What Is The Kolb Reflective Cycle? The Kolb Reflective Cycle In A Nutshell

The Kolb reflective cycle is a holistic learning and development process based on the reflection of active experiences. It was created by educational theorist David Kolb.
The Kolb reflective cycle is based on four cyclical stages: concrete experience, reflective observation, abstract conceptualization, and active experiment.
From each stage of the Kolb reflective cycle, four learning styles can be derived: accommodating, diverging, converging, and assimilating. Each style is influenced by the social environment, educational experience, or the basic cognitive structure of the learner.

Aspect	Explanation
Kolb Reflective Cycle	The Kolb Reflective Cycle, also known as the Kolb Experiential Learning Cycle, is a theoretical framework that describes how individuals learn from their experiences. It was developed by David A. Kolb, an American educational theorist and psychologist. This cycle outlines a four-stage process of learning and reflection.
Four Stages	The cycle consists of four stages: 1. Concrete Experience: This is the stage where individuals have a direct experience or encounter a new situation. 2. Reflective Observation: After the experience, individuals reflect on what they’ve observed or learned. 3. Abstract Conceptualization: In this stage, individuals analyze and draw conclusions from their reflections. 4. Active Experimentation: After analysis, individuals apply what they’ve learned in new situations.
Learning Styles	Kolb’s framework also identifies four distinct learning styles based on individuals’ preferences for specific stages of the cycle: 1. Diverging (Feeling and Watching): These learners excel in the “Reflective Observation” and “Concrete Experience” stages. 2. Assimilating (Thinking and Watching): These learners prefer the “Abstract Conceptualization” and “Reflective Observation” stages. 3. Converging (Thinking and Doing): These learners are inclined toward the “Abstract Conceptualization” and “Active Experimentation” stages. 4. Accommodating (Feeling and Doing): These learners thrive in the “Concrete Experience” and “Active Experimentation” stages.
Continuous Learning	The Kolb Reflective Cycle emphasizes the importance of continuous learning and personal growth. It suggests that individuals can enhance their learning abilities by moving through all four stages, thereby gaining a deeper understanding of their experiences and increasing their adaptability in various contexts.
Application in Education	Kolb’s model is frequently used in educational settings to design experiential learning programs and promote critical thinking skills. Educators can tailor their teaching methods to accommodate different learning styles, allowing students to engage more effectively with the learning process.
Problem-Solving Tool	Beyond education, the Kolb Reflective Cycle is also employed as a problem-solving tool in various professional fields. It encourages individuals and teams to reflect on their experiences, identify strengths and weaknesses, and develop strategies for improvement.
Integration with Practice	Professionals often use this framework to improve their performance in the workplace. By actively applying lessons learned from reflection and experimentation, individuals can enhance their decision-making abilities and problem-solving skills.
Enhancing Self-Awareness	The cycle promotes self-awareness by encouraging individuals to assess their learning preferences and tendencies. This self-awareness can be beneficial in career development and personal growth, enabling individuals to make informed choices about their learning and development paths.
Limitations	While the Kolb Reflective Cycle is widely used, it’s essential to recognize that not all individuals fit neatly into one of the four learning style categories. Human learning is complex and influenced by various factors. Additionally, some critics argue that the cycle oversimplifies the learning process.
Adaptability	One of the strengths of the Kolb Reflective Cycle is its adaptability. It can be applied to a wide range of learning situations, from academic settings to professional development and personal growth initiatives. Organizations also use it to enhance training and development programs.
Practical Reflection	Kolb’s model emphasizes the importance of practical reflection, which means not only thinking about experiences but actively applying insights in future actions. This practical application of knowledge is central to the cycle’s effectiveness in promoting learning and growth.

The Kolb reflective cycle was created by American educational theorist David Kolb. In 1984, Kolb created the Experiential Learning Theory (ELT) based on the premise that learning is facilitated by direct experience. In other words, the individual learns through action. The Kolb reflective cycle is a holistic learning and development process based on the reflection of active experiences.

Understanding the Kolb reflective cycle

Experiential learning is common during internships and other forms of on-the-job training designed to complement conventional educational programs.

With the rise of massive open online courses (MOOCs) and competency-based degrees, however, educators are also turning to experiential learning to help students develop skills based on real-world experiences.

The Kolb reflective cycle is based on two components of experiential learning theory: a four-stage cycle together with four resultant learning styles.

For the rest of this article, we will discuss these components in more detail.

The four stages of the Kolb reflective cycle

Kolb sees learning as a cyclical, four-stage process where the student acquires knowledge from each new experience. As a result, learning is a holistic process where the student applies new insights and ideas toward continuous improvement.

Following is a look at each stage:

Concrete experience

During the first stage, the student has an experience representing a learning opportunity.

