David A Kolbs learning cycle

00:16:31
https://www.youtube.com/watch?v=rvqoFhk6N2A

Zusammenfassung

TLDRDavid Kolb, an expert in organizational behavior, created the experiential learning model, outlined in his 1984 book, which explains how learning occurs through experiences. It consists of two main dimensions: the learning elements — concrete experience, reflective observation, abstract conceptualization, and active experimentation — and learning styles — diverger, assimilator, converger, and accommodator. Each learning style corresponds to different aspects of the learning process, emphasizing the importance of tailoring coaching and mentoring methods to individual preferences to foster effective learning and application in real-world situations.

Mitbringsel

  • 📘 Kolb's experiential learning model explains how we learn from experiences.
  • 🧠 Four key learning elements include concrete experience, reflective observation, abstract conceptualization, and active experimentation.
  • 🔄 Each element is part of a cyclical learning process.
  • 💡 Understanding learning styles enhances coaching effectiveness.
  • 🌍 There are four distinct learning styles: diverger, assimilator, converger, and accommodator.
  • 👩‍🏫 Tailoring education methods to individual learning preferences improves knowledge retention.
  • ⚖️ The model highlights the importance of combining different learning styles in training.
  • 🛠️ Criticism exists regarding the model's focus on cognitive aspects alone.
  • 🚀 The experiential learning model can lead to more effective training strategies.
  • 🔄 It promotes lifelong learning and adaptability to new situations.

Zeitleiste

  • 00:00:00 - 00:05:00

    David Kolb, an emeritus professor of organizational behavior, created the experiential learning model, published in 1984, emphasizing different learning styles to enhance coaching and mentoring. Understanding these styles helps individuals absorb information effectively and supports lifelong learning by reflecting on experiences.

  • 00:05:00 - 00:10:00

    Kolb's model includes four elements of learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation, arranged in a cyclical fashion to describe the learning process. Each element represents an essential aspect of how learners interact with and derive understanding from their experiences.

  • 00:10:00 - 00:16:31

    The model introduces four distinct learning styles—diverger, assimilator, converger, and accommodator—based on two processing axes: passive vs. active and abstract vs. concrete. Each style reflects individual preferences in learning and problem-solving, indicating that tailored instructional methods can enhance learning effectiveness in various organizational contexts.

Mind Map

Video-Fragen und Antworten

  • What is Kolb's experiential learning model?

    A model developed by David Kolb that illustrates how individuals learn from experiences through a cyclical process.

  • What are the four learning styles in Kolb's model?

    The four learning styles are diverger, assimilator, converger, and accommodator.

  • How many elements of learning are in Kolb's model?

    There are four elements of learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

  • How can Kolb's model be applied in training?

    It can be used to tailor teaching and mentoring methods based on individual learning preferences.

  • What is the significance of understanding learning styles?

    Understanding learning styles helps in creating conducive learning environments and improving knowledge absorption.

  • What is the main criticism of Kolb's learning model?

    The model primarily focuses on cognitive aspects and does not address psychodynamic or societal dimensions of learning.

