Learning Flashcards
Kolb’s learning cycle - what are the stages?
- Concrete experience (Experience)
- Reflexive observation (Reflect)
- Abstract conceptualisation (Conclude)
- Active experimentalist (Plan)
Kolb’s learning cycle - Concrete experience
Involvement in actual activities/work based learning = obtain direct experience
“In order to learn, we must have experience”
Kolb’s learning cycle - Reflective observation
Reviews the results of experience and analyses effectiveness.
Could be an experience we are involved in or observing someone else.
Kolb’s learning cycle - Abstract conceptualisation
Once made sense of what happened and why - draw conclusions and make links to what we already know and understand.
Kolb’s learning cycle - Active experimental
Conclusions made in abstract conceptualisation stage enable us to decide on approach we will use going forward in similar situations.
Things to remember about Kolb’s learning cycle
It can start at any stage
We should encourage colleagues to spend time reflecting
Effective learning will include all 4 stages
Honey & Mumford’s theory of learning styles x 4
Why some people learn from experiences and other don’t.
- Activists - Actively get involved, have a go, open minded. Act first and consider consequences later.
- Reflectors - cautious, stand back and consider from different angles. Strong desire to get it right first time.
- Theorists - Logical and rational. Tend to be perfectionists. Make sense of new things in context of what they already know.
- Pragmatists - Keen to try new ideas but want to see practical results. Like experimenting but will discard if they prove useless.
Honey & Mumford learning style - Activists - activities most & least appealing to the style of learning
Most appealing to:
- New experiences/ problems
- Here and now activities like role play, competitions
- Activities that chop and change
- Things that offer the chance of the limelight- chair, presenting, leading discussions
- Difficult have a go activities
Least appealing to:
- Listening to lectures, reading, writing, observing
- Detailed, repetitive, solitary tasks
- Analysing data, theory & detail
Honey & Mumford learning style - Reflectors - activities most & least appealing to the style of learning
Most appealing to:
- Watching, thinking, observing
- Reading in advance, preparing
- Being given time before acting
- Chance to review what has been learnt
- Chance to report and analyse
Least appealing to:
- Being forced to take the lead
- No time to plan
- Lack of data to make decisions from
- Time constraints / Being forced to take short cuts
Honey & Mumford learning style - Theorists - activities most & least appealing to the style of learning
Most appealing to:
- Systems, models, concept & theories
- Time to explore ideas, concepts, events & situations
- Opportunity to question logic and check details
- Structured situations with clear goals
- Ideas that are argued and watertight
- Complex situations that may not have obvious relevance
Least appealing to:
- Forced to act with no obvious purpose
- Needing to consider feelings or emotions
- Unstructured, open ended problems
- Lack of detailed instructions
Honey & Mumford learning style - Pragmatists - activities most & least appealing to the style of learning
Most appealing to:
- Obvious links to workplace activities
- Systems, models relevant to role
- Practical activities with recognised expert
- Modelling a respected colleague
- Video/audio showing how it works in practice
- Action plans
Least appealing to:
- No obvious relation to role
- Training delivered by someone who has no practical experience
- No chance to practise
- Round the houses training that doesn’t get to the point
- No obvious payback for work done
Conscious competence learning matrix & role of the manager
- Unconscious incompetence - You don’t know what you don’t know - not aware of lack of skill. Could be still learning or don’t see the skill as relevant or could be avoiding the issue.
Role of manager - show why the skill is important, prove the gap, show how developing it benefits everyone.
- Consciously incompetent - Aware of lack of skill. Ready to learn. May be able to perform part but not all of the role.
Role of manager - Support and encouragement. Provide quick wins, practise and feedback.
- Consciously competent - can perform the task well but have to focus and think about it, not automatic. Need more experience to develop.
Role of manager - support and encouragement with emphasis on progress made - expose to a wider range of experiences, let them learn and continue to provide feedback to keep skills and confidence up.
- Unconsciously competent - don’t need to think about the task, autopilot, comes naturally.
Downside - can develop bad habits, be complacent.
Role of manager - monitor performance, ensure CPD is appropriate and stretching and be prepared for tough conversations if needed.
The training cycle - 4 stages
- Identify the training need
- Determine training objectives
- Conduct the training
- Evaluate the training
