lsi sample

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We all learn in different ways. We allhave preferences for how we tackle new

experiences. Understanding the learning

cycle, and how you go through it, can

help explain how you deal withproblems, people and new situations.

And understanding the differences

between yourself and others can give

insights into your personal

and professional relationships.

Kolb Learning Style Inventory

LSI WorkbookVersion 3.1

Name

Date

Organization

ii

Copyright 2007 David A. Kolb, Experience

Based Learning Systems, Inc. All rights

reserved. No part o this publication may

be reproduced or transmitted in any orm

or by any means, electronic or mechanical,

including photocopy, xerography,

recording, or any inormation storage

and retrieval system, without permission

in writing rom the Hay Group.


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Recording your scores on the Learning Cycle

On the diagram below, mark a dot on the corresponding l ine to indicate your CE, RO, AC, and A E scores.Ten connect the dots to form a kite-shaped pattern on the diagram.

Your learning: where, what and how?

Example:

RefectiveObservation

Refecting

RO

ActiveExperimentation

Doing

AE

AbstractConceptualization

Thinking

AC

ConcreteExperience

Experiencing

CE

RefectiveObservation

Refecting

RO

ActiveExperimentation

Doing

AE

AbstractConceptualization

Thinking

AC

Concrete

ExperienceExperiencing

CE

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What do my scores mean?

Your scores indicate how much you rely on each of the fourdifferent learning modes: Concrete Experience, ReflectiveObservation, Abstract Conceptualization, and ActiveExperimentation. Tese learning modes make up a four-phase learning c ycle. Different learners start at differentplaces in this cycle. Effective learning eventually involvesall four phases. You can see by the placement of your dots

which of the four learning phases you tend to prefer in alearning situation. Te closer your dots a re to the 100% ringon the circle, the more you tend to use that way of learning.

What do the percentages mean?

Another way to understand the placement of your dots is tocompare them with the scores of others. Te percentile labelson the concentric circles represent the norms on the fourbasic scales (CE, RO, AC, AE) for 6,977 men and womenranging in age from 1775.

For example, on the vertical line in the di agram (CE): if youwere to score 26, then you would have scored higher on CEthan 60% of the people in the normative sample. You cancompare your scores for each of the other learning modes

with the sample group.

Who is included in this sample group?

Tis sample group includes college students and workingadults in a wide variety of fields. It is made up of users livingin 64 countries, w ith the largest representations from US,Canada, UK, India, Germany, Brazil, Singapore, France,and Japan. A wide range of occupations and educationalbackgrounds is represented. For complete information aboutthe normative comparison group and other validity research,consult the LSI echnical Specifications available atwww.learningfromexperience.com orwww.haygroup.com/L

Section 1

This graphic is provided throughout the

workbook. It shows which phases o the

learning cycle you are using as you ollow

each part o the workbook.

ROAE

AC

CE


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Scoring your preerred learning style

Understanding your preferred learning style, and the strengths and weaknesses inherent in that style, is a major step towardincreasing your learning power and getting the most from your learning experiences.

o determine your learning style, take your scores for t he four learning phases, AC, CE , AE, and RO (listed on the second sheetof the questionnaire) and subtract as follows to get your two combination scores:

otal for C - otal for CE =

otal for - otal for =

Now mark your AC-CE score on the vertical dimension ofthe Learning Style ype Grid on page 8. Mark your AE-RO score on the horizontal dimension. Ten place a dotmarking the intersection of the two scores on the grid.

Your learning: where, what and how?

This score tells you how youtake in experience

This score tells you how youdeal with experience

Example: I your AC - CE score is -2 andyour AE - RO score is +15, your style alls

into the Accommodating quadrant.

Accommodating

ROAE

AC CE

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Your Learning Style grid

Te closer your data point is to the center of the grid, the more balanced your learning style is. If your data point falls near acorner of the grid in the unshaded area, you tend to rely heavily on that particular learning style. If your data point falls in ashaded area then your style is characterized by a combination of the two adjoining learning styles. For example, if your datapoint falls in the shaded area between the Accommodating and Diverging quadrants your learning style is characterized bya strong orientation to Concrete Experience (CE) with an equal emphasis on Active Experimentation (AE) and ReflectiveObservation (RO), and with little emphasis on Abstract Conceptualization (AC). If your data point fa lls in the middle of theshaded area then you balance experiencing, thinking, reflection and action.

Section 1

Accommodating Diverging

Converging Assimilating

Percentiles

Reflecting

Thinking

Experiencing

Doing

ROAE

AC CE


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Section 3 Exploring your learning style urther

Experiencing: Identiying how you learnGo back to page 2. Focus on the real learning situation that you thought about there.

