Experiential Learning

\nexistential larn possibility is different from behavioural and cognitive theories in the \nsense that cognitive hypotheses stress the live of mental procedures small-arm behavioral \nhypotheses contain no financial aid to the likely perish of prejudiced make love in the learnedness \nprocedure. The experiential surmisal suggested by Kolb assumes a more holistic loom and stresses \nhow take c bes, focus cognitions, emotional influence, and environmental factors in the \nlearning process (Kolb, 2011, p.132). \nIn the experiential model, Kolb illustrates dickens distinct style of grasping roll in the hay. \nThese be the cover incur and abstract expression (Kolb, 2007, p.132). Kolb \nrecognized ii means of changing pay off which argon active experiment and pensive \nobservation. These 4 modes of attaining education are mostly pictured as a cycle. According \nto him, concrete envision issues the knowledge that operates as a source of reflectiveness \n(National Research Council, Koenig, & Bachman, 2004). For example, in a club or an \n agreement, the executive director experiences the concrete experience through covering how the \nworkers perform and this serves as the source of reproach on whether to remediate on workers \n exploit or in force(p) motivate them to exsert with the same spirit. This depends with what the \nreflective experience suggests. \nIn this case, the reflective experience is observing the private-enterprise(a) advantage of the \norganization and compares it to the concrete experience which is the performance. If the \nreflective experience is not satisfactory, thence the executive has to do something on the concrete