Learning is undoubtedly the key requirement factor that will aid
organizations to remain competitive in the competitive environment. In
addition, Learning and Development will prepare organizations to adapt to
changes and challenges (Gilaninia, Rankouh
and Gildeh, 2013). As Armstrong and Taylor (2014) explains, learning takes
place in organizations and employees constantly acquire knowledge and skills by
the process. He further suggests that, if organizations learn how to learn, the
employees will learn more effectively. It is not only learning competencies
that is required to but also how employees should learn efficiently to adjust
to new situations (Chalofsky, 1996; Onstenk, 1997a; Poell, Chivers, van der
Krogt, & Wildemeersch, 2000) in (Berings, Poell and Simons, 2005).
Learning
Theories will generally address how people learn. When it comes to learning
styles, individuals will possess different styles or preference for a
particular approach of learning. (Armstrong and Taylor, 2014)
Berings, Poell and Simons (2005) defines learning style as an inclination to use a particular
combination of learning activities that an individual can, and likes to
perform. In Pashler (2009) learning styles is referred to the view that,
different people learn information in different ways. He
further goes on to say that, naturally people have the potential to learn
effectively and easily if only instruction is tailored to their individual
learning styles.
An
appreciable amount of Learning styles has been introduced. According to Berings, Poell and Simons (2005) some are based on learning
preferences, some on learning conceptions, learning motivations, learning
orientations, or learning behavior. The
main drawback of learning styles is that individuals do not possess a single
learning style and, in a group, there certainly may exist a large range of
learning styles. (Armstrong and Taylor, 2014). Thus, it is an important fact
for organizations to consider when it comes to incorporating learning styles within
the organization.
A drastic change is taking place currently in
the field of Human Resource Development. The training orientation is being
gradually replaced by learning orientation, and considerable attention is given
for on-the-job learning. On-the-job learning does not refer to on the job
training or professional education. It is how people learn on the job and it is
a matter of how organizations stimulate the process of on-the-job learning (Berings, Poell and Simons, 2005).
Further Berings, Poell and Simons (2008) argues that in educational contexts, learning is usually
the main activity that learners perform, but in workplace learning contexts,
people work, think, make decisions, innovate and learn at the same time. Aviation
industry is a field where on the job learning takes place constantly.
Especially in the aviation maintenance industry where safety is given priority
learning takes place around the clock.
David Kolb introduced a learning cycle consisting of four steps as Kolb’s Cycle of Experiential Learning (Kolb and Kolb, 2005).
Kolb’s
Cycle of Experiential Learning
David
Kolb and Alice (2005) in (Kolb, 1984) explains that knowledge results from
combination of grasping and transforming experiences. He states that, Experiential
Learning Model portrays Concrete Experience (CE) and Abstract Conceptualization
(AC) as modes of grasping experience and Reflective Observation (RO) and Active
Experimentation as modes of transforming experience. In addition, he explains
that in this cycle a learner touches all the bases where experiencing,
reflecting, thinking and acting are responsive to the learning situation. As
shown in fig (6). Further, Wyrick and Hilsen (2002) argued
that learning can begin with any step of the process. Giving engineering
studies as an example that is usually taught by introducing a concept.
Figure 6: Kolb’s Cycle of Experiential Learning
Source: (McLeod, 2017)
Generally, learning begins at this stage where the learner encounters a fresh learning experience. For one this experience could be an entirely new experience while for another a repetition of an existing experience.
Here, the learner reflects upon the new experience. This too will depend on whether the experience is fresh to the learner or another interpretation of an existing learning.
In
Aircraft Maintenance Industry where safety is the highest priority, checks are
performed on aircrafts on completion of each flight. As a part of these checks in
aircrafts inspections are carried out by maintenance personnel in the
structure, engines, electrical and electronic systems etc. most of the time.
During these inspections’ aircraft engineers, along with technicians or
mechanics observe defects, abnormalities and discrepancies on the aircrafts.
Kolb’s Experiential Learning Theory could be applied to one of these situations where a visual inspection is performed on the structure by an aircraft technician and he happen to observe an abnormality on the paint on the fuselage area.
Concrete Experience: Here the concrete experience is the aircraft technician observing an abnormality on the paint on the fuselage area of the aircraft. The learner is going through a new learning experience. This situation may be an entirely new experience to an individual whilst a repeated existing experience to another. This will also depend on his level of experience and his existing knowledge on aircraft structural damages.
Reflective Observation: The aircraft technician will now reflect upon his new learning experience. This once again, will depend on his experience. For instance, if the situation is completely new to the technician (if the technician is a fresher) his observation of the abnormality will be a whole new experience to him. Thus, he may reflect upon the experience (observed abnormality) in view of his past experiences while training and knowledge he posses on such structural damages. In addition, he will also reflect on previous observations of practices of his seniors.
However, if the technician is going through another interpretation of an existing experience, he will not just reflect upon the new situation by only viewing it through past experiences but also his earlier learnings on similar situations. He will compare the past learnings of such incidents with the current experience.
Abstract Conceptualization: At this stage after reflecting upon his new experience, the technician, will come to a conclusion. Here again a fresh learner (a technician experiencing the situation for the first time) will filter and integrate his observations into logical theories and compare it with the theoretical knowledge and training he received. He will come up with the conclusion or concept that the abnormality he inspected on the aircraft fuselage area was due to corrosion.
Whereas the experienced learner (a technician going through an existing experience) will use the experience to improve and strengthen his existing knowledge to create a better concept/idea or solutions. He will be able to identify the type of corrosion and the method to evaluate it.
Active Experimentation: The learner will apply the theory, concept or solution (simply what he went through) in a new situation. The inexperienced technician will use his learning to comfortably identify corrosion in a similar/new situation.
While the experienced technician will use the learning to evaluate a type of corrosion and perform the necessary action regarding it.
The
following video will provide a better understanding of Kolb’s Learning Cycle
for the reader.
Video 2: Kolb Learning Style.
Source: (Atkinson,
2017)
List
of References
Atkinson, T (2017) Kolb Learning Style [Online].
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August 2021].
Berings,
M., Poell, R.F and Simons, P.R.J. (2005) Conceptualizing on-the-job learning
styles. Human Resource Development Review, 4(4), pp.373-400 [Online].
Available at <www.researchgate.net.>. [Accessed on 20th
August 2021].
Berings,
M., Poell, R.F and Simons, P.R.J. (2008) Dimensions of on-the-job learning
styles. Applied Psychology, 57(3), pp.417-440 [Online]. Available at
<www.researchgate.net.>. [Accessed on 20th August 2021].
Gilaninia,
S., Rankouh, M.A.A and Gildeh, M.A.P. (2013) Overview on the importance of
organizational learning and learning organization. Journal of Research and
Development, 1(2), pp.44-49.
Kolb, A. Y. and Kolb, D.A.(2005) Learning
styles and learning spaces: enhancing experiential learning in higher
education. Academy of Management Learning & Education, 4(2),
pp193-212 [Online]. Available at < www.researchgate.net.>. [Accessed on 21st August 2021].
McLeord, S. (2017) Kolb’s Learning Styles and Experiential
Learning Cycle. Simply Psychology [Online Available at: < https://www.simplypsychology.org/learning-kolb.html>.].
[Accessed on 20th August 2021].
Pashler,
H., McDaniel, M., Rohrer, D and Bjork, R (2009) Learning styles-concepts and
evidence. Psychological Science in The Public Interest, 9(3),
pp.105-119.
Wyrick, D. A. and Hilsen, L. (2002) Using Kolb’s cycle
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