After taking the LSI, do you see that experience differently? How?

What new insights do you have into your learning experiences?

What kind of experiences did you focus on when you did the LSI? Were they physical experiences, like learning a new sport?Did you consider a work related task or some new learn ing in your personal life? Was it a more solitary activity that you learnedon your own, or were others involved? Was this something that you learned for enjoyment, or were other things motivating youto learn?

This section o your LSI workbook is designed to help you explore your learning style more ully. It will help

you to use the LSI to understand the ways that you, and others around you, learn. Like the main part o this

workbook, this section is divided according to the dierent phases o the learning cycle.

ROAE

AC

CE

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Refecting: Exploring the many contextsin which you learn

Learning never happens by itself. W hen you learn, you are always learning in some place, event, andtime. Every situation you are in can be a context for learning. ypical learning c ontexts include placesof work, family relationships, school, workshops and training programs, exploring a hobby, tryingto figure out a new career direction and making and sustaining personal relationships. Your learningsituations never stay quite the same. Tey change and grow as your personal relationships change, as job demands expand or asnew opportunities come your way.

It is important, when reflecting on your learning style, to consider the many kinds of situations in which you are learning and all

the kinds of thing s there are to learn. Your own learning approach may shift somewhat as you move from context to context. Forexample, communication techniques that you learn on the job may or may not be helpful when trying to resolve a disagreement

with a family member. As you reflect on your own learning process, keep considering the rich variety of contexts in which youlearn.

Consider the ways your learning approach changes in different contexts, such as home, job, school, friends, colleagues, etc.Make a note of your different approaches here.

Section 3

ROAE

AC

CE


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Exploring your learning style urther

Thinking: Understanding the learning cycle

You may want to remember that your place in the learning cycle represents the dynamic ways that youare engaging in the learning process. Te terms Concrete Experience, Reflective Observation, AbstractConceptualization and Active Experimentation are not meant to be static titles that label you or yourexperience forever. Rather, they provide parameters for helping you to understand yourself more clearlyin the learning process. As a learner, you never stay in one place; your learning experience probablyinvolves some experiencing, some reflecting, some thinking and some doing.

Because learning occurs in a cycle, the phases of learning occur time after time. You will probably find that you repeat thecycle several times as you encounter new experiences and revisit old ones. Its also important to remember that the LSI is not

intended to be your only resource in understanding yourself as a learner; even this inventory doesnt measure your learning skillswith 100% accuracy. You have many other rich learning resources around you. You can find out more about how you learn bygathering information from other sources, including your friends, fami ly, teachers, boss, and colleagues.

Specify other sources that you might use to help understand yourself as a learner.

ROAE

AC

CE

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Doing: Putting your learning into action

ry out your new k nowledge. Approach someone or something differently, based on what you nowknow about learning styles.

Write down your ultimate goal, the strategy that you will use, and how your success will be measured.

For example: If youre responsible for putting together a project team, your plan might star t off something like this:

Goal Strategy Measurement o Success

To create a more effectiveteam

Choose team members insuch a way as to includelearning style mix

Timely completion of teamproject within budget

Section 3

ROAE

AC

CE


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Exploring your learning style urther

Other useul resources

For the LSI online, or or inormation on any o the ollowing, contact the Hay Group or visit our web site at

www.haygroup.com/tl

Facilitators Guide to Learning

2000 Experience Based Learning Systems, Inc.

A manual or teachers and trainers.

The Kolb Team Learning Experience: Improving Team Eectiveness through Structured Learning Experiences


A practical guide to experiencing the learning cycle as a team. Modules cover Team Purpose, Membership,

Roles, Context, Learning and Action.

The Kolb Personal Learning Guide


A practical guide or improving and broadening learning skills.

The Kolb Adaptive Style Inventory


An inventory to assess your adaptability in dierent learning situations.

The Kolb Learning Skills Prole


An instrument to compare your learning skills to your job skill demands.

Experiential Learning: Experience as the Source o Learning and Development

By David A. Kolb. 1984 Prentice Hall

The theory o exp eriential learning, with applications or education, work, and personal development.

Contains inormation on the validity o the Learning Style Inventory.

The ollowing are available rom the Kolb website at www.learningromexperience.com

Bibliography o Research on Experiential Learning and the Learning Style InventoryUpdated regularly.

The Kolb Learning Style Inventory-Version 3.1 Technical Specications

Updated regularly.

Additional inormation on Experiential Learning is also available rom the Kolb website.

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Hay Group

Australia

Tel: 1800 150 124

www.haygroup.com.au

New ZealandTel: 0800 429 477

www.haygroup.co.nz

LSI WorkbookMCB101K

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