During the experience, the student should take notes on what they see, how they feel, and what they think.

Critically, the individual must actively participate in the experience to learn.

There are no advantages to observing or reading, for example.

Reflective observation

Then, the student reflects on their experience without judgment by noting any contradictions between the experience and their notes.

What worked? What failed? How did the individual act? Why did the situation arise?

Abstract conceptualization

Here, the student must analyze and create meaning from the experience.

The goal here is to develop theories from recurring themes, problems, or situations that can be used for similar situations in the future.

Colleagues and relevant literature are good sources of support and inspiration.

Active experimentation

Describing the application of the newly acquired theories in a practical setting.

Some theories will succeed, while others will inevitably fail.

However, failure should be seen as the impetus to run through the cycle once more.

The four distinct learning styles of the Kolb reflective cycle

Kolb also defined four distinct learning styles based on each stage of the cycle.

Most individuals embody one style, with their choice determined by the social environment, previous educational experiences, and their unique personalities.

For the sake of simplicity, the four learning styles can be displayed in a 2×2 matrix. Each style represents a combination of two of the stages mentioned in the previous section:

Accommodating (Concrete experience/Active experimentation)

This learning style relies on intuition over logic, with individuals preferring a practical, experiential approach.

Using gut instinct, they are frequently attracted to new challenges and experiences with a reliance on others to provide detailed analysis.

Diverging (Concrete experience/Reflective observation)

The diverging learning style (through divergent thinking) encompasses those who can look at a topic from multiple perspectives.

As a result, they perform well in situations requiring idea generation such as brainstorming.

Divergent learners are people and group-oriented, have broad cultural interests and tend to be imaginative and emotional.

Converging (Abstract conceptualization/Active experimentation)

Converging learners (through convergent thinking)prefer technical tasks where they can solve problems using their knowledge.

They are much less concerned with working collaboratively and are most effective where specialist or technological ability is required.

Finally, this style loves to experiment and stimulate new ideas and theories.

Assimilating (Abstract conceptualization/Reflective observation)

A preference for assimilating learning involves a logical and concise approach. Concepts and ideas are more important than people.

These learners excel at organizing diverse information into a clear and logical format and are enthused by ideas and abstract concepts.

They have a preference for analytical models (through vertical thinking), readings, lectures, and the time and space to think deeply.

Advantages of Kolb’s reflective cycle

Kolb’s model is an experiential learning framework skewed toward real-world experiences to form learning.

This makes it extremely useful in business, where having an iterative approach to learning through experience can help speed up the process while retaining more in the long term.

Kolb’s model is also straightforward as it enables learning through four simple phases:

Concrete experience.
Reflective observation.
Abstract conceptualization.
And active experimentation.

The active experimentation phase is extremely valuable as it enables to development of business skills quickly.

The main advantage of Kolb’s model is its ability to follow an iterative learning process.

While enabling professionals to do it still deliberately.

Thus, iteration based on experience and deliberate learning can be extremely powerful in mastering new business skills quickly.

Disadvantages of Kolb’s reflective cycle

While Kolb’s model proves extremely effective for individual learning.

It can be more challenging to execute group learning.

In short, the iterative and deliberate approach to learning, if used correctly by the individual, can prove very effective.

Yet, for group learning, it might be less appropriate, as it needs to consider the various ways individuals within the group learn.

Thus, Kolb’s model proves effective for individual professional learning, less so for group learning.

When to Use the Kolb Reflective Cycle

Professional Development: It is valuable for personal and professional development, particularly in fields where learning from experience is crucial.
Complex Problem Solving: For situations that require individuals to analyze complex problems and find innovative solutions.
Leadership and Management: Leaders and managers can use the cycle to reflect on their leadership styles and approaches.
Education and Training: In educational settings, educators can incorporate the cycle to facilitate reflective learning among students.

What to Expect from Using the Kolb Reflective Cycle

Deeper Understanding: Expect to gain a deeper understanding of your experiences and their implications.
Improved Decision-Making: By applying insights from reflection, you can make more informed decisions and take purposeful actions.
Enhanced Self-Awareness: Engaging in the cycle enhances self-awareness and self-directed learning.
Iterative Learning: The cyclical nature of the model promotes continuous improvement and iterative learning.

Long-Term Impact of the Kolb Reflective Cycle

Continuous Development: The cycle fosters a habit of continuous learning and development, benefiting personal and professional growth over the long term.
Informed Decision-Making: Over time, individuals become more adept at making informed decisions based on reflective practice.
Enhanced Problem Solving: The ability to analyze complex problems and find innovative solutions is honed through regular use of the cycle.
Leadership Growth: Leaders who use the cycle can develop their leadership skills and adapt their approaches as needed.

