Kolb’s model of experiential learning constitutes a number of elements. They include; taking part in concrete experiences, reflecting other experiences, observing those experiences and applying the acquired knowledge in different situations (Manning 13). David Kolb came up with four unique types of skills that were vital for experiential learning. They are; openness and eagerness to participate in new experiences, observational and reflective skills to provide different dimensions of the views on the new experience, analytical skills for integration of new concepts and decision making skills are integrated into actual practice (14).
When creating a training intervention program for employees within an organization Kolb’s model can be very instrumental since it is rich in possibilities of creating a meaningful and conducive working environment. Working under a strenuous working environment can pose a great difficulty in terms of getting the best out of the employees. A new working structure and environment can provide a new perspective and motive for a business by ensuring a mind-enriching working environment.
Programs that do not embrace a holistic approach to employee training intervention sessions may end up bearing no fruit. Engaging employees at superficial level during training sessions may fail to tap into their physical, intellectual and social qualities essential for the employees’ productivity (Passarelli and Kolb 3). In employment, it is important to consider reflection in training of employees since it has been established to be beneficial. Proficient reflective training can result in improved productivity of employees.
Kolb’s experiential learning model can be incorporated into training programs to aid employees in developing autonomous professional practice. The tools to be inculcated in the program includes; a section for singling out training intervention programs; a feedback recording section on the training program, and a third section for noting responses from fellow employees. Other tools are a section for noting responses from the superiors, and lastly, a section for overall reflection on the responses gathered to be used in planning.
Experiential learning is a flexible perspective of learning founded on cyclic occurrences of action/ reflection and experience/ abstraction. When creating a self-leadership model and talent development plan it is necessary to heed the characteristic aspects proposed by Kolb. Talent or leadership is a process best graded abstractly and not evaluated by the outcomes since an outcome may not signify the end of the learning situation. All talents and leadership experiences are a relearning experience thus talent and leadership qualities are constructively gained. Leadership qualities models and talent development plans should be directed towards conflict resolution of the differences drive the learning process, and learning of leadership through a model should give room for an all-round learning experience.
Moreover, since learning is a complete product of the interaction between people and the environment, my model would be shaped to provide room for people to interact freely with the environment. They will better their leadership skills and improve their talents. Lastly, I incorporated social interactive sessions in the model to provide a wide pool for knowledge acquisition, sharing of ideas and exploration of talent. Since talent development demands full attention and involvement, it is important to aid people in realizing their talents and shouldering the whole process without excessive assistance.
One way to achieve this is by enlightening people on the recurrent nature of the experiential learning cycle in comparison to the preferred learning style. This process would involve helping people try out other people’s talents in order to discover and/or develop their individual talents. The second way of soliciting optimum participation of employees in the training process is by ensuring a working environment using a range of instrumental methods and activities. Lastly, it’s is vital to construct diverse relationships as this enhances better development via the learning spiral. In talent development, this would aid in boosting confidence and self-esteem.
Construction of a self-leadership model and a talent development strategy is enlightening since it covers broad and diverse aspects such as genetic make-up, life experiences, and the employees’ current situation. The diverse nature of the experiential learning prompts the development of the self-leadership model and talent development plan. Integrating the Kolb’s model required emphasis on one’s self-drive, motivation and interaction with the environment, all blending to aid people in realizing their full potential.
During the training session, it was necessary to group diverse people to increase the qualities of the various groups’ feedbacks. I also engaged the participants by providing them with opportunities to ask questions and openly receive feedback from their fellow employees, trainers or employers. It was also vital to include an effective feedback mechanism within the leadership model for evaluating the effectiveness and efficiency of the training session.
In terms of implementation of the whole process, I solicited subsidies to alleviate the expenses that were to be accrued from implementing the training program. The participants were made to appreciate the need to attend the training session. The projection on the needs and estimated costs of the plan proved helpful in budgeting and saw the training session’s successful implementation. Kolb’s model of experiential learning is a beneficial guideline in upgrading and motivating workers to be more productive.
Works Cited
Manning, Michael. (2011). A Framework for Collaboration. Kolb’s Model of Experiential Learning, 2011. Web. Retrieved from http://www.caahe.org/documents/2011_AS_SS_Conf/KolbsModelofExperientialLearning.pdf
Passarelli, Angela and David, A. Kolb. Using Experiential Learning Theory to Promote Student Learning and Development in Programs of Education Abroad, 2011. Web. Retrieved from http://weatherhead.case.edu/departments/organizational-behavior/workingPapers/WP-11-03.pdf
