Why Explore Different Approaches to Change

(Cameron & Green, 2020, p. 13-17)

Cameron and Green (2019) uses the term “Kolb’s Learning Cycle”. I prefer to use the term Kolb’s Experiential Learning Theory (KELT) because it reflects the theory better.

According to Kolb’s Experiential Learning Theory, learning is “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38). Experience is at the heart of his understanding of learning. In this learning model learners go through four stages – concrete experience abilities (CE), reflective observation abilities (RO), abstract conceptualizing abilities (AC) and active experimentation abilities (AE). Kolb posits that “effective learners are able to engage in each of these four stages. They must be able to involve themselves fully, openly and without bias, reflect on and observe their experiences from many perspectives (RO). They must be able to create concepts that integrate their observations into logically sound theories (AC), and they must be able to use these theories to make decisions and solve problems (AE)” (p. 30). In recent publications Kolb has linked these four abilities with being mindful of one’s experiential learning and proposed practices that maximize each ability (Kolb & Yeganeh, 2012; Yeganeh & Kolb, 2009). For example, for concrete experience we strive to turn off the autopilot of our mind by relaxing our body and focusing on our sense of touch, sound, sight and smell. For reflective observation (RO) we can “practice sitting with thoughts and feelings rather than acting on them” (Kolb & Yeganeh, p.10); abstract conceptualization can be enhanced by questioning assumptions, and seeing “shades of gray rather than dichotomous thinking”; finally, for active experimentation, we can “practice novel questioning” and “experiment by responding to people and events in ways that you normally do not” (p. 10).

Following on from the earlier definition of learning as ‘the process of acquiring knowledge through experience which leads to a change in behaviour’, Kolb saw this as a cycle through which the individual has a concrete experience. The individual does something, reflects upon his or her specific experience, makes some sense of the experience by drawing some general conclusions, and plans to do things differently in the future. Kolb would argue that true learning could not take place without someone going through all stages of the cycle.

In addition, research by Kolb suggested that different individuals have different sets of preferences or styles in the way they learn. Some of us are quite activist in our approach to learning. We want to experience what it is that we need to learn. We want to dive into the swimming pool and see what happens (immerse ourselves in the task). Some of us would like to think about it first! We like to reflect, perhaps on others’ experience, before we take action. The theorists might like to see how the act of swimming relates to other forms of sporting activity, or investigate how other mammals take the plunge. The pragmatists among us have a desire to relate what is happening to their own circumstances. They are interested in how the act of swimming will help them to achieve their goals.

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Learning and the Process of Change (con’t)

Kolb’s Experiential Learning Cycle

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(Cameron & Green, 2020)