What the experiential learning model teaches us in our training events

Experiential learning is based on the idea that people retain information best through direct experience. According to David Kolb’s model, the experiential learning cycle comprises four stages: concrete experience, reflective observation, abstract conceptualisation and active experimentation, four stages that allow knowledge to take hold. And you may ask: does everyone learn in the same way? Does this model apply to everyone?

For this, Kolb also developed a classification that grouped types of learners according to their preferences when assimilating information. Active or divergent learners, reflective or assimilative learners, theoretical or convergent learners and pragmatic or accommodating learners. These categories were created because the researcher noticed that everyone specialises in one or two of these stages. Therefore, this model is interesting as it recognises that each individual learns differently and allows for personalised learning experiences.

Stage 1 – concrete experience. This involves placing the individual in real situations. It is related to experimentation, causing situations in order to make learning needs visible and to be able to start making contact with theory. For training events, practical activities, simulations and role-plays stand out. Organising workshops where participants can interact with the content or tools being presented or creating scenarios where they can observe the problem to be dealt with allows them to make contact with the content in a very concrete way. For example, in sales training, simulating a conversation with a customer so that salespeople can identify problems and ways of improvement will allow knowledge to be born even from the student. But you already knew this, what you probably didn’t think about are the other stages that allow you to consolidate this knowledge. Here we go…

Stage 2 – reflective observation. At this stage, the person reflects on the experience and develops a series of hypotheses about the meaning of the learning. Debriefings, reflective diaries and discussions can be used after each practical activity to organise ideas about what has been learnt and to open up spaces for debate about what the participants did, observed and felt. Following the example of sales training, after a simulation activity, bringing participants together to discuss what worked well and what could be improved will begin to outline the learning from the day.

Stage 3 – abstract conceptualisation. At this stage, the learner develops theories and concepts that explain his or her observations and reflections. This is the time to integrate new knowledge with previous knowledge and to formulate conclusions. Participants might work in groups to develop theoretical models or principles to explain their experiences. For example, in a course on negotiation techniques, they could identify and discuss the most effective theoretical strategies based on their experience and reflection.

Stage 4 – active experimentation. The learner applies the concepts and theories developed in new situations, experimenting with newly acquired knowledge. It is similar to the first stage, but with the knowledge learned, participants can apply it in simulated situations or practical projects. For example, after learning negotiation techniques, they could participate in a negotiation simulation to apply their new skills.

Events that provide opportunities to practice and experiment in a controlled environment allow participants to move through this cycle effectively, consolidating knowledge and improving retention.

The main lessons learned from this model are:

1. Focus on direct experience. Learning is grounded in concrete experiences, so events provide opportunities for participants to engage.
2. Critical reflection. Time for individual and group reflection should be included where participants can analyse what happened, why it happened and how it can be improved.
3. Reinforce theory and conceptualisation. Not everything has to be experience; incorporating sessions where theories and models are presented to help participants structure their observations will optimise this dimension.
4. Active application. Activities and exercises should be provided that allow participants to test and experiment with new concepts and skills in a safe environment.
5. Emphasis on the process and not just the outcome. The focus is as much on the learning process as on the results obtained. Designing activities that value the journey and skills developed, as well as the end results, will be key to success.
6. Soft skills development. In addition to technical knowledge, soft skills such as communication, teamwork, problem solving and leadership are developed.