How does Learning from Experience Apply to Me?

Introduction 

Based on Kolb's Model of Experiential Learning, my learning style is not only dominated by assimilation but also reflects a slight touch of diverging. Kolb’s aforesaid method defines learning from experience into four main categories. There are four processes are general, not definitive and, therefore, cannot be mutually exclusive. An individual can exhibit different styles under different circumstances and even a combination of several styles (Manolis et al, 2013) . Further, according to Kolb, humans undergo a transition in learning, which has a major impact on how they learn, how much they learn, and what impact their learning will have in future. When I encounter a new learning experience, I seek to judge whom based on the what. This means that I will first look at the process and how effective it is before looking at the individual involved in the process and how impressive they are. This is the basis for the aforementioned assessment about the combination of assimilation and diverging. Through this research paper, I seek to establish what David A. Kolb would say based on his Model of Experiential Learning. 

Overview of Kolb's Model of Experiential Learning 

Kolb’s model of experimental learning was developed by David Kolb through several years of research and evaluation and finally published in 1984. It has also been the subject of intensive analysis and evaluation leading to several secondary versions and critics. As aforesaid, it defines the learning experience into four main categories. The first is Diverging (feeling and watching - CE/RO) which mainly applies creativity without ab initio active participation (Kolb, 2013). The focus of diverging is more on the humanity involved in the process than the process itself. The second is Assimilating (watching and thinking - AC/RO) which is also mainly observatory but focused more on the ideas and concepts part of the process. The third is Converging (doing and thinking - AC/AE) that is more technical in nature and it uses learning to understand overall systems. Finally, there is Accommodating (doing and feeling - CE/AE) whose focus is more premised on logical analysis through a practical and experimental approach (Kolb, 2013) . Kolb further indicates that learning differs exponentially based on age, experience, and environment. A child, for example, will be like a sponge, eager to learn and absorb any information as it is mainly all new. With increased growth, however, the individual will become selective and perhaps experimental seeking to compare the new and what is already known. It is at this stage that the nature and category of the individual as an experimental learner can be determined. 

Thinking (Abstract Conceptualization - AC) 

The first evidence that assimilation is dominant in my learning from experience is based on my ab initio approach to a learning situation. When I encounter novelty, my first question usually is “what is the point behind all this?” This is what I am defining as a logical approach. Processes are all about the outcome and it is impossible to understand an outcome, before understanding the initial situation (Manolis et al, 2013) . Therefore, when I encounter something new, I seek to understand what the situation was before the process began. This can be an innovative management decision meant to achieve something in an organization. It could also be a mechanical process that changes one situation into another, a god example being the changing of the chemical energy into kinetic energy. Instead of looking to understand the technicalities of the management process of the engineering marvels of the mechanical system, my first question will be the logic behind it, based on what is being achieved. This takes a wider look at the situation to understand the effects of the process, not the finer details. 

Watching (Reflective Observation - RO ) 

I believe more in people than in the technological aspects of systems and/or machines. If I was to encounter a completely automated system that does not require any human inference to function after I consider the logic behind it, the next step is to think about the human being that created it. What inspired the human who came up with an idea or established a system of doing things is of great interest to me as and when I learn from experience. Just as in a work of art, I believe that each and every creation had an attribute or reflection of the creator. Each and every system is tailor-made to showcase some very human attributes of the individual who created them. A good example in the world today lies in the development of algorithms, a technological area that has advanced so well that it is in the throes of establishing artificial intelligence. A careful analysis of an algorithm, however, will show that it is a child of the maker that carries some characteristics of the individual who wrote it. My learning process, therefore, not only involves the logic behind a system but also the human element behind it (Manolis et al, 2013) . Indeed, it is the humanity of mankind that has enabled our species to dominate over other species that carry exponential biological advantages over us. 

Understanding Myself from the Perspective of Outcomes 

Learning is a precursor of becoming thus Kolb used his learning models not only to define how people learn but also who they are and/or become after learning (Peterson & Kolb, 2017) . The focus on logic and personality, as based on assimilation and diverging has a major impact on me. This impact goes beyond how I learn and into who I am. I believe myself to be an innovator with my innovative process based on the application of human attributes to a practical situation. Based on my understanding of logic first, then understanding of the human attribute of a situation, I believe my personality from Kolb’s perspective entails applying humanity into real life scenarios. Humanity has transformed man from a probable prey to the conqueror of apex predictors. I believe in the application of humanity in science, technology, business and management through innovation (Peterson & Kolb, 2017) . This is why I look at processes and the human element of each and every scenario and also continually put the same into the application . 

Conclusion 

Learning is a psychological process based on nature and nurture but can also not be ignored in the arena of business and management. This is because, in the contemporary world, innovation is key to all business and management processes and decision-making. The key to the innovation of learning hence Kolb's Model of Experiential Learning has more relevance today that it was three decades ago when it was published. Using the said model to answer the question on how learning experience applies to me, it is clear from the foregoing that I am a logistician as well as a believer in humanity. I, therefore, believe that Kolb would rank me as an under Assimilating with a slight tint of Diverging. Based on the former, my primary focus is on logic and logical processes. This approach avoids going into the extremely technical and minute aspects of a system and process as to focus on the input and output, as well as the manifest differences thereof. The touch of Diverging is based on a focus on the human element of the process. A good example of the same is what makes the difference between a manager and a leader. The manager focuses more on the systems and processes with the leader focusing more on personality impartation. 

References 

Kolb, D. (2013). David Kolb's learning styles model and experiential learning theory (ELT).  Retrieved from http://www.businessballs.com/kolblearningstyles.htm 

Manolis, C., Burns, D. J., Assudani, R., & Chinta, R. (2013). Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory.  Learning and Individual Differences ,  23 , 44-52 

Peterson, K., & Kolb, D. A. (2017).  How you learn is how you live: Using nine ways of learning to transform your life . Oakland: Berrett-Koehler Publishers