A deep dive into Kolb’s experiential learning cycle

As the adage says, practice makes perfect, and in the world of training, the opportunity to practice can be invaluable for effective learning. This is supported by Kolb's experiential learning cycle, a popular educational theory that emphasises the importance of experience in the learning process.

Developed by David A. Kolb in the 1980s, this theory is based on the premise that learning is a continuous process shaped by experience. The cycle consists of four stages, each representing a key element of learning:

• Concrete experience
• Reflective observation
• Abstract conceptualisation
• Active experimentation

Together, these stages create a holistic model that explains how people learn through a combination of doing, reflecting, thinking, and applying.

The four stages of Kolb’s learning cycle

Concrete experience

The learning process begins with concrete experience, where an individual encounters a new situation or engages in a familiar one in a novel way. This stage involves actively participating in an experience, which could be anything from engaging in a discussion to trying a new activity.

For example:

• A project simulation
• A workshop event
• A masterclass
• Trying to complete a new task

At this stage, learning is driven by direct engagement with the environment. It encourages individuals to immerse themselves fully in an activity without preconceptions or biases.

For this stage, it’s important that learners are open to new experiences and trainers are mindful of the quality of teaching as this will shape the learner experience and how much information is absorbed.

Reflective observation

Once the experience has been completed, the learner moves into the reflective observation stage. Here, the individual reflects on the experience, observing what happened and considering different aspects of the situation.

This step involves looking at the event from various perspectives, identifying what went well, what didn’t, and why certain outcomes occurred.

For example:

• Group discussions
• Individual journaling exercises
• Reflection and self-assessment questionnaires

The most important aspect of this stage is that it requires time for reflection and introspection. Learners must be willing to critically assess their experiences, which can help deepen understanding.

Abstract conceptualisation

In the abstract conceptualisation phase, the learner begins to form theories, models, or concepts based on their reflections. It involves making sense of the experience, linking it to prior knowledge, and developing new ideas or hypotheses. This stage is often associated with cognitive processes such as analysis, logic, and reasoning.

For example:

• Observing a task and creating a process
• Developing a strategic approach
• Designing a model for a business principle

In this stage, critical thinking is essential. It can be the biggest shift for learners when they move from simply experiencing something to understanding why things happen. This stage is vital to help individuals begin linking experience with existing knowledge to enhance learning.

Active experimentation

Finally, in the active experimentation stage, learners apply the theories or concepts developed in the previous phase to test them in real-life situations. This involves planning and trying out new behaviours or actions to see if they yield the desired outcomes. In this stage, individuals can modify their actions, behaviours, or strategies based on their previous learning to improve future outcomes.

For example:

• Solving work-based problems
• Decision-making
• Mapping out a new process

For this stage, learners need to be willing to take risks and test their ideas in practical settings, and leaders should encourage them to do so. Feedback from this stage is then used to inform future experiences and may begin new learning cycles.

How to apply Kolb’s learning cycle to workplace learning

Kolb’s experiential learning cycle is particularly valuable because it highlights the importance of an active, participatory approach to learning. Instead of viewing learning as a passive process, it emphasises continuous development through experience, reflection, and experimentation.

In the professional environment, Kolb’s learning cycle can be applied to employee training and development. For instance, an employee may engage in a workshop or training session (concrete experience), reflect on how this new knowledge relates to their role (reflective observation), form new strategies or methods (abstract conceptualisation), and finally implement these in their daily work (active experimentation).

Kolb’s learning styles

An important extension of Kolb’s work is his identification of different learning styles. Based on the four stages of the learning cycle, Kolb categorises learners into four distinct types:

• Divergers (concrete experience + reflective observation): Prefer observing and gathering information, are imaginative, and like to look at things from different perspectives
• Assimilators (reflective observation + abstract conceptualisation): Focus on logic and theoretical concepts and prefer a structured approach to problem-solving
• Convergers (abstract conceptualisation + active experimentation): Like practical application of ideas, problem-solving, and technical tasks
• Accommodators (concrete experience + active experimentation): Learn through hands-on experience and are risk-takers who like to test ideas through trial and error

By recognising these different learning styles, educators, managers, and coaches can tailor their methods to suit the learner’s preferences, making the learning experience more effective.

The benefits of Kolb’s cycle

One of the main benefits of Kolb’s model is its holistic approach, as it integrates multiple elements of learning—experience, reflection, and experimentation. Another benefit is that the cycle can be applied in various settings, from education to workplace learning and personal development.

The main benefit of this model is the active role that the learner takes by experiencing the learning first-hand and ensuring that training is always learner-centric.

However, one of the main challenges of this model is that it can be quite time-consuming, and the reflective process can take time, which may not be practical in fast-paced environments.

Integrating Kolb’s learning model into your L&D strategy

Kolb’s experiential learning cycle offers a dynamic and adaptable model for understanding how people learn. By focusing on the importance of experience, reflection, conceptualisation, and experimentation, Kolb’s cycle provides a powerful framework for fostering effective learning in various settings.

While it has its limitations, it remains an essential tool for educators, coaches, and learners who seek to make learning a more active, reflective, and engaging process.