What's Your Learning Style? Being a lifelong learner is one of the secrets to happiness, succ... more What's Your Learning Style? Being a lifelong learner is one of the secrets to happiness, success, and personal fulfillment. But what's the best way to become one? Kay Peterson and David Kolb have the answer. They offer deep, research-based insights into the ideal process of learning and guide you in identifying your dominant style. You'll discover how knowing your learning style can help you with all kinds of everyday challenges, from remembering someone's name to adding a crucial professional skill to your repertoire. This book is a guide to awakening the power of learning that lies within each of us.
Experiential learning theory is a cycle learning theory introduced by American educational theori... more Experiential learning theory is a cycle learning theory introduced by American educational theorist David Kolb in 1971 and was inspired by earlier works of Kurt Lewin, Jean Piaget and John Dewey. As it was developed within humanist paradigm, experiential learning offers a holistic perspective on learning and is orientated mostly on adult learning. Name of this theory was intended to should emphasize the importance of experience in the learning process.
Experiential learning theory (ELT) has been widely used in management learning research and pract... more Experiential learning theory (ELT) has been widely used in management learning research and practice for over thirty-five years. Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. These two dimensions define a holistic learning space wherein learning transactions take place between individuals and the environment. The learning space is multi-level and can describe learning and development in commensurate ways at the level of the individual, the group, and the organization. This approach is illustrated by reviewing current research on individual learning styles and managerial problem solving/decision making, the process of team learning and organizational learning. We describe how ELT can serve as a useful framework to design and implement management education programs in higher education and management training and development.
To transform experience into learning, reflection that often occurs through the medium of convers... more To transform experience into learning, reflection that often occurs through the medium of conversation is necessary. Specifically, we focus on conversation in debriefing and processing sessions following simulations and games as opportunities for transforming experience into learning. We suggest approaching debriefing sessions with a redefined role of the facilitator as one who has profound respect for the wisdom and voice of each participant and an openness to surprise and personal learning. Careful attention needs to be given to creating a hospitable and receptive space to hold and nurture the debriefing conversations. Specific contextual considerations in creating that space include making a conscious effort, attending to concerns of perceived safety, moderating the energy level, confronting conflict in ways that are growth promoting, valuing and encouraging the integration of the head and the heart of each participant, and valuing reflective listening as highly as active speaking.
We shall not cease from exploration And the end of all our exploring Will be to arrive where we s... more We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. **
'Australians like the experiential approach and seem to have a natural inclination to learn f... more 'Australians like the experiential approach and seem to have a natural inclination to learn from experience ... Some suggested that this was because Australians were historically experiential learners in building their country.'
The Journal of Applied Behavioral Science, Dec 1, 1968
These studies describe two experiments testing the effectiveness of a new procedure for self-dire... more These studies describe two experiments testing the effectiveness of a new procedure for self-directed behavior change in a self-analytic group and investigating the effects of variations in the change technique. In both studies, graduate students in industrial management selected personal change goals and worked to achieve them during weekly or biweekly group meetings. Initial commitment to achieveing the change goal was significantly related to change for subjects in both experiments (p < .015). The 25 subjects in Experiment I who were in groups where exchange of feedback about the projects was encouraged reported significantly more change (p < .o3) than did the 21 subjects in groups where the projects were not discussed. In Experiment II, where all 54 subjects were encouraged to discuss the projects, it was found that the amount of discussion of an individual's project in the group during the second half of the semester was significantly related to both self-perceived change (p < .015) and to group leaders' ratings of change (p < .015).
How do entrepreneurs obtain the creative ideas they need to develop innovative new products? We i... more How do entrepreneurs obtain the creative ideas they need to develop innovative new products? We interviewed 32 technology entrepreneurs to generate a grounded theory as to how technology entrepreneurs use social behaviors, techniques, and cognitive processes to generate, validate, and refine ideas for new products, processes, or services. The results reveal a complex, cyclical, and recursive multilevel social process emphasizing active and social experimentation. Greatest ideational productivity occurs when "trusted partners" exchange and refine ideas through a form of shared cognition. The findings will be useful to researchers and practitioners interested in entrepreneurship, social creativity, and management team dynamics.
Management of change and uncertainty requires that increasingly sophisticated and highly differen... more Management of change and uncertainty requires that increasingly sophisticated and highly differentiated specialised knowledge be brought to bear on organisational problems and that their specialised viewpoints be integrated into effective solutions to these problems. Integrative learning requires a re‐examination of the role of teachers or trainers. Their role must be to manage the process of learning to facilitate adult learners in the process of learning from their own experiences in life. Communication that shares abstract ideas and personal feelings about them in a spirit of professionalism, mutuality and co‐enquiry is a means to this integration. Integrative learning suggests an open system, networking approach to the management of knowledge and learning resource acquisition. A key function of strategic management development at the integrative level is to provide managers with access to knowledge and relationship networks that can help them become life‐long learners and cope with the issues on their continually changing agendas. The establishment of links between business and higher education will increase the effectiveness of both and allow managers and academics to teach and learn from one another.
Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Ref... more Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Reflective Observation (RO). People with this learning style are best at viewing concrete situations from many different points of view. It is labeled "Diverging" because a person with it performs better in situations that call for generation of ideas, such as a "brainstorming" session. People with a Diverging learning style have broad cultural interests and like to gather information. Research shows that they are interested in people, tend to be imaginative and emotional, have broad cultural interests, and tend to specialize in the arts. In formal learning situations, people with the Diverging style prefer to work in groups, listening with an open mind and receiving personalized feedback. Assimilating. The Assimilating style's dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO). People with this learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an Assimilating style are less focused on people and more interested in ideas and abstract concepts. Generally, people with this style find it more important that a theory have logical soundness than practical value. The Assimilating learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. 6 Converging. The Converging style's dominant learning abilities are Abstract Conceptualization (AC) and Active Experimentation (AE). People with this learning style are best at finding practical uses for ideas and theories. They have the ability to solve problems and make decisions based on finding solutions to questions or problems. Individuals with a Converging learning style prefer to deal with technical tasks and problems rather than with social issues and interpersonal issues. These learning skills are important for effectiveness in specialist and technology careers. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and practical applications.
Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Ref... more Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Reflective Observation (RO). People with this learning style are best at viewing concrete situations from many different points of view. It is labeled "Diverging" because a person with it performs better in situations that call for generation of ideas, such as a "brainstorming" session. People with a Diverging learning style have broad cultural interests and like to gather information. Research shows that they are interested in people, tend to be imaginative and emotional, have broad cultural interests, and tend to specialize in the arts. In formal learning situations, people with the Diverging style prefer to work in groups, listening with an open mind and receiving personalized feedback. Assimilating. The Assimilating style's dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO). People with this learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an Assimilating style are less focused on people and more interested in ideas and abstract concepts. Generally, people with this style find it more important that a theory have logical soundness than practical value. The Assimilating learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. 6 Converging. The Converging style's dominant learning abilities are Abstract Conceptualization (AC) and Active Experimentation (AE). People with this learning style are best at finding practical uses for ideas and theories. They have the ability to solve problems and make decisions based on finding solutions to questions or problems. Individuals with a Converging learning style prefer to deal with technical tasks and problems rather than with social issues and interpersonal issues. These learning skills are important for effectiveness in specialist and technology careers. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and practical applications.
What's Your Learning Style? Being a lifelong learner is one of the secrets to happiness, succ... more What's Your Learning Style? Being a lifelong learner is one of the secrets to happiness, success, and personal fulfillment. But what's the best way to become one? Kay Peterson and David Kolb have the answer. They offer deep, research-based insights into the ideal process of learning and guide you in identifying your dominant style. You'll discover how knowing your learning style can help you with all kinds of everyday challenges, from remembering someone's name to adding a crucial professional skill to your repertoire. This book is a guide to awakening the power of learning that lies within each of us.
Experiential learning theory is a cycle learning theory introduced by American educational theori... more Experiential learning theory is a cycle learning theory introduced by American educational theorist David Kolb in 1971 and was inspired by earlier works of Kurt Lewin, Jean Piaget and John Dewey. As it was developed within humanist paradigm, experiential learning offers a holistic perspective on learning and is orientated mostly on adult learning. Name of this theory was intended to should emphasize the importance of experience in the learning process.
Experiential learning theory (ELT) has been widely used in management learning research and pract... more Experiential learning theory (ELT) has been widely used in management learning research and practice for over thirty-five years. Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. These two dimensions define a holistic learning space wherein learning transactions take place between individuals and the environment. The learning space is multi-level and can describe learning and development in commensurate ways at the level of the individual, the group, and the organization. This approach is illustrated by reviewing current research on individual learning styles and managerial problem solving/decision making, the process of team learning and organizational learning. We describe how ELT can serve as a useful framework to design and implement management education programs in higher education and management training and development.
To transform experience into learning, reflection that often occurs through the medium of convers... more To transform experience into learning, reflection that often occurs through the medium of conversation is necessary. Specifically, we focus on conversation in debriefing and processing sessions following simulations and games as opportunities for transforming experience into learning. We suggest approaching debriefing sessions with a redefined role of the facilitator as one who has profound respect for the wisdom and voice of each participant and an openness to surprise and personal learning. Careful attention needs to be given to creating a hospitable and receptive space to hold and nurture the debriefing conversations. Specific contextual considerations in creating that space include making a conscious effort, attending to concerns of perceived safety, moderating the energy level, confronting conflict in ways that are growth promoting, valuing and encouraging the integration of the head and the heart of each participant, and valuing reflective listening as highly as active speaking.
We shall not cease from exploration And the end of all our exploring Will be to arrive where we s... more We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. **
'Australians like the experiential approach and seem to have a natural inclination to learn f... more 'Australians like the experiential approach and seem to have a natural inclination to learn from experience ... Some suggested that this was because Australians were historically experiential learners in building their country.'
