SOLUTION: Developing Individuals, Teams and Organisations

1Session 4: The learning cycle and barriers to learningLO2Developing Individuals, Teams andOrganisations2Objectives of the SessionBy the end of the session, students should be able tounderstand:• The importance of the learning cycle theories• The barriers to learning and how to overcome them2Kolb’s learning cycleLearning cycles lead to learning stylesKolb’s learning cycle43Kolb’s learning cycleLearning Cycle Kolb’s (1984) model therefore works on twolevels – a four-stage cycle:• Concrete Experience – (CE, feelings, kinesthetic responses,actually doing the activity)• Reflective Observation – (RO, watching, analyzing, reflecting onperformance)• Abstract Conceptualization – (AC, critical thinking, applyingtheory to the experience of doing the activity, )• Active Experimentation – (AE, doing, considering theory andreflection to guide planning for subsequent experiences)The four levels above represent the four stages that Kolb claimsmust be fulfilled in order for learning to take placeKolb’s learning cycle• Concrete Experiencers like to learn by experiencing. Theylike games and role playing. They learn from and with otherpeople and value discussion and feedback.• Reflective Observers learn by reflecting. They like to look atthings carefully from a variety of perspectives. They enjoylectures and objective tests where knowledge isdemonstrated.• Abstract Conceptualizers are logical and systematic. Theyappreciate deductive thinking based on their carefulunderstanding. They like theory and appreciate alone studytime. They create ideas that are clear and well- structured• Active Experimenters learn by doing. They like to practiceand try new things. They are not afraid of taking risks and areknown for getting things done. They appreciate small groupdiscussions and individual self-paced projects or activities.4Kolb’s learning cycleFootball Example• Concrete Experience: player takes part in a training match,attempting to score goals• Reflective Observation: player considers his/herperformance, especially her/his scoring attempts• Abstract Conceptualization: player talks to trainer whoprovides insight concerning scoring techniques• Planning Active Experimentation: player uses insights fromthe trainer as well as experience from the first match to planfor the next matchKolb’s learning cycleBased on the learning cycles there are four learning styles (eachrepresenting the combination of two preferred styles, rather likea two-by-two matrix of the four-stage cycle styles), for whichKolb used the terms• Diverging (CE/RO)• Assimilating (AC/RO)• Converging (AC/AE)• Accommodating (CE/AE)5Kolb’s learning cycleDiverging• Between “concrete” and “reflective” = diverging• They tend to– recognise problems– brainstorm options– gather information– strong in the arts– work in groups– receive personal feedback– generate lots of ideasAnd they are• sensitive• interested in people• open-minded• imaginative• understandingKolb’s learning cycleAssimilating •Between “reflective observation” and “abstract conceptualization” =assimilating • They tend to:– Plan– create models– define problems– develop theories– be patientAnd enjoy:• a concise, logical approach• good clear explanations rather than practical opportunity• wide-ranging information and organising it a clear logical format• ideas and abstract concepts• information and science careers• reading, lectures, exploring analytical models, and having time tothink things.6Kolb’s learning cycleConverging• Between “abstract conceptualization” and “activeexperimentation” = converging• They tend to:– solve problems– make decisions– reason deductively– be logical– find solutions to practical issues– prefer technical tasks– find practical uses for ideas and theories– experiment with new ideas– work with practical applications– use deductive reasoning to solve problems• and are less concerned with peopleKolb’s learning cycleAccommodating• Between “active experimentation” and “concrete experience” =accommodating• They tend to :– get things done– lead– take risks– Initiate– be adaptable and practical– ‘hands-on’ learning– intuition rather than logic– take a practical, experiential approach– new challenges and experiences– learn which involves action and initiative– work in teams to complete tasks– use targets and work in the field– be good at actively engaging with the world and actually and atdoing things instead of reading about and studying them7Effective Learners Utilise all 4 styles:ConcreteExperience (CE):Involvethemselves fully,openly, andwithout bias innew experiencesAnd…Reflective Observation(RO): Reflect on andobserve theseexperiences frommany perspectives8And…AbstractConceptualization(AC):Create concepts thatintegrate theirobservations intologically sound theoriesAnd…Active Experimentation (AC):Use these theories tomake decisions and solveproblems.9Honey and Mumford’s learning stylesLearning styles were developed by Honey and Mumford (1986),based upon the work of KolbThey identified four distinct learning styles or preferences:– Activist– Theorist– Pragmatist– Reflector• They recommend that in order to maximise one’s ownpersonal learning each learner ought to:– understand their learning style– seek out opportunities to learn using that styleHoney and Mumford’s learning styles10Honey and Mumford’s learning stylesActivist• Activists are those people who learn by doing• Activists need to get their hands dirty, to dive in with both feet first• Have an open-minded approach to learning, involving themselvesfully and without bias in new experiences• They involve themselves fully and without bias in new experiences• They enjoy the here and now, and are happy