David A. Kolb

David A. Kolb
Case Western Reserve University | CWRU · Department of Organizational Behavior

PhD

About

112
Publications
1,014,627
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
50,614
Citations

Publications

Publications (112)
Article
Full-text available
The aim of this study was to develop a rubric as a measurement tool for experiential educators and with this purpose, we investigated a group of the participants on it. Assessing whether the experiential training process follows all four steps of the experiential learning cycle and determining correct or incorrect applications of the experiential l...
Article
Full-text available
The experiential learning cycle is the most widely recognized and used concept in Experiential Learning Theory (ELT—Kolb 2015, Kolb & Kolb 2017). The simplicity and usefulness of the four stage cycle of experiencing, reflecting, thinking and acting are the main reason for its popularity. It is an adaptable template for the creation of educational p...
Article
Full-text available
Background Becoming an experiential educator involves more than just being a facilitator or matching learning style with teaching style. Experiential education is a complex relational process that involves balancing attention to the learner and to the subject matter while also balancing reflection on the deep meaning of ideas with the skill of appl...
Article
Full-text available
This article introduces ways in which movement can enhance one’s understanding of how to learn using Experiential Learning Theory (ELT) concepts of the Learning Cycle, Learning Styles, and Learning Flexibility. The theoretical correspondence between the dialectic dimensions of the Learning Cycle and the dimensions of the Laban Movement Analysis (LM...
Book
Full-text available
Abstract The Kolb Learning Style Inventory version 4.0 (KLSI 4.0) revised in 2011, is the latest revision of the original Learning Style Inventory developed by David A. Kolb. Like its predecessors, the KLSI 4.0 is based on experiential learning theory (Kolb 1984) and is designed to help individuals identify the way they learn from experience. The...
Article
Full-text available
How do entrepreneurs obtain the creative ideas they need to develop innovative new products? We interviewed 32 technology entrepreneurs to generate a grounded theory as to how technology entrepreneurs use social behaviors, techniques, and cognitive processes to generate, validate, and refine ideas for new products, processes, or services. The resul...
Article
Full-text available
Although Experiential Learning Theory originated in the work of Western scholars, many of their theoretical principles have a decidedly Eastern orientation. In this essay we draw out these Eastern principles of experiential learning and suggest an Eastern perspective on learning wholeness in one’s life and career based on an ontological approach to...
Article
Full-text available
Lifelong learning requires the ability to learn from life experiences. This chapter describes the theory of experiential learning, whereby knowledge is generated from experience through a cycle of learning driven by the resolution of dual dialectics of action/reflection and experience/abstraction. We provide an overview of stylistic preferences tha...
Chapter
Full-text available
Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent developments in theory and research on experiential learning and explore how this work can enhance experiential learning in higher education. We introduce the concept of learning space as a framework for understanding the interface between student learning styles a...
Chapter
Full-text available
Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent developments in theory and research on experiential learning and explore how this work can enhance experiential learning in higher education. We introduce the concept of learning space as a framework for understanding the interface between student learning styles a...
Article
Full-text available
Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of “learning teams” in the framework of a leadership program implemented for the first time in a top French management school (Grande Ecole). Quali...
Article
Full-text available
Experiential learning theory (ELT) has been widely used in management learning research and practice for over thirty-five years. Building on the foundational works of Kurt Lewin, John Dewey and others, experiential learning theory offers a dynamic theory based on a learning cycle driven by the resolution of the dual dialectics of action/reflection...
Article
Full-text available
Purpose – The purpose of this paper is to propose an experiential learning framework for understanding how play can potentially create a unique ludic learning space conducive to deep learning. Design/methodology/approach – The framework is developed by integrating two perspectives. First, from multidisciplinary theories of play to uncover the unde...
Chapter
Full-text available
This chapter describes the concept of learning flexibility in Experiential Learning Theory and its relationship to integrative learning and adult development. The Learning Flexibility Index (LFI), an improvement over previous measures of learning flexibility, is introduced. We introduce a new measure for calculating learning flexibility based on th...
Article
Full-text available
Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and thereby stimulated a fresh look at the works of classical experiential learning scholars who gave experience a central role in the learning process— William James, John Dewey, Kurt Lewin, Carl Rogers and Paulo Freire. We focus p...
Article
This study examines the role that culture plays in the way individuals learn. Experiential learning theory is used to describe the learning process and the Kolb Learning Style Inventory is used to assess differences in how individuals learn. Using the framework for categorizing cultural differences from the Global Leadership and Organizational Effe...
Article
Full-text available
The bibliography contains references on experiential learning theory from 1971-2005. The updated list has 2276 entries. The bibliography gives a complete listing by author. The bibliography is in PDF and formatted in APA style. Many research studies listed in the bibliography can be accessed through research databases such
Article
Full-text available
This article proposes a framework relevant to the continuous learning of individuals and organizations. Drawing from the theory of experiential learning, the article proposesconversational learning as the experiential learning process occurring in conversation as learners construct meaning from their experiences. A theoretical framework based on fi...