The Journal of Applied Behavioral Science, Dec 1, 1968
These studies describe two experiments testing the effectiveness of a new procedure for self-dire... more These studies describe two experiments testing the effectiveness of a new procedure for self-directed behavior change in a self-analytic group and investigating the effects of variations in the change technique. In both studies, graduate students in industrial management selected personal change goals and worked to achieve them during weekly or biweekly group meetings. Initial commitment to achieveing the change goal was significantly related to change for subjects in both experiments (p < .015). The 25 subjects in Experiment I who were in groups where exchange of feedback about the projects was encouraged reported significantly more change (p < .o3) than did the 21 subjects in groups where the projects were not discussed. In Experiment II, where all 54 subjects were encouraged to discuss the projects, it was found that the amount of discussion of an individual's project in the group during the second half of the semester was significantly related to both self-perceived change (p < .015) and to group leaders' ratings of change (p < .015).
How do entrepreneurs obtain the creative ideas they need to develop innovative new products? We i... more How do entrepreneurs obtain the creative ideas they need to develop innovative new products? We interviewed 32 technology entrepreneurs to generate a grounded theory as to how technology entrepreneurs use social behaviors, techniques, and cognitive processes to generate, validate, and refine ideas for new products, processes, or services. The results reveal a complex, cyclical, and recursive multilevel social process emphasizing active and social experimentation. Greatest ideational productivity occurs when "trusted partners" exchange and refine ideas through a form of shared cognition. The findings will be useful to researchers and practitioners interested in entrepreneurship, social creativity, and management team dynamics.
Management of change and uncertainty requires that increasingly sophisticated and highly differen... more Management of change and uncertainty requires that increasingly sophisticated and highly differentiated specialised knowledge be brought to bear on organisational problems and that their specialised viewpoints be integrated into effective solutions to these problems. Integrative learning requires a re‐examination of the role of teachers or trainers. Their role must be to manage the process of learning to facilitate adult learners in the process of learning from their own experiences in life. Communication that shares abstract ideas and personal feelings about them in a spirit of professionalism, mutuality and co‐enquiry is a means to this integration. Integrative learning suggests an open system, networking approach to the management of knowledge and learning resource acquisition. A key function of strategic management development at the integrative level is to provide managers with access to knowledge and relationship networks that can help them become life‐long learners and cope with the issues on their continually changing agendas. The establishment of links between business and higher education will increase the effectiveness of both and allow managers and academics to teach and learn from one another.
Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Ref... more Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Reflective Observation (RO). People with this learning style are best at viewing concrete situations from many different points of view. It is labeled "Diverging" because a person with it performs better in situations that call for generation of ideas, such as a "brainstorming" session. People with a Diverging learning style have broad cultural interests and like to gather information. Research shows that they are interested in people, tend to be imaginative and emotional, have broad cultural interests, and tend to specialize in the arts. In formal learning situations, people with the Diverging style prefer to work in groups, listening with an open mind and receiving personalized feedback. Assimilating. The Assimilating style's dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO). People with this learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an Assimilating style are less focused on people and more interested in ideas and abstract concepts. Generally, people with this style find it more important that a theory have logical soundness than practical value. The Assimilating learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. 6 Converging. The Converging style's dominant learning abilities are Abstract Conceptualization (AC) and Active Experimentation (AE). People with this learning style are best at finding practical uses for ideas and theories. They have the ability to solve problems and make decisions based on finding solutions to questions or problems. Individuals with a Converging learning style prefer to deal with technical tasks and problems rather than with social issues and interpersonal issues. These learning skills are important for effectiveness in specialist and technology careers. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and practical applications.
Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Ref... more Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Reflective Observation (RO). People with this learning style are best at viewing concrete situations from many different points of view. It is labeled "Diverging" because a person with it performs better in situations that call for generation of ideas, such as a "brainstorming" session. People with a Diverging learning style have broad cultural interests and like to gather information. Research shows that they are interested in people, tend to be imaginative and emotional, have broad cultural interests, and tend to specialize in the arts. In formal learning situations, people with the Diverging style prefer to work in groups, listening with an open mind and receiving personalized feedback. Assimilating. The Assimilating style's dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO). People with this learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an Assimilating style are less focused on people and more interested in ideas and abstract concepts. Generally, people with this style find it more important that a theory have logical soundness than practical value. The Assimilating learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. 6 Converging. The Converging style's dominant learning abilities are Abstract Conceptualization (AC) and Active Experimentation (AE). People with this learning style are best at finding practical uses for ideas and theories. They have the ability to solve problems and make decisions based on finding solutions to questions or problems. Individuals with a Converging learning style prefer to deal with technical tasks and problems rather than with social issues and interpersonal issues. These learning skills are important for effectiveness in specialist and technology careers. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and practical applications.
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