Abstract

Success is never defined when we choose any career it is all dependent on the hard work and efforts we put in our work that then define success or progress. It is realistic that progress is evident when we begin to achieve what we want to.

Career Planning

Thesis Statement

Experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience.

Outline

The heart and core of this paper dividies in to several parts. The first part describes the basic Knowledge results from the combination of grasping and transforming experience."(Kolb 1984, p. 41). The next part suggests the ELT model portrays two dialectically related modes of grasping 3 experience -- Concrete Experience (CE) and Abstract Conceptualization (AC) -- and two dialectically related modes of transforming experience -- Reflective Observation (RO) and Active Experimentation (AE).

Background

These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new experiences.

Organization's Description

A closer examination of the ELT learning model suggests that learning requires abilities that are polar opposites, and that the learner must continually choose which set of learning abilities he or she will use in a specific learning situation. In grasping experience some of us perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying on our senses and immersing ourselves in concrete reality. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization - thinking about, analyzing, or systematically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some of us tend to carefully watch others who are involved in the 4 experience and reflect on what happens, while others choose to jump right in and start doing things. The watchers favor reflective observation, while the doers favor active experimentation. Each dimension of the learning process presents us with a choice. Since it is virtually impossible, for example, to simultaneously drive a car (Concrete Experience) and analyze a driver's manual about the car's functioning (Abstract Conceptualization), we resolve the conflict by choosing. Because of our hereditary equipment, our particular past life experiences, and the demands of our present environment, we develop a preferred way of choosing. We resolve the conflict between concrete or abstract and between active or reflective in some patterned, characteristic ways. We call these patterned ways “learning styles.” The Learning Style Inventory and the Four Basic Learning Styles In 1971 David Kolb developed the Learning Style Inventory (LSI) to assess individual learning styles. While individuals tested on the LSI show many different patterns of scores, research on the instrument has identified four statistically prevalent learning styles -- Diverging, Assimilating, Converging, and Accommodating (Figure 1). The following summary of the four basic learning styles is based on both research and clinical observation of these patterns of LSI scores (Kolb, 1984, 1999a, 1999b). Diverging. The Diverging style's dominant learning abilities are Concrete Experience (CE) and Reflective ...