to be dominated byimmediate experiences• They are open-minded, not sceptical, and this tends to make thementhusiastic about anything new• Their philosophy is: “I’ll try anything once”• They tend to act first and consider the consequences afterwards• Their days are filled with activity• They tackle problems by brainstorming• They tend to thrive on the challenge of new experiences but arebored with implementation and longer term consolidation• They are gregarious people constantly involving themselves withothers but, in doing so, they seek to centre all activities aroundthemselvesHoney and Mumford’s learning stylesTheorist• These learners like to understand the theory behind the actions• They need models, concepts and facts in order to engage in the learningprocess• They prefer to analyse and synthesise, drawing new information into asystematic and logical ‘theory’• Theorists adapt and integrate observations into complex but logically soundtheories• They think problems through in a vertical, step-by-step logical way• They assimilate disparate facts into coherent theories• They tend to be perfectionists who will not rest easy until things are tidy andfit into a rational scheme• Their philosophy prizes rationality and logic – “If its logical its good”• Questions they frequently ask are:– “Does it make sense?“– “How does this fit with that?”– “What are the basic assumptions?”• They tend to be detached, analytical and dedicated to rational objectivityrather than anything subjective or ambiguous11Honey and Mumford’s learning stylesPragmatist• These are keen on trying out ideas, theories and techniques to seehow to put the learning into practice in the real world• Abstract concepts and games are of limited use unless they can seea way to put the ideas into action in their lives• They are experimenters, trying out new ideas, theories andtechniques to see if they work• They like to get on with things and act quickly and confidently onideas that attract them• They tend to be impatient with ruminating and open-endeddiscussions• They are essentially practical, down to earth people who like makingpractical decisions and solving problems• They respond to problems and opportunities ‘as a challenge‘• Their philosophy is “There is always a better way” and “If it works it’sgood”Honey and Mumford’s learning stylesReflector• These people learn by observing and thinking about what happened• They may avoid leaping in and prefer to watch from the sidelines• They prefer to stand back and view experiences from a number ofdifferent perspectives, collecting data and taking the time to worktowards an appropriate conclusion• Their philosophy is to be cautious• They are thoughtful people who like to consider all possible anglesand implications before making a move• They prefer to take a back seat in meetings and discussions– They enjoy observing other people in action– They listen to others and get the drift of the discussion beforemaking their own points– They tend to adopt a low profile and have a slightly distant,tolerant unruffled air about them– When they act it is part of a wide picture which includes the pastas well as the present and others’ observations as well as theirown12Honey and Mumford’s learning stylesSimilarity between the Honey and Mumford styles and Kolblearning styles:Activist = AccommodatingReflector = DivergingTheorist = AssimilatingPragmatist = ConvergingHoney and Mumford’s learning stylesPractical Implications of Learning StylesA knowledge of learning styles may help you to identify different ways oflearning that might be enjoyable or better for you. For example:• Activist ways of learning include brain-storming, practicalexperimentation, role plays, group discussion and problem-solving.• Pragmatist study styles include case studies and time to think aboutthe practical applications of what you are learning.• Reflector-style learning includes spending time reading around asubject, and watching others try things out.• Theorist learning involves models and theories, with plenty ofbackground information• Understanding that there are different ways of learning, and thatlearning ideally happens in a cycle, helps you to vary your learningexperience, and that is likely to improve your ability to learn and toretain information– If you find that there are particular types of teaching or learningthat really do not suit you, do not be afraid to tailor yourexperience a bit13Kolb-Lewin Learning Cycle“All learning comes fromexperience”–John Dewey“Learning is the process wherebyknowledge is created through thetransformation of experience”Kolb (1984, 38)Kolb’s Experiential Learning Theory14Kolb-Lewin Experiential Learning Cycle• A common approach to viewing learning styles is linked to a learningcycle of experience, observation and reflection, formation and thentesting of concepts• Although commonly referred to as the Kolb Learning Cycle this cyclewas proposed by Kurt Lewin who got the idea from controlengineering• Kolb (1984) popularised Lewin’s proposal (hence the common title)• The four stages of the Experiential Learning Cycle are:-• Concrete experience• Observation and Reflection• Abstract Conceptualization• Testing concepts in new situationsConcreteExperienceReflectiveObservationAbstractConceptualizationActiveExperimentation15Concrete Experience• Laboratories• Observations• Text Readings• Simulations/Games• Field Work• Films/Videos• Readings• Problem Sets• ExamplesReflective Observation• Logs• Journals• Discussion• Brainstorming• Thought Questions• Rhetorical Questions• E-Mail List Serves• On Line DiscussionForums16Abstract Conceptualization• Lecture• Papers• Model Building• Projects• AnalogiesActive Experimentation• Simulations• Case