5. Kolb’s Learning Cycle

Figure 6 Kolb’s Learning Cycle

Source: (Toronto Metropolitan University, 2023)

Kolb (1984) refers learning as “the process whereby knowledge is created through the transformation of experience”.

The Experiential Learning Theory, which was introduced in 1984 by social psychologist David Kolb claims that when experience is grasped and transformed, knowledge is created. Kolb further states that grasping experience means taking in information that occurs in “Concrete Experience” and “Abstract Conceptualization” stages. Transforming experience describes how individuals understand and use that information in “Reflective Observation” and “Active Experimentation” stages (Toronto Metropolitan University, 2023).

                                                           Source: (Lee, 2023)

Cunningham (1994) claims that Kolb's Learning Cycle is one of the most well known examples of management training which explains the fundamental theory of experience learning and may be tailored to an organisation's needs as it acquires abstract concepts.

Stage	Definition
Concrete Experience (CE) [Feeling]	The educator is a facilitator. Concrete or immediate experiences take place and they serve as the foundation for observations and reflections.
Reflective Observation (RO) [Watching]	The educator, who is the subject matter expert, facilitates reflection by providing pertinent lectures and texts and by establishing a framework and a space for methodical analysis through reflective practice.
Abstract Conceptualization (AC) [Thinking]	The educator is the standard setter and evaluator, assisting students master the application of knowledge and skill in order to achieve performance requirements.
Active Experimentation (AE) [Doing]	The educator is a coach assisting students apply knowledge to accomplish their goals in their learning context. These implications can be actively tested and guide students in making new experiences during this stage.

Figure 8 Kolb’s 4-Stage Process

Source: (Toronto Metropolitan University, 2023)

However, Coffield et al (2004) challenge Kolb’s Learning Cycle on conceptual and empirical grounds. For instance, he claims that Kolb prevaricates whether his model represents four learning styles or four learning stages. The distinction of the two is fundamental since learning styles can be described as inherited or acquired personality types, while learning stages refer to sequential steps in a learning cycle. Martin (1994) argues that there are some practical concerns and limitations in the Kolb’s learning cycle as experiences of people are not equal or unique.

Application of Kolb’s Learning Cycle in the Tea Plantation Industry

 

Concrete Experience

The tea plantation industry provides workers with practical tasks such as planting, harvesting, and tea manufacturing. This direct involvement allows them to learn skills and experience real life situations in their work place. For instance, a tea plucker harvests around 15-20 KGs quite efficiently and her knowledge to hand pick which leaves are suitable to harvest and which are not derives from her experience on job (Dalela, 2017).

 

Reflective Observation

Workers analyze and reflect on their actions, outcomes and overall process. This stage encourages them to discuss challenges, consider alternative approaches and evaluate their experiences with supervisors, field officers and factory officers. For example, this include evaluating tea harvesting methods and impact of weather conditions on tea quality.

Abstract Conceptualization

Employees are encouraged to apply their observations and reflections to expand their conceptual knowledge and understanding. They make a connection between their experiences and accepted theories of tea planting and machinery operation. This phase promotes critical thinking and a better understanding of basic ideas, such as methods for managing soil, the fundamentals of processing tea etc.

 

Active Experimentation

Workers experiment with new ideas, strategies, and approaches based on their understanding and reflections. They may explore tools and technology to enhance efficiency, productivity or tea quality. Examples include, innovative irrigation methods, organic farming practices etc.

 

References

Coffield, F., Moseley, D., Hall, H. and Ecclestone, K. (2004) Learning styles and pedagogy inpost-16 learning: A systematic and critical review. London: Learning and Skills Research Centre.

Cunningham, I. (1994) The wisdom of strategic learning. London: McGraw-Hill.

Dalela, S. (2017) How is Ceylon tea cultivated? [Online] TeaKruthi. Available from: https://www.torontomu.ca/experiential-learning/faculty-staff/kolbs-el-cycle/ [Accessed: 5 April 2024].

Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall.

Lee, Y.L. (2023) David Kolb's experiential learning. [Online Video] Available from: https://youtu.be/MMB1bRYcU8c?si=OeHNSopRSPSSD-ly [Accessed: 5 April 2024].

Martin, L.J. (1994) Power Continuity and Change: decoding black and white women managers' experience in local government. Routledge.

Toronto Metropolitan University, (2024) Kolb’s Experiential Learning Cycle. [Online] Available from: https://www.torontomu.ca/experiential-learning/faculty-staff/kolbs-el-cycle/ [Accessed: 4 April 2024].