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Untertitel
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Automatisches Blättern:
  • 00:00:02
    david kolb
  • 00:00:03
    is an american emeritus professor of
  • 00:00:05
    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
  • 00:00:16
    model
  • 00:00:16
    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
  • 00:04:06
    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
  • 00:04:32
    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
  • 00:04:54
    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
  • 00:05:05
    the model
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    and is a combination of passive and
  • 00:05:08
    concrete
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    the diverger emphasizes the innovative
  • 00:05:12
    and imaginative approach to doing things
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    views concrete situations from many
  • 00:05:18
    perspectives
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    and adapts by observation rather than by
  • 00:05:23
    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
  • 00:05:40
    right corner of the model
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    and is a combination of passive and
  • 00:05:44
    abstract
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    the assimilator pulls several different
  • 00:05:48
    observations and thoughts into an
  • 00:05:50
    integrated whole
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    likes to reason inductively and create
  • 00:05:55
    models and theories
  • 00:05:57
    likes to design projects and experiments
  • 00:06:02
    the converger is placed in the lower
  • 00:06:05
    left corner
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    of the model and is a combination of
  • 00:06:08
    active
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    and abstract the converger
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    emphasizes the practical application of
  • 00:06:15
    ideas
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    and solving problems likes to be
  • 00:06:18
    involved in decision making
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    and problem solving ideas a converger
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    prefers technical problems over
  • 00:06:26
    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
  • 00:06:36
    concrete
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    uses trial and error rather than thought
  • 00:06:41
    and reflection
  • 00:06:42
    good at adapting to changing
  • 00:06:44
    circumstances
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    solves problems in an intuitive trial
  • 00:06:49
    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
  • 00:07:00
    having now reviewed the second dimension
  • 00:07:02
    of the model
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    we're going to examine the relationship
  • 00:07:06
    between the two dimensions in the next
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    section
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    the diverger is placed between concrete
  • 00:07:14
    experience
  • 00:07:15
    and reflective observation
  • 00:07:19
    these learners are motivated to discover
  • 00:07:22
    the relevancy or
  • 00:07:23
    why of a situation they like to reason
  • 00:07:27
    from concrete
  • 00:07:28
    specific information and to explore
  • 00:07:31
    what a system has to offer they prefer
  • 00:07:34
    to have
  • 00:07:35
    information presented to them in a
  • 00:07:37
    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
  • 00:07:50
    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
  • 00:08:00
    with the learners
  • 00:08:01
    answering questions and making
  • 00:08:03
    suggestions
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    ready reference guides provide handy
  • 00:08:08
    organized
  • 00:08:09
    summaries for this kind of learner
  • 00:08:12
    it is about feeling and watching
  • 00:08:17
    the assimilator is placed between
  • 00:08:20
    reflective observation
  • 00:08:21
    and abstract conceptualization
  • 00:08:26
    these learners are motivated to answer
  • 00:08:28
    the question
  • 00:08:29
    what is there to know they like
  • 00:08:32
    the accurate organized delivery of
  • 00:08:34
    information
  • 00:08:35
    and they tend to respect the expert's
  • 00:08:37
    knowledge
  • 00:08:39
    they aren't that comfortable randomly
  • 00:08:41
    exploring a system
  • 00:08:43
    and they like to get the right answer to
  • 00:08:45
    the problem
  • 00:08:48
    instructional methods that suit
  • 00:08:50
    assimilators include
  • 00:08:52
    lecture method or video audio
  • 00:08:54
    presentation
  • 00:08:55
    followed by a demonstration
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    exploration of a subject in a lab
  • 00:09:01
    followed by a prepared tutorial
  • 00:09:03
    which they will probably stick to quite
  • 00:09:05
    closely and for which answers should be
  • 00:09:08
    provided
  • 00:09:09
    these learners are perhaps less
  • 00:09:12
    instructor intensive
  • 00:09:14
    than some other learning styles they
  • 00:09:17
    will carefully follow
  • 00:09:18
    prepared exercises it is about
  • 00:09:22
    watching and thinking
  • 00:09:27
    the converger is placed between abstract
  • 00:09:29
    conceptualization
  • 00:09:31
    and active experimentation
  • 00:09:35
    these learners are motivated to discover
  • 00:09:37
    the relevancy
  • 00:09:38
    or the how of a situation
  • 00:09:41
    application and usefulness of
  • 00:09:43
    information is increased
  • 00:09:45
    by understanding detailed information
  • 00:09:47
    about the system's
  • 00:09:48
    operation instructional methods
  • 00:09:52
    that suit convergers include computer
  • 00:09:55
    assisted instruction is a possibility
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    problem sets or workbooks can be
  • 00:10:00
    provided for learners to explore
  • 00:10:03
    instruction should be interactive not
  • 00:10:05
    passive
  • 00:10:07
    it is about doing and thinking
  • 00:10:13
    the accommodator is placed between
  • 00:10:15
    active experimentation
  • 00:10:17
    and concrete experience
  • 00:10:21
    these learners are motivated by the
  • 00:10:23
    question
  • 00:10:24
