Hi,
Your research seems the same as mine in identifying two dominant theorists in terms of professional development, Kolb and Gibbs.
Kolb
Kolb’s Learning Styles Model, published in 1984, was used to develop his Experiential Learning Cycle. Kolb’s theory has a four-stage cycle of learning, and four separate learning styles. Much of this theory is focused on the learner’s internal cognitive processes.
Experiential Learning Cycle
1. Concrete Experience - This is where a new experience or situation is met, or an existing experience is reinterpreted.
2. Reflective Observation of the new experience- Any inconsistencies between experience and understanding are of particular importance when reflecting on the new experience.
3. Abstract Conceptualisation – The reflection in the previous stage produces a new idea, or a modifies an existing concept in a new direction.
4. Active Experimentation – This is where the learner applies the new or modified idea to the world around them to see what happens.
These four stages are cycled through in order, whereby a the person (1) has a concrete experience then (2) observes and reflects on the experience which leads to (3) the formation of a new concept which leads to conclusions that are then (4) tested out in future situations.
Kolb’s four learning styles outline the different ways in which a person learns. Knowing your own learning style allows you to focus your learning on that method. Everyone responds to each learning style to some extent, though one style is likely to be favoured over the others. These learning styles are often seen as a two-by-tow matrix whereby each learning style is a combination of two preferred styles, as follows:
Diverging (feeling and watching)
These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations from several different viewpoints. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.
Assimilating (watching and thinking)
The Assimilating learning preference involves a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than a practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear, logical format. People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.
Converging (doing and thinking)
People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks and are less concerned with people and interpersonal aspects. They are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities. People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications.
Accommodating (doing and feeling)
The Accommodating learning style is 'hands-on,' and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They usually act on 'gut' instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population.
Gibbs
Many people find that they learn best from experience and Gibbs' Reflective Cycle supports this. However, without reflection on experiences, and without considering how they could do better next time, it is difficult to learn anything from the experience. This is where Gibbs' Reflective Cycle is useful. It can be used to help make sense of situations at work, to better understand what went well and what could be done better in the future.
Professor Graham Gibbs published his Reflective Cycle in his 1988 book "Learning by Doing." In this book he took Kolb’s work and developed a more structured approach to help a person reflect on their experiences. The cycle has 6 stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan.
Description
In this stage you define the experience, using specific, relevant and concise language.
Feelings
In this stage you consider questions relating to how you felt before, during and after the experience. This stage is not analytical, it is descriptive based on personal feelings and thoughts.
Evaluation
In this stage you consider what went well during the experience, what did not go so well and how the experience ended, and was it completed. This stage is not analytical, it makes positive or negative judgements based on the delivery of the activity.
Analysis
During this stage the analysis occurs. As well as considering what went well or badly, you should consider why they went well or badly, and what could have been done to avoid any negative consequences or to improve any positive outcomes. In this stage you should also consider your contribution to the experience and assess how useful it was and why.
Conclusion
In this stage you should consider what could have been done differently, what may have got in the way of doing this differently, what was learned from the experience, about oneself and about one’s current level of knowledge.
Action Plan
In this stage you consider what areas can be improved, what preparation needs to be done in the future before delivering the experience, and what specific steps need to be taken to achieve any identified improvements.
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