04-014 Ch01 pp5

3/10/04

4:53 PM

Page 72

Another important aspect of Kolbs learning model

is explaining how we can use each of the four dimensions in sequence to improve learning. The four types
of learning depicted in Figure 5 describe a learning
cycle that has proven to be successful in improving
learning. Research has confirmed that if this learning
process is followed, people learn more effectively,
retain learning for longer periods, and develop more
effective behavioral skills (Kolb & Kolb, 1999). The
stages in the learning cycle are as follows.
When a person has an experience (step 1, CE), little learning occurs unless some kind of reflective observation accompanies it (step 2, RO). Organizing the
information and interpreting its meaning is an important step in learning from experience. This step is followed by forming theories about the information, relating it to other experiences that may be similar, and
drawing conclusions about the relevance and usefulness of the experience (step 3, AC). Generalizing from
Figure 5

the specific experience allows it to be applied or to

have meaning in more than a single idiosyncratic situation. Finally, testing out the conclusions, generalizations, or theories that were formulated helps identify
their applicability (step 4, AE).
Experimenting with learning in new situations, in
other words, leads to another concrete experience
(step 1), and the cycle begins again. A person may
enter the learning cycle at any point, of course, not just
at the CE step. The point is to engage in all four steps
in the learning process in order for learning to be most
effective.
Most schools overemphasize the RO and AC
steps in the learning process in that they concentrate
a great deal of their learning activities in the classroom. Most colleges and universities exhibit a bias
toward admitting people who score high on those
learning styles (as recorded on ACT, SAT, or GMAT
exams). Moreover, focusing a curriculum entirely on

The Learning Cycle

Concrete
Experience (CE)
Learning by experiencing
Learning from specific experiences
Relating to people
Being sensitive to feelings and people

Active
Experimentation
(AE)
Learning by doing

Reflective
Observation (RO)
Learning by reflecting
Carefully observing
before making judgments
Viewing issues from
different perspectives
Looking for the
meaning of things

Showing ability to get

things done
Taking risks
Influencing people and
events through action

Abstract
Conceptualization
(AC)
Learning by thinking
Logically analyzing ideals
Planning systematically
Finding theories and
relationships

Source: Copyright 1999 by David A. Kolb. Experience Based Learning Systems, Inc. All rights reserved.

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CHAPTER 1 DEVELOPING SELF-AWARENESS

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