Characteristics Of David Kolb

“He who learns but does not think, is lost! He who thinks but does not learn is in great danger.” - Confucius

“I hear and I forget. I see and I remember. I do and I understand” (Confucius) this quote

Allinson, C., and Hayes, J. (1988), ‘The learning styles questionnaire: an alternative to Kolb’s inventory’, Journal of Management Studies, 25, (3):269-281.

Becoming an adult for me has meant gaining a better understanding of who I am and what is important to me and discovering the type of person I would like to become. This process has allowed me to celebrate my strengths, accept my weaknesses, and commit myself to making a difference in the world. The challenges I have faced include overcoming my working memory issues and discovering what I am good at and what I most enjoy.

Mature adults use knowledge to deal with situations and not rely upon strong emotions. A child will easily blow up when not granted immediate satisfactions like a toy or candy but, as they grow up they can delay that gratification with reasoning and logic. Delayed gratification, self-control and patience all go hand in hand with knowledge because to have all of those things you need to reason with yourself using knowledge such as "I can't eat this donut I am on a diet, but I can have it if I exercise.". When dealing with a difficult situation, a mature adult will calmly assess the situation and use knowledge to deal with it instead of a child or an immature adult who will get angry and shout at not being able to solve the issue. Knowledge goes hand in hand with many other things such as patience, self-control and delayed gratification.

Behaviorally wise, I think that being an adult means acting accordingly to situations. For example, thinking with an open mind and weighing every option in a situation before acting. When I was younger,

Being an adult means to put others’ needs above your own and make sacrifices for the sake of others. Additionally, it can also mean when you feel responsibility for a life other than your own. The transition from having a child-like mentality to a mature one was not an easy process. For instance, I had to change to way made decisions by contemplating how my choice would affect others rather than just myself. Furthermore, I have become much more aware of people’s emotions and temperaments which has helped me to grow in patience and understanding since

As humans, we differ in many ways and our personalities allow us to react and deal with situations as accordingly. However, just as our reactions differ according to our personalities, as learners, we too have preferences to which style we opt for, according to our suitability. There are various styles to learning; based on the work produced by Kolb, Peter Honey and Alan Mumford developed and identified four learning styles which include Pragmatist, Reflector, Activist and Theorist. It is said that in order to achieve the best of our academic abilities, one must understand and use the learning style which is best suited to maximise themselves.

The core purpose of understanding theories of learning is to appreciate that teacher and students have different approaches to adapting to and learning the contents. This understanding facilitates, acquisition of knowledge on a practical and cognitive level. This paper looks at the theory of learning given by ADDIN EN.CITE Kolb1984238Kolb (1984)2382386Kolb, D.A. Experiential Learning: experience as the source of learning and development. 1984New Jersey Prentice Hall HYPERLINK l "_ENREF_5" o "Kolb, 1984 #238" Kolb (1984) and ADDIN EN.CITE Honey P.1982240Honey P. and Mumford (1982)2402406Honey P., Mumford, A.The Manual of Learning Styles1982LondonPeter Honey

Several scholars disagreed with the idea; that each individual has a unique learning style. They critiqued the work of Kolb, Honey and Mumford, and others who followed on the road of searching for improving and classifying educators in to learning categories. They insisted that naming individual according to learning style prevent them from adapting to new ways of learning.

Version 3 of the Kolb Learning Style Inventory (LSI) will be used to measure the learning styles of each participant. Version 3 is similar to version 2 of the LSI, except that it has a revised self-scoring and interpretation booklet, as well as a colour coded scoring sheet to make scoring the LSI simpler (Kolb, 2005). The LSI is a short questionnaire that consists 12 items and asks the interviewee to

David Kolb along with Rita and Kenneth Dunn are theorists that are widely regarded as premiere contributors to the field of learning style models. David Kolb believed that adult learning took place through four stages of development on two levels. Those first level stages are cyclical and include concrete experience, reflection, abstract conceptualization, and active experimentation. However, the second level stages are labeled as diverging, assimilating, converging, and accommodating. Rita and Kenneth Dunn focused on learning behaviors that ranged from school age children to adults. Dunn & Dunn believed that there were five influential external factors that contributed to learning. Those factors included environmental, emotional,

This paper examines three models of learning styles including Kolb Experiential Learning Model, the VARK model, and the Honey and Mumford model. While the research on these three learning style models details both strengths and weaknesses, an alternative is suggested and explored in this paper. The methods by which each model is measured are also explained in this paper; they include the Learning Styles Inventory (LSI) and the Learning Styles Questionairre (LSQ) and correlate to the Kolb model and the Honey and Mumford model. Using the information discovered concerning the research of learning styles, the relevance and use of the models is then examined in the context of the field of training and development. This paper uses Pashler’s (2008) findings to suggest that learning styles should not be the basis for training and development but rather a tool to gain awareness for organizations to better develop employees for situations that could arise.

This project came to life because of the two theorists P. Honey and A. Mumford. They researched for years on how to put together a project in order to identify the learning styles. Finally, they came up with the idea of a questionnaire. By gathering eighty questions together, all containing different learning styles and being supported by the Kolb learning style inventory (LSI), the project was up and running.

Kolb said that each people learn through this cyclic process and their learning can be one of the following styles: