Learning & Development Applications

Kolb's Learning Cycle 

David A. Kolb developed a model called Kolb's Learning Cycle to explain the learning process by experience. The concept is predicated on learning as a four-stage, cyclical process that entails distinct modes of information absorption and processing. In Kolb's Learning Cycle, there are four stages:

Kolb’s Learning Cycle

Concrete Experience (CE): In this phase, one actively engages in a situation or activity. It's about getting your hands dirty or "doing" something.

In this phase, one actively engages in a situation or activity. It's about getting your hands dirty or "doing" something. Concrete experience' indicates that he does not mean the vicarious experience we have through books or plays but a real-world experience. Examples of concrete expertise could be as varied as sitting through a boring meeting or suffering the distress of losing a job.

Reflective Observation (RO): Following the tangible experience, people consider what transpired. They examine the event from several angles, considering the results and emotions connected to it.

Kolb suggests that to learn from our experience, we must engage in a second step of consciously reflecting on what has occurred. This step he calls 'reflective observation'. We can reflect on much less than what happened in the experience. Reflection is selective and, as we saw earlier, is influenced by our expectations and existing meaning.

Abstract Conceptualisation (AC): In this stage, individuals try to make sense of their reflections by forming abstract concepts and general principles. They seek to understand the underlying principles or theories that explain the experience.

The third step in the learning cycle is understanding what we have experienced in this book's language, which involves relating the new information to existing meaning structures and creating new meaning out of that relationship. Kolb calls this step 'abstract conceptualisation.'

Active Experimentation (AE): Based on the conceptual understanding, learners then apply these concepts to new situations or actively experiment with new approaches. This stage involves planning and trying out what has been learned.

At this point, we act in the world to test the meaning we have created, which results in fresh experiences. Kolb's research indicates that individuals gradually acquire more proficiency in certain parts of this process than others, developing a preferred learning style (Dixon, 1937, pp. 74-75).

Since learning is a continuous process that comprises all four stages in a loop, the cycle is sometimes shown as a circle. Furthermore, depending on their preferred learning methods and the type of activity or event, people may join the cycle at various times.

A key idea in experiential learning theory, Kolb's Learning Cycle, has been applied extensively in training, education, and organisational development to provide more efficient and exciting learning opportunities (Dixon, 1937, pp 74-75).

Apply Kolb's learning cycle to Damro Company's training and development issue.

Applying Kolb's Learning Cycle to address the human resources issues at Damro involves considering each stage of the cycle—Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation. Here's a solution based on the Kolb's Learning Cycle: 

                Concrete Experience (CE): Implement Comprehensive Training Programs

• Develop and implement comprehensive training programs for the sales and retail staff, focusing on product features, customer service, after-sale support, and sales skills.
• Engage employees in real-life scenarios and practical exercises to provide hands-on experience with the products and customer interactions.
• Ensure the training courses are made to handle the unique difficulties that workers in the home appliance sales sector encounter, such as needing a thorough grasp of the characteristics and advantages of the products.

 Reflective Observation (RO): Establish Feedback Mechanisms

• Introduce regular feedback mechanisms for employees to reflect on their performance and experiences.
• Encourage managers to provide constructive feedback, highlighting successes and improvement areas.
• Create a culture that values reflective practice, where employees are encouraged to analyse and learn from their positive and negative experiences.

Abstract Conceptualisation (AC): Develop Management Education Programs

• Design and implement management education programs for both lower and middle Management.
• Focus on clarifying roles and responsibilities within the organisation and how each level of Management contributes to the company's overall success.
• Integrate theoretical concepts with practical examples to help managers understand the abstract principles underlying effective leadership and team management. 

Active Experimentation (AE): Incentive Programs and Ongoing Support

• Introduce incentive programs for sales staff to motivate and reward high performance, positively impacting employment roles and job security.
• Establish ongoing support systems, such as mentorship programs or regular workshops, to encourage experimentation with new sales techniques and approaches.
• Allocate resources for human motivation programs and welfare initiatives to enhance employee satisfaction and well-being.    

                                          

By using these procedures inside Kolb's Learning Cycle framework, Damro may provide a more dynamic and productive learning environment. This approach addresses the immediate training needs and continuous learning and improvement within the organisation, ultimately benefiting employees and the company (Chiu, 2019).

VAK Learning Styles 

  VAK Learning Styles

Beginning in the 1920s, psychologists and child education experts, including Fernald, Keller, Orton, Gillingham, Stillman, and Montessori, established the initial VAK principles.