Kolb vs. Gibbs’ reflective cycle

Whereas Kolb’s reflective cycle comprises four simple phases. The Gybbs’ reflective cycle consists of six stages:

description,
feelings,
evaluation,
analysis,
conclusions,
and action plan.

In short, Gibbs’ reflective cycle adds an action plan to the mix, which makes it effective to execute the learnings.

Thus, Gibbs’ cycle might be a bit more suited for group learning, as it helps individuals execute on their experience, by following an action plan.

Case Studies

Leadership Training

Imagine a leadership development program aimed at enhancing the skills of mid-level managers within a corporation. The program identifies the need for managers to improve their decision-making abilities.

Concrete Experience: Managers are presented with challenging, real-life scenarios where they must make critical decisions. These scenarios could simulate high-pressure situations in the corporate world.
Reflective Observation: After facing the scenarios, managers engage in reflective discussions and journaling. They analyze their decision-making processes, emotions, and the outcomes of their choices.
Abstract Conceptualization: Through guided sessions and group discussions, managers explore decision-making theories and models. They delve into topics like ethical decision-making, risk assessment, and cognitive biases.
Active Experimentation: Managers are encouraged to apply the decision-making theories and strategies they’ve learned in their real work situations. They actively experiment with different approaches to decision-making.

This process allows managers to reflect on their experiences, understand various decision-making models, and apply these concepts in their leadership roles.

Medical Education

In a medical education setting, students need to develop effective communication skills to interact with patients and colleagues. The program focuses on enhancing these skills.

Concrete Experience: Medical students engage in simulated patient interactions, where they take on the role of a healthcare provider. They interact with actors portraying patients with various medical conditions.
Reflective Observation: Following each interaction, students participate in debriefing sessions. They discuss their communication styles, empathy levels, and the effectiveness of their patient interactions.
Abstract Conceptualization: Students attend lectures and workshops on communication theories, patient-centered care, and active listening. They learn about the psychological aspects of doctor-patient communication.
Active Experimentation: Students apply their newfound knowledge and skills during clinical rotations. They actively experiment with different communication techniques to build rapport with patients and provide compassionate care.

Through this cycle, medical students develop strong communication skills essential for their future careers.

Technology Workshops

A technology company conducts workshops to train its software developers in a new programming language. The goal is to ensure developers can effectively use the language in their projects.

Concrete Experience: Developers participate in hands-on coding sessions where they work on real projects using the new programming language. They encounter challenges and complexities during the coding process.
Reflective Observation: After coding sessions, developers engage in peer code reviews and discussions. They reflect on the challenges faced, identify errors, and consider alternative coding approaches.
Abstract Conceptualization: The company provides access to online resources and tutorials about the new programming language. Developers study advanced coding concepts, best practices, and optimization techniques.
Active Experimentation: Developers apply their knowledge in ongoing projects. They actively experiment with the new language, incorporating advanced coding techniques and ensuring code quality.

This iterative process allows developers to gradually master the new programming language and apply it effectively in their projects.

Language Learning

A language school offers language courses to students aiming to become proficient in a foreign language. The school focuses on immersive language learning.

Concrete Experience: Students participate in immersive language experiences, such as conversational classes, cultural events, and interactions with native speakers.
Reflective Observation: Students journal their language learning experiences and interactions. They reflect on language barriers, communication difficulties, and cultural insights gained during immersion.
Abstract Conceptualization: Language instructors provide structured lessons on grammar, vocabulary, and language structure. Students study language theory and analyze common language patterns.
Active Experimentation: Students actively use the language in real-life situations, such as ordering food, navigating a new city, or conducting interviews in the target language. They experiment with different language strategies.

Through this cycle, students gradually become proficient in the foreign language and gain cultural competence.

Key Highlights

Kolb Reflective Cycle: The Kolb reflective cycle is a framework for experiential learning created by David Kolb. It is based on the Experiential Learning Theory (ELT), which suggests that learning is facilitated by direct experiences and active reflection.
Components of the Cycle: The Kolb reflective cycle consists of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. These stages form a cyclical process where learners acquire knowledge and insights from their experiences.
Learning Styles: Based on the stages of the cycle, Kolb defined four distinct learning styles:
- Accommodating (Concrete experience/Active experimentation)
- Diverging (Concrete experience/Reflective observation)
- Converging (Abstract conceptualization/Active experimentation)
- Assimilating (Abstract conceptualization/Reflective observation)
Advantages of the Kolb Reflective Cycle:
- Focused on real-world experiences and iterative learning.
- Suitable for business contexts to accelerate skill development.
- Offers a simple and straightforward framework.
Disadvantages of the Kolb Reflective Cycle:
- May be more challenging to apply in group learning situations.
- Group dynamics and various learning styles within a group can impact effectiveness.
Kolb vs. Gibbs Reflective Cycle:
- Gibbs’ reflective cycle has six stages, adding an “action plan” step to the Kolb cycle.
- Gibbs’ cycle is suited for executing and implementing learnings, making it effective for group learning scenarios.
Key Takeaways:
- The Kolb reflective cycle is a valuable framework for experiential learning.
- It involves active reflection on experiences through four stages.
- Learning styles are determined by a combination of these stages and individual factors.
- Gibbs’ reflective cycle includes an action plan step, making it useful for executing and implementing learnings.
- Both cycles have their advantages and may be more suitable for different learning scenarios.