Studies• Laboratories• Field work• Projects• Homework17Barriers to learningPractical Implications of Learning Styles• Learning styles are a great idea in theory• However, there are so many factors that affect a learner whetherthey be biological, socio-economic or psychological• The implication though maybe to repeatedly present information tolearners in as many different ways as possible as long as it is notboring and remains to be a challenge to them• Using models to demonstrate information is a great tool• Encouraging learner to ask questions when they do not understandis also important and talking of modelling, it is also important tomodel yourself as a learner even when you are the teacher:– do not make out that you know everything– be stumped by questions/ideas from time to time (but not sooften as to appear incompetent)– but demonstrate how you intend to discover the answer foryourselfBarriers to learningPractical Implications of Learning Styles• There is much discussion in the literature about the pros andcons of different inventories for identifying learning styles• It is important to recognise that people have differentpreferred learning styles• This recognition has implications for:a) students learning individually and in groupsb) how teachers respond to the variety of styles that theyhave in their student groups18Barriers to learningBenefits of learning styles to students• Important self-knowledge gained• Strengths and weaknesses in learning revealed• Self-esteem improved• Study skills enhanced• Misunderstandings with teachers and parents prevented• Liberated to study “your way”• Increases your self-confidence• Improves your self-image• Gives you insight into your strengths, weaknesses, and habits• Enables you to enjoy any learning process• Inspires greater curiosity and motivation for lifelong learning• Shows you how to take advantage of your natural skills andinclinationsBarriers to learningBenefits of learning styles to teachers• Accurate picture of classroom diversity• Clear grasp of individual students’ biological learning needs• Reasons for underachievement exposed• True needs of slow learners and ‘gifted’ students revealed• Communication with students and parents improved• Group work more successful• Team spirit enhanced• Student/teacher interaction improved• Better time management• Less stress – day-to-day and in one-off situations• Better results and more job satisfaction• A personalised report aimed at the teacher19Barriers to learningLearning obstacles are all those things that directly get in the way ofmeeting specific learning goals• Lack of importance or uncertainty of importance: Learners will bemore motivated to learn a task that they perceive to be important• Difficulty in reaching a learning goal: The more difficult a learninggoal is to reach, the more likely that one will create excuses• Stress in reaching a learning goal: Learners will be less motivatedto reach a learning goal that they perceive to involve a lot of stress• Doubts about success: Doubts about own ability to succeed inlearning a task will erode motivation• Poor attitude regarding the goal: Learner may have developed anegative attitude regarding a learning goal because of negative pastexperiences with similar goals• Lack of support from others: A real motivation killer can be the lackof enthusiasm and support for one’s learning from people around you• Hassles: Sometimes learning can create a number of hassles in yourlife: higher expectations, more work, and more complexity in your workare just some examples• Lack of advantages: One usually learns something because it willmake one more effective in what they do or move you towards a biggergoal they want to reachBarriers to learningBarriers to learning• Lack of opportunity to practise, or to learn safely from mistakes• ‘Bad’ feedback – critical feedback given in a hostile or negativeway• No motivation• Fear of failure• Could not see why it was worth doing• Lack of time to make sense of it• Unable to understand it before moving on• Educators should ensure that activities are designed and carriedout in ways that meet the learning style• Individuals can be helped to learn more effectively by theidentification of their lesser preferred learning styles and thestrengthening of these through the application of the experientiallearning cycle• Activities should be developed in ways that draw on abilitiesfrom each stage of the experiential learning cycle and take thestudents through the whole process in sequence2039ReferencesKolb-Lewin Learning Cyclewww.uvm.edu/~tpatters/webcam/KolbLewin.pptUnderstanding the Learning Cycle – CS @ Purduehttps://www.cs.purdue.edu/homes/bxd/…/Student%20LSI%20PowerPoint%207-2011….https://www.simplypsychology.org/learning-kolb.htmlKolb learninghttps://www.slideshare.net/m_kv1363/kolb-learningHoney and Mumfordhttps://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theories/honey-mumfordHoney and Mumford’s Learning Styles Questionnairehttp://www.nwlink.com/~donclark/hrd/styles/honey_mumford.htmlHoney and Mumford’s variation on the Kolb systemhttps://www.cyberphysics.co.uk/MBTI/Honey&Mumford1.htm40ReferencesKolb-Lewin Learning Cyclewww.uvm.edu/~tpatters/webcam/KolbLewin.pptUnderstanding the Learning Cycle – CS @ Purduehttps://www.cs.purdue.edu/homes/bxd/…/Student%20LSI%20PowerPoint%207-2011….https://www.simplypsychology.org/learning-kolb.htmlKolb learninghttps://www.slideshare.net/m_kv1363/kolb-learningHoney and Mumfordhttps://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theories/honey-mumfordHoney and Mumford’s Learning Styles Questionnairehttp://www.nwlink.com/~donclark/hrd/styles/honey_mumford.htmlHoney and Mumford’s variation on the Kolb system