Because of its broad applicability and advantages to various forms of learning and development, VAK theory has gained popularity among proponents of accelerated learning. The VAK model offers an alternative perspective for comprehending and elucidating an individual's preferred or dominant thinking and learning style and capabilities. It is important to note that the VAK model does not supersede Kolb's theory. Sometimes referred to as VAKT, the VAK learning style determines the dominant learning style by utilising the three primary sensory receivers: visual, auditory, and kinesthetic (Gholami, and Bagheri, 2013, p.700).

Visual learners Like to learn through visual means. They enjoy reading a lot, which calls for focus and alone time. Visual stimuli like movies, videos, and bulletin boards are essential for visual learners. If they want to be successful in the classroom or organisation, they need written instructions.

Auditory learners in the oral-aural learning platform. They, therefore, desire to participate in dialogues, discussions, and group projects. Usually, these people need verbal instructions.

Kinesthetic learners "imply complete physical involvement with an educational setting, like going on a field trip, acting out, pantomiming, or conducting interviews (Gholami, and Bagheri, 2013, p.700).

Apply VAK Styles to Damro Company's learning and development issue.

Applying VAK (Visual, Auditory, Kinesthetic) learning styles to address the human resources issues at Damro can help tailor solutions to the preferences and strengths of different employees. Here's how you can manage the issue using each learning style:

Visual Learners:

Training Materials: Develop visually engaging learning materials that include diagrams, charts, and graphics to explain product features and selling techniques.

For example, Management can create an appliance products catalog by including features that cannot be remembered, such as electricity consumption, voltage, and manufacturing country.

Written Instructions: Provide written instructions for tasks, procedures, and guidelines. Written material that is well-organised and presents the information clearly is beneficial for visual learners.

Example-product features brochures.

Use of Videos and Presentations: Incorporate videos and presentations into training sessions to demonstrate product features, effective sales strategies, and customer service scenarios. Workers can see these videos' memories.

 

Auditory Learners:

 

Oral Communication: Foster an environment that encourages verbal communication. Conduct regular team meetings, discussions, and group projects to allow auditory learners to engage in dialogues and share ideas.

Example -Encourage sample presentation for workers on how they respond to customers' questions about product knowledge to identify their weaknesses.

Verbal Instructions: Provide verbal instructions when conveying critical information or giving directions. This could be done through in-person briefings, audio recordings, or virtual meetings.

Podcasts and Audio Resources: Create podcasts or audio resources that cover relevant topics, allowing auditory learners to absorb information through listening.

 

Kinesthetic Learners:

 

Hands-On Training: Implement hands-on training sessions that involve physical activities related to sales skills, such as role-playing, simulations, or interactive workshops.

For example, workers can use products like kitchen appliances to get experience.

Field Trips and Experiential Learning: Organise field trips or experiential learning opportunities where employees can directly interact with products, customers, and real-life sales situations.

Physical Engagement: Encourage physical involvement in learning, such as conducting interviews with customers or acting out scenarios to enhance understanding.

 

By incorporating these strategies based on VAK learning styles, Damro can create a more inclusive and effective learning environment. Recognising and accommodating the diverse ways individuals learn can improve training outcomes, increase job satisfaction, and enhance overall organisational performance. It's essential to provide a mix of visual, auditory, and kinesthetic learning opportunities to cater to the varied preferences of the workforce.

 

A different view of the VAK

In conclusion, Kolb's Learning Cycle and VAK Learning Styles provide a nuanced strategy for tackling Damro Company's training and development issues. The proposed solutions aim to create a dynamic learning environment by recognising diverse learning preferences and ensuring engagement and adaptability. Combining experiential learning and catering to visual, auditory, and kinesthetic styles can cultivate a more effective, inclusive, and satisfying learning experience for employees, ultimately contributing to the company's success.

References;

Dixon, N.M. (1937) The Organizational Learning Cycle (2nd ed). New York, Routledge [Online].Available at https://zlibrary.to/dl/the-organizational-learning-cycle-0. Accessed on 29th November 2023.

 

Chiu, S.K.( 2019) Innovative experiential learning experience: Pedagogical adopting Kolb's learning cycle at higher education in Hong Kong. Cogent Education,6(1), p.1644720 [Online]. Available at https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2019.1644720. Accessed on 29th November 2023.

 

Gholami, S. and Bagheri, M.S. (2013) Relationship between VAK learning styles and problem-solving styles regarding gender and students' fields of study. Journal of language teaching and research, 4(4), p.700 [Online]. Available at http://www.academypublication.com/issues/past/jltr/vol04/04/08.pdf. Accessed on 29th November 2023.