Experiential Learning Experience as a Source of Development

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Table of Contents

Concrete experience
Reflective observation
Abstract conceptualization
Active implementation
References

Concrete experience

The first stage in the Kolb learning model is “concrete experience” (Kolb, 1984). It involves the learner experiencing a certain situation (Richlin 2006). A person is open-minded since one faces a new challenge. Learners rethinking their experience are usually very concerned about the decision they have made. Managers should always ensure that learners fully understand a given scenario. Freshmen should be very attentive at this stage as it is also called “sensing/feeling” (Richlin 2006).

Reflective observation

The second stage is called “reflective observation” or reviewing/watching (Richlin 2006). The learner holds back, thinks, obtains data, then analyzes the information, and finally makes a conclusion about the situation that has just occurred. At this stage, the one has termed a reflector (Clifford & Thorpe 2007) as the learner is very thoughtful and is more a listener than a speaker. Here, ideas start cropping in the learners’ minds, which will eventually lead to the third stage.

Abstract conceptualization

The third stage is called “abstract conceptualization”, also termed as “thinking/concluding”. The learner should go through the situation rationally using logic to think things through. The student will first consider the experience, come up with a decision tree while trying to think over it, and eventually come up with a logical way. The decision tree is the most used tool by the learner at this stage.

Active implementation

Finally, the fourth stage is called “active implementation” or coming with new ideas. Here the learner will try to come up with their own ideas to solve some problems. At this stage, the learner is usually done with trying to solve problems through other people’s experiences and thus come up with his/her own ideas. Those who reach the self-actualization stage are the most innovative in the organization as they are more geared towards practical solutions.

References

Clifford, J. & Thorpe, S. (2007). Workplace Learning & Development: Delivering Competitive Advantage for Your Organization. Philadelphia: Kogan Page Publishers.

Kolb, D. (1984). Experiential Learning Experience as a Source of Learning and Development. New Jersey: Prentice-Hall.

Richlin, L. (2006). Blueprint for Learning: Constructuin College Courses to Facilitate, Access, and Document Learning. Virginia: Stylus Publishing, LLC.

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Experiential Learning Experience as a Source of Development

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