Related Frameworks	Description	When to Apply
Gibbs Reflective Cycle	– Provides a structured approach to reflection, comprising six stages: description, feelings, evaluation, analysis, conclusion, and action plan. Gibbs Reflective Cycle encourages individuals to explore experiences, emotions, and outcomes to facilitate learning and personal development.	– When reflecting on personal experiences, projects, or events. – Using a systematic process to analyze and learn from past experiences to inform future actions and behaviors.
Schön’s Reflective Practice	– Focuses on the reflective process as a means of professional development and learning, emphasizing the importance of “reflection-in-action” and “reflection-on-action” in refining skills and expertise. Schön’s Reflective Practice encourages practitioners to explore their tacit knowledge and intuitive judgments.	– When seeking to improve professional practice or skills. – Engaging in ongoing reflection to deepen understanding, enhance problem-solving abilities, and adapt to changing contexts.
Brookfield’s Reflective Lens	– Offers a framework for critical reflection on teaching and learning, identifying four critical lenses: autobiographical, student, peer, and theoretical. Brookfield’s Reflective Lens helps educators examine their assumptions, biases, and teaching practices from multiple perspectives.	– When evaluating teaching methods, approaches, and interactions with students. – Using critical reflection to enhance teaching effectiveness, promote inclusivity, and foster student engagement and learning.
Donald Schön’s Theory of Reflective Practice	– Proposes that professionals engage in two types of reflection: reflection-in-action (thinking on one’s feet during activities) and reflection-on-action (analyzing and learning from past experiences). Schön’s Theory emphasizes the importance of experiential learning and ongoing reflection in professional practice.	– When developing skills or expertise in a professional field. – Integrating reflection into daily practice to enhance problem-solving abilities, creativity, and adaptability.
Boyd and Fales Reflective Learning Process	– Describes reflection as a process involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The Boyd and Fales Reflective Learning Process emphasizes the integration of theory and practice in learning and development.	– When engaging in experiential learning or professional development activities. – Using reflective processes to deepen understanding, integrate new knowledge, and refine skills and practices.
Mezirow’s Transformative Learning Theory	– Focuses on the process of transformative learning, wherein individuals critically reflect on their assumptions, beliefs, and perspectives, leading to shifts in understanding and behavior. Mezirow’s Transformative Learning Theory highlights the role of critical reflection in personal growth and social change.	– When experiencing significant life events or undergoing personal transformations. – Engaging in critical reflection to challenge ingrained beliefs, broaden perspectives, and foster personal and social transformation.
Reflective Inquiry	– Involves a systematic process of inquiry and reflection to explore complex issues or problems, drawing on personal experiences, knowledge, and perspectives. Reflective Inquiry promotes deep learning, critical thinking, and self-awareness.	– When addressing complex problems or decision-making challenges. – Using reflective inquiry to examine underlying assumptions, consider diverse perspectives, and generate creative solutions to real-world problems.
Critical Incident Technique	– Involves analyzing specific incidents or events that have significant implications or consequences, to identify patterns, causes, and lessons learned. The Critical Incident Technique facilitates reflection and learning from concrete experiences.	– When analyzing past events or experiences with practical significance. – Using critical incident analysis to identify strengths, weaknesses, and opportunities for improvement in personal or professional practice.
Double-Loop Learning	– Contrasts with single-loop learning by not only addressing immediate problems or issues but also examining underlying assumptions and mental models that shape behavior and decision-making. Double-Loop Learning fosters deeper insights and transformative change.	– When confronting recurring problems or challenges. – Engaging in reflective processes to question and revise underlying assumptions and strategies, leading to more adaptive and sustainable solutions.
Action Learning	– Involves learning through action and reflection in real-world contexts, often in a group setting. Action Learning encourages participants to address complex problems collaboratively, reflecting on their experiences and insights to inform future actions.	– When tackling complex organizational challenges or opportunities. – Using action learning sets to engage in collective problem-solving, share diverse perspectives, and learn from both successes and failures to drive organizational change and innovation.