Experiential Learning

“Action-learning”, learning-by-exposure and experience sharing (think “executive MBA”) are all the best practices for leadership development these days; however it appears that experiential learning is nothing new. Recently enrolled on a course myself, I received an article explaining the course teaching philosophy which referenced a 1975 article by Kolb and Fry, “Toward and applied theory of experiential learning”, cited in Cooper (ed), “Theories of Group Process”, London, John Wiley. Whilst “old”, this particular applied theory remains pertinent and is a good guide for leaders to accelerate and/or maximise their learning.

Here’s the four learning styles followed by further implications (“et alors”)

Kolb and Fry defined the process of learning as “the process whereby knowledge is created through the transformation of experience.” The subsequent model the authors propose is presented as a permanent cycle based on two axes: gaining knowledge, ranging from concrete to abstract; and transforming knowledge, ranging from reflective to active. The four points of the compass are then:

1.       Concrete Experience (north)

On the “gaining knowledge axis”, this is popular amongst busy leaders: being directly involved in a new experience and learning on the job. This is the start point of the learning cycle.

2.       Reflective observation (east)

On the “transforming knowledge axis”, this is “internally” focused. However concrete the experience, for true learning to occur, the leader has to stop and reflect on what this means.

3.       Abstract conceptualization (south)

On the “gaining knowledge axis”, this step is still reflective but not internal. Your own experience can be supplemented by the experience of others through books, hints and tips.

4.        Active experimentation (west)

On the “transforming knowledge axis”, this is acting on the outside world and back to experience: you can’t learn without trying what you think you have learnt!

Et alors

As the authors state, each step reinforces the other and the clockwise cycle continues, but it must be in balance: to act without reflecting can lead to “incorrect” learning; to reflect without acting can lead to inertia. A lot of leaders just want something “concrete” so that they can take away a toolkit and use it immediately – there is therefore a strong “buy-in” to the concept of experiential learning; however nothing is for free! The concrete experience is just the start point: for real learning and profound development to take place, the leader also needs to take time to personally reflect and also gain insight from others’ experiences before trying and adapting in a permanent heuristic loop. Learn by experience, but also take a moment to capitalize on that experience!