Experiential Learning

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Experiential LearningVocational Personalities
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Typological Theories

• Describe Stylistic Differences in How Individuals
  Approach their Environment
• Unlike Psychosocial and Cognitive-Structural
  Theories We have Studied Typological Theories do
  not Consist of Stages or Progressive Tasks
• Typology Serves as a Framework in which
  Psychosocial and Cognitive-Structural Development
  Occurs

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Typological Theories

• Typology Theories are Non-EvaluativeThere is no
  Good or Bad Types but some Types may be More
  Suited for Certain Situations than Others
• Provide Guidance on the Design of Classes,
  Workshops, and Training Sessions
• Explain Interpersonal Interactions of Individuals

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Experiential Learning

• David Kolb
• Developed theory at MIT Currently faculty member
  at Case Western
• Professor of Organizational Behavior
• Developed theory when studying academic cultures
  and the fit for individual students
• Although Kolb claims his theory is developmental,
  it is often viewed as a typological theory
  explaining different learning styles

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Kolbs Four Stage Learning Cycle
CONCRETE EXPERIENCE
REFLECTIVE OBSERVATION
ACTIVE EXPERIMENTATION
ABSTRACT CONCEPTUALIZATION
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Kolbs Four Stage Learning Cycle
CONCRETE EXPERIENCE
REFLECTIVE OBSERVATION
ACTIVE EXPERIMENTATION
ABSTRACT CONCEPTUALIZATION
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Kolbs Four Stage Learning Cycle
DIVERGER
ACCOMMODATOR
CONCRETE EXPERIENCE
REFLECTIVE OBSERVATION
ACTIVE EXPERIMENTATION
ABSTRACT CONCEPTUALIZATION
CONVERGER
ASSIMILATOR
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Learning and Development (Kolb)

• Learning Consists of Three Stages
• AcquisitionBasic Learning Abilities and
  Cognitive Structures Develop
• SpecializationSocial, Educational, and
  Organizational Socialization Forces shape the
  Development of a Particular Learning Style
• IntegrationIndividual emphasizes his/her
  Nondominant Learning Styles in Work and Personal
  Contexts

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