Article
Full-text available
Teamwork is prevalent in organizations, yet it has pitfalls such as social loafing, groupthink, overdependence on a dominant leader, overcommitment to goals, and diffusion of responsibility. Such negative factors can be overcome and team effectiveness improved when teams intentionally focus on learning. This article draws on nearly four decades of...
Article
Full-text available
This article shows how the Kolb Team Learning Experience (KTLE) simulation has been used by teams to enhance learning. The KTLE includes seven modules: (a) introduction, (b) team purpose, (c) team membership, (d) team roles, (e) team process, (f) team context, and (g) team action. Each of these modules takes a team through the process of team learn...
Article
Full-text available
Abstract The Kolb Learning Style Inventory Version 3.1 (KLSI 3.1), revised in 2005, is the latest revision of the original Learning Style Inventory developed by David A. Kolb. Like its predecessors, KLSI 3.1 is based on experiential learn- ing theory (Kolb 1984) and is designed to help individuals identify the way they learn from experience. This r...
Book
Full-text available
Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent developments in theory and research on experiential learning and explore how this work can enhance experiential learning in higher education. We introduce the concept of learning space as a framework for understanding the interface between student learning styles a...
Article
Full-text available
This research used three instruments derived from experiential learning theory—the Learning Style Inventory, the Adaptive Style Inventory and the Learning Skills Profile—to test hypotheses about differences between balanced and specialized learning styles in a sample of 198 part-time and full-time MBA students. Learning styles that balanced experie...
Article
Full-text available
Typical executive education is unresponsive to the needs and style of advanced professionals in management. The Professional Fellows Programwas designed as a nondegree, self-designing program with no discipline-defined courses or grades. Typically, Fellows pay for the program personally. An outcome study showed that 1 to 3 years after the program,...
Chapter
Full-text available
Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential Learning ” to emphasize the central role that experience plays in the learning process, an emp...
Article
To transform experience into learning, reflection that often occurs through the medium of conversation is necessary. Specifically, we focus on conversation in debriefing and processing sessions following simulations and games as opportunities for transforming experience into learning. We suggest approaching debriefing sessions with a redefined role...
Article
Full-text available
Contends that a typology of skills based on a framework of learning styles and experiential learning theory, rather than a framework of job performance or some other personality construct, provides a language and guidance for assessment methods to describe knowledge at the performance level of adaptation. It requires development of the concept of l...
Article
Full-text available
The purpose of this paper is to report on how the Executive Skills Profile, a measure of job demands and employee skills, can be used as a faculty development tool in academic family medicine departments. The Executive Skills Profile (ESP) identifies 72 work activities and groups them into 12 scales, each of which is displayed graphically. Faculty...
Article
Full-text available
A typology of learning skills is developed that is congruent with the learning style descriptions of experiential learning theory. The typology is holistic, allowing both idiographic and normative comparisons of individuals and situations, and the ‘fit’ between them. Learning style describes basic and generalised dimensions of individuality in lear...
Article
Management of change and uncertainty requires that increasingly sophisticated and highly differentiated specialised knowledge be brought to bear on organisational problems and that their specialised viewpoints be integrated into effective solutions to these problems. Integrative learning requires a re-examination of the role of teachers or trainers...
Article
Full-text available
Freedman and Stumpf's critique of experiential learning theory and the Learning Style Inventory (LSI) is seriously flawed. Their judgments concerning the validity of experiential learning theory rest primarily on an analysis of the internal characteristics of the LSI, with no attention to the construct validity of that instrument; and they are made...
Article
Experiential learning theory can be used to diagnose and understand both learners and learning environments. The results suggest guidelines for making liberal arts education more meaningful to learners by providing them an opportunity to develop adaptive competencies related to career success. (MSE)
Article
Full-text available
Learning is a central life task, not only for managers but for all human systems. The experiential learning model is an approach that takes learning from the confines of the classroom and formal education into life and work. This article describes experiential learning theory and the concept of different learning styles. These styles are strongly a...
Article
Full-text available
With the desire of improving the effectiveness of helping relationships, which are so much a part of everyday life, this study is an attempt to increase the knowledge concerning the interaction of various elements in such relationships. A conceptual framework of helping relationships is presented which includes the nature of the task, the helper, t...
Article
The focus of this course is on the process of learning and knowledge creation. We will examine this process from two perspectives—from your perspective as a learner entering Case to choose and develop a career path and from the perspective of Case as an academic community characterized by a rich diversity of academic disciplines with different appr...
Article
In his book Experiential Learning: Experience as the Source of Learning and Development (1984), David Kolb introduces his experiential learning theory and provides a model for its application in schools, organizations, and virtually anywhere people are gathered together. Kolb's comprehensive and practical theory builds on the rich foundations of ex...
Article
Full-text available
Paper prepared for the MIT/ILP Conference on Career Development, 22 May 1974.