The Four Stage Learning Cycle by David Kolb

Kolb proposed that an individual learner moves through a spiral of immediate experience which leads to observations and reflections on the experience. These reflections are then absorbed and linked with previous knowledge and translated into abstract concepts or theories, which result in new ways and actions to adjust to the experience that can be tested and explored.

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Kolb described the four stages in the cycle of experiential learning as:

Concrete Experience – (CE)
Reflective Observation – (RO)
Abstract Conceptualization – (AC)
Active Experimentation – (AE)

Concrete Experience (CE)

This stage of the learning cycle emphasizes personal involvement with people in everyday situations. In this stage, the learner would tend to rely more on feelings than on a systematic approach to problems and situations. In a learning situation, the learner relies on the ability to be open-minded and adaptable to change.

For example, a young man performs an initial interview for the first time.

Reflective Observation (RO)

In this stage of the learning cycle, people understand ideas and situations from different points of view. In a learning situation the learner would rely on patience, objectivity, and careful judgment but would not necessarily take any action. The learner would rely on their own thoughts and feelings in forming opinions.

In the example, after finishing the young man reflects on what they did, makes observations and discusses how they went with their interviewer.

Abstract Conceptualization (AC)

In this stage, learning involves using theories, logic and ideas, rather than feelings, to understand problems or situations. Typically, the learner relies on systematic planning and develops theories and ideas to solve problems.

In the example, the young man then thinks about the interview process and their performance and tries to make links between previous experience of interviewing and any theories or knowledge they can apply.

Active Experimentation (AE)

Learning in this stage takes an active form -experimenting with changing situations. The learner would take a practical approach and be concerned with what really works, as opposed to simply watching a situation.

In the example, the young man considers ways to improve, and tries out methods and strategies based on the previous stages of the cycle.

The diagram outlines Kolbs’ four stage learning cycle. Kolb’s four stage learning cycle provides the basis for his model of learning styles. Kolb proposed that an individual’s learning style was the product of two pairs of preferences we have in how we approach the task of learning.

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The four learning styles are:

Diverging (preference for feeling and watching – CE/RO)
Assimilating (preference for thinking and watching – AC/RO)
Converging (preference for thinking and doing – AC/AE)
Accommodating (preference for feeling and doing – CE/AE)

Knowing an adult’s learning style enables learning to be orientated according to the preferred method.

That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another. It is a matter of tailoring the experience to best fit with the given situation and a student’s learning style preferences.

Managers & Team Leaders/Supervisors need to be able to identify and adapt to the presenting situation, in order develop and apply the preferred as well as non-preferred learning styles, adapted to the team member they are responsible for.

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