1. David Kolb 2. Experiential learning theory (ELT)

2002). The ELT model illustrates why learners approach is in such different manners but
they develop in a healthy way. In fact, some individuals build larger proficiency in
competitive learning environment (Spence Laschinger, 1990).
The ELT model describes that during the learning process, learners must constantly select
which abilities to exploit in a given learning situation and determine learning abilities that
are on opposite ends of a continuum (Baker et al., 2002). Indeed, learners approach the
tasks of experience understanding and experience metamorphoses in various approaches. If
a learner is more relaxing during getting new information in a concrete manner and actively
experimenting during the attending of the experience, the learner must also beer some brief
conceptualization and reflective supervision due to complete the cycle.
The learner who takes experiments through manipulating models in learning process must
be able to conceive and constitute observations based on his/her experiences. This is at the
heart of the ELT model and Kolb's view of the adult learner. The learners begin with a
tangible experience, which then guide them to monitor and reflect on their experience. After
reflective observation, the learners provide brief concepts about what occurred, which will
serve as leads for future actions. With these leads the learners examine what they have
constructed for new experiences (Baker et al., 2002).
3. Learning styles
Kolb believes that there are different entities which affect in learning style. In his
experiential learning theory model (ELT), he has explained three parts of a person's
development and also has suggested that person’s tendency to determine the four different
learning styles due to development in stages. The development parts that Kolb clarified are
(Kolb, 1984):
1- Acquisition - birth to adolescence - development of basic abilities and 'cognitive
structures'
2- Specialization - schooling, early work and personal experiences of adulthood - the
development of a particular 'specialized learning style' shaped by 'social, educational,
and organizational socialization'
3- Integration - mid-career through to later life - expression of non-dominant learning
style in work and personal life.
Seyedjamal Zolhavarieh - 1101600740 | Organizational Learning – Kolb’s learning theory 2