems likes to be
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involved in decision making
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and problem solving ideas a converger
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prefers technical problems over
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interpersonal issues
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the accommodator is placed in the upper
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left corner
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of the model and combines active and
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concrete
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uses trial and error rather than thought
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and reflection
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good at adapting to changing
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circumstances
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solves problems in an intuitive trial
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and error manner
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such as discovery learning an
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accommodator
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tends to be at ease with people
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having now reviewed the second dimension
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of the model
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we're going to examine the relationship
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between the two dimensions in the next
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section
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the diverger is placed between concrete
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experience
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and reflective observation
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these learners are motivated to discover
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the relevancy or
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why of a situation they like to reason
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from concrete
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specific information and to explore
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what a system has to offer they prefer
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to have
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information presented to them in a
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detailed systematic
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reasoned manner
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instructional methods that suit
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divergers include
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lecture method focusing on specifics
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such as the strengths weaknesses and
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uses of a system
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hands-on exploration of a system
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the instructor would be best to mingle
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with the learners
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answering questions and making
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suggestions
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ready reference guides provide handy
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organized
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summaries for this kind of learner
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it is about feeling and watching
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the assimilator is placed between
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reflective observation
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and abstract conceptualization
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these learners are motivated to answer
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the question
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what is there to know they like
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the accurate organized delivery of
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information
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and they tend to respect the expert's
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knowledge
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they aren't that comfortable randomly
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exploring a system
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and they like to get the right answer to
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the problem
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instructional methods that suit
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assimilators include
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lecture method or video audio
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presentation
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followed by a demonstration
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exploration of a subject in a lab
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followed by a prepared tutorial
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which they will probably stick to quite
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closely and for which answers should be
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provided
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these learners are perhaps less
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instructor intensive
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than some other learning styles they
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will carefully follow
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prepared exercises it is about
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watching and thinking
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the converger is placed between abstract
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conceptualization
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and active experimentation
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these learners are motivated to discover
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the relevancy
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or the how of a situation
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application and usefulness of
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information is increased
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by understanding detailed information
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about the system's
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operation instructional methods
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that suit convergers include computer
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assisted instruction is a possibility
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problem sets or workbooks can be
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provided for learners to explore
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instruction should be interactive not
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passive
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it is about doing and thinking
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the accommodator is placed between
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active experimentation
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and concrete experience
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these learners are motivated by the
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question
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what would happen if i did this
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they look for significance in the
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learning experience
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and consider what they can do and what
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others have done
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previously these learners are good with
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complexity
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and are able to see relationships among
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aspects of a system
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these teaching methods would work well
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for an accommodator
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anything that encourages independent
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discovery is probably the most desirable
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accommodators prefer to be active
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participants in their learning
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the instructors working with this type
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of student
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might expect devil's advocate type
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questions such as
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what if and why not
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it is about doing and feeling
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as each learner type is based on a
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combination of the four
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experiential learning concepts kobe's
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theory
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can be useful for leaders to gain a
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better understanding of their employees
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learning preferences within their
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organizations
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and help facilitate the overall learning
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process
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for instance convergers and
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accommodators
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might excel at hands-on time-sensitive
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projects
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that require strong initiative and the
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ability to think on one's feet
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to make quick decisions and meet
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short-term goals
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on the other hand divergers and
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assimilators
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could be more suited for tasks requiring
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strong analytical
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and critical thinking skills extensive
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planning
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and a focus on long-term goals
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remember when your employees need new
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knowledge
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you cannot transfer your favorite style
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to others
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we shall now review two examples of the
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use of the model
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you want to order and install new
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machines
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into the production line you have a lot
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of experienced
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employees and you are not in a hurry
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you find a small team of experienced
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employees who are divergers
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they can as a team bring the task from
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concrete experience
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to reflective observation you now have
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many observations
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and pieces of information about
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different possibilities
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for changing your production line and
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other machines you can order
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you then find assimilators in your
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organization
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they bring your process from reflective
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observation
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to abstract conceptualization
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they have a talent for pulling in a
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number of different observations
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and thoughts about the production line
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and machines
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into an integrated hole
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in the next phase you bring in the
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convergers
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they will bring you from abstract
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conceptualization
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to active experimentation they emphasize
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applying ideas and solving problems
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about your different choices
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of changing your production line and
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ordering new machines
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they will find practical applications
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in the last phase you will use employees
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that are accommodators
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they will bring you from active
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experimentation
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to concrete experience they will use
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trial and error rather than thought and
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reflection
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when changing your production line with
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the new machines
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they solve problems in an intuitive way
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such as discovery learning
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you can most likely not use the same
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employees throughout the process
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most people have a preferred learning
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style and
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one they have a tough time with
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in our second example you want to learn
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a new management skill
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you want to be a coach
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depending on your preferred learning
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style you may enter the learning cycle
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at any point
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you will best learn the new task if you
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practice
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all four modes
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concrete experience having a coach guide
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you
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in coaching someone else
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reflective observation observing
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how other people coach
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abstract conceptualization reading
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articles
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to find out the pros and cons of
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different methods
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active experimentation using your people
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skills
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with what you have learned to achieve
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your coaching style
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let us now consider a criticism of the
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model
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kobe's learning cycle is a picture of
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the inner psychic structure
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of the learning process colb only works
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with the cognitive dimension
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of learning and does not consider the
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psychodynamic
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and societal dimension
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there is no hint about when to shift
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between the different learning styles
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and the difficulties in shifting
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the model is excellent it provides
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a holistic model of the learning process
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and is a multi-linear model of
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adult development both of which are
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consistent
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with what we know about how we naturally
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learn
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grow and develop
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you