    what would happen if i did this
  • 00:10:27
    they look for significance in the
  • 00:10:29
    learning experience
  • 00:10:30
    and consider what they can do and what
  • 00:10:33
    others have done
  • 00:10:34
    previously these learners are good with
  • 00:10:38
    complexity
  • 00:10:39
    and are able to see relationships among
  • 00:10:41
    aspects of a system
  • 00:10:45
    these teaching methods would work well
  • 00:10:47
    for an accommodator
  • 00:10:49
    anything that encourages independent
  • 00:10:51
    discovery is probably the most desirable
  • 00:10:55
    accommodators prefer to be active
  • 00:10:57
    participants in their learning
  • 00:11:00
    the instructors working with this type
  • 00:11:02
    of student
  • 00:11:04
    might expect devil's advocate type
  • 00:11:06
    questions such as
  • 00:11:08
    what if and why not
  • 00:11:12
    it is about doing and feeling
  • 00:11:17
    as each learner type is based on a
  • 00:11:20
    combination of the four
  • 00:11:21
    experiential learning concepts kobe's
  • 00:11:24
    theory
  • 00:11:25
    can be useful for leaders to gain a
  • 00:11:27
    better understanding of their employees
  • 00:11:30
    learning preferences within their
  • 00:11:32
    organizations
  • 00:11:33
    and help facilitate the overall learning
  • 00:11:36
    process
  • 00:11:38
    for instance convergers and
  • 00:11:41
    accommodators
  • 00:11:42
    might excel at hands-on time-sensitive
  • 00:11:44
    projects
  • 00:11:45
    that require strong initiative and the
  • 00:11:48
    ability to think on one's feet
  • 00:11:50
    to make quick decisions and meet
  • 00:11:52
    short-term goals
  • 00:11:54
    on the other hand divergers and
  • 00:11:57
    assimilators
  • 00:11:58
    could be more suited for tasks requiring
  • 00:12:01
    strong analytical
  • 00:12:02
    and critical thinking skills extensive
  • 00:12:05
    planning
  • 00:12:06
    and a focus on long-term goals
  • 00:12:10
    remember when your employees need new
  • 00:12:13
    knowledge
  • 00:12:14
    you cannot transfer your favorite style
  • 00:12:17
    to others
  • 00:12:20
    we shall now review two examples of the
  • 00:12:22
    use of the model
  • 00:12:26
    you want to order and install new
  • 00:12:28
    machines
  • 00:12:29
    into the production line you have a lot
  • 00:12:31
    of experienced
  • 00:12:32
    employees and you are not in a hurry
  • 00:12:37
    you find a small team of experienced
  • 00:12:39
    employees who are divergers
  • 00:12:42
    they can as a team bring the task from
  • 00:12:46
    concrete experience
  • 00:12:47
    to reflective observation you now have
  • 00:12:51
    many observations
  • 00:12:52
    and pieces of information about
  • 00:12:54
    different possibilities
  • 00:12:55
    for changing your production line and
  • 00:12:58
    other machines you can order
  • 00:13:02
    you then find assimilators in your
  • 00:13:04
    organization
  • 00:13:06
    they bring your process from reflective
  • 00:13:09
    observation
  • 00:13:10
    to abstract conceptualization
  • 00:13:13
    they have a talent for pulling in a
  • 00:13:16
    number of different observations
  • 00:13:18
    and thoughts about the production line
  • 00:13:20
    and machines
  • 00:13:21
    into an integrated hole
  • 00:13:25
    in the next phase you bring in the
  • 00:13:27
    convergers
  • 00:13:29
    they will bring you from abstract
  • 00:13:31
    conceptualization
  • 00:13:33
    to active experimentation they emphasize
  • 00:13:37
    applying ideas and solving problems
  • 00:13:39
    about your different choices
  • 00:13:41
    of changing your production line and
  • 00:13:43
    ordering new machines
  • 00:13:45
    they will find practical applications
  • 00:13:51
    in the last phase you will use employees
  • 00:13:54
    that are accommodators
  • 00:13:56
    they will bring you from active
  • 00:13:58
    experimentation
  • 00:14:00
    to concrete experience they will use
  • 00:14:03
    trial and error rather than thought and
  • 00:14:05
    reflection
  • 00:14:06
    when changing your production line with
  • 00:14:08
    the new machines
  • 00:14:09
    they solve problems in an intuitive way
  • 00:14:12
    such as discovery learning
  • 00:14:17
    you can most likely not use the same
  • 00:14:19
    employees throughout the process
  • 00:14:22
    most people have a preferred learning
  • 00:14:24
    style and
  • 00:14:25
    one they have a tough time with
  • 00:14:30
    in our second example you want to learn
  • 00:14:33
    a new management skill
  • 00:14:35
    you want to be a coach
  • 00:14:38
    depending on your preferred learning
  • 00:14:40
    style you may enter the learning cycle
  • 00:14:43
    at any point
  • 00:14:44
    you will best learn the new task if you
  • 00:14:47
    practice
  • 00:14:48
    all four modes
  • 00:14:51
    concrete experience having a coach guide
  • 00:14:54
    you
  • 00:14:54
    in coaching someone else
  • 00:14:58
    reflective observation observing
  • 00:15:01
    how other people coach
  • 00:15:05
    abstract conceptualization reading
  • 00:15:08
    articles
  • 00:15:09
    to find out the pros and cons of
  • 00:15:12
    different methods
  • 00:15:14
    active experimentation using your people
  • 00:15:18
    skills
  • 00:15:18
    with what you have learned to achieve
  • 00:15:21
    your coaching style
  • 00:15:24
    let us now consider a criticism of the
  • 00:15:27
    model
  • 00:15:29
    kobe's learning cycle is a picture of
  • 00:15:33
    the inner psychic structure
  • 00:15:35
    of the learning process colb only works
  • 00:15:38
    with the cognitive dimension
  • 00:15:40
    of learning and does not consider the
  • 00:15:42
    psychodynamic
  • 00:15:44
    and societal dimension
  • 00:15:47
    there is no hint about when to shift
  • 00:15:49
    between the different learning styles
  • 00:15:52
    and the difficulties in shifting
  • 00:15:56
    the model is excellent it provides
  • 00:15:59
    a holistic model of the learning process
  • 00:16:02
    and is a multi-linear model of
  • 00:16:04
    adult development both of which are
  • 00:16:07
    consistent
  • 00:16:08
    with what we know about how we naturally
  • 00:16:10
    learn
  • 00:16:11
    grow and develop
  • 00:16:30
    you
Tags
  • Kolb
  • Experiential Learning
  • Learning Styles
  • Coaching
  • Mentoring
  • Education
  • Adult Learning
  • Learning Cycle
  • Organizational Behavior
  • Reflection