Experiential education describes a didactic model which is based on the assumption that only a direct and practical examination of the learning content allows for a effective and meaningful learning. In this concept the learner takes the centre stage. David Kolb’s ‘Experiential Learning Cycle’ is a concept within this approach which describes the ideal relation between experience and future action. According to this model learning is a circular process with the subsequent elements: concrete experience, reflective observation, abstract conceptualisation and active experimentation.
This essay is aimed at reflecting my personal process of learning, acquisition of skills and career development in a specific learning situation that I experienced throughout the unit ‘Human Resource Development’ (HRD) during Semester 2, 2009 at Swinburne University of Technology. It follows the elements of the Experiental Learning Cycle in order to evaluate my ideas and learn about further actions.
Table of Contents
1. Concrete Experience
2. Reflective Observation
3. Abstract Conceptualisation
4. Active Experimentation
Objectives and Topics
This reflective essay aims to evaluate the personal learning process, skill acquisition, and career development of the author during a specific group work situation in a Human Resource Development unit. By applying theoretical models to a practical intercultural interaction, the author seeks to analyze behavioral patterns and improve future communication strategies.
- Experiential Learning Cycle by David Kolb
- Cultural diversity and communication styles
- Individualism vs. collectivism in workplace interactions
- Management of culture shock and transition phases
- Development of intercultural competencies
Excerpt from the Book
Abstract Conceptualisation
There are several concepts about cultural diversity that helped me to understand my concrete experience and reflective obeservations.
According to Hall (1976) cultures can be characterized on the basis of the type of communication that prevails in the culture. He distinguishes between high- and low-context cultures depending on the degree to which meaning comes from the context rather than from the actual words being spoken. In high-context cultures a lot of the meanings in a conversation are not transmitted through actual words because most of the information can be found in the physical context or is already internalized in the person. That is why not much content needs to be coded explicitly in the message (Hall 1976, p. 79). In contrast to that low-context communication is characterised by mostly explicit information in the verbal message and only very little of the meaning is transmitted through the context or the person itself (Hall 1976, p. 70). Most Asian cultures are classified as being high-context cultures whereas German and North American cultures are low-context cultures. The Australian/English culture can be placed in the middle of the continuum but closer to the low-context end (Gudykunst 1991).
When relating Hall’s approach to my personal experience I can find evidence that I belong to a low-context culture. During the conversation it was important for me to state my own personal opinion and likewise I clearly wanted to know what Andrew’s thoughts were. When I had the feeling that Andrew was beating around the bush I raised my voice and told him directly and explicitly that we should go a step further in our conversation and decide on a topic. According to Lynch (1998) and Althen (2003) these are typical tendencies of low-context communicators. From my point of view, Andrew’s behaviour in the situation contained characteristics of both variables which also supports Hall’s approach. On the one hand, Andrew spoke a lot and tried to express what was on his mind. But on the other hand he also was aware of his surrounding as well as nonverbal information (Samovar et al. 2007, p. 216). An example for that is that he recognised my look on the watch before I said something about it.
Summary of Chapters
1. Concrete Experience: The author describes a specific meeting with a facilitation partner, highlighting communication difficulties and personal feelings during the collaborative process.
2. Reflective Observation: This section analyzes the author's behavioral impact on the meeting, focusing on body language, time pressure, and the influence of a perceived language barrier.
3. Abstract Conceptualisation: The author applies theoretical frameworks, such as Edward T. Hall’s context communication and Hofstede’s cultural dimensions, to interpret the observed intercultural interaction.
4. Active Experimentation: The author derives practical lessons from the experience and outlines specific strategies to enhance future intercultural communication and professional development.
Keywords
Experiential Learning Cycle, Cultural Diversity, Human Resource Development, Low-Context Culture, High-Context Culture, Individualism, Collectivism, Culture Shock, Intercultural Competence, Communication Patterns, Facilitation, Behavioral Analysis, Reflective Practice, Self-Expression, Interpersonal Relationships.
Frequently Asked Questions
What is the fundamental focus of this essay?
The essay focuses on reflecting upon a personal learning experience within a Human Resource Development unit, specifically analyzing an interaction with a facilitation partner through the lens of academic theory.
What are the primary thematic areas explored in the text?
Key themes include cultural differences in communication, the application of David Kolb’s Experiential Learning Cycle, the impact of cultural values on workplace behavior, and the stages of culture shock.
What is the central research or reflective goal of the work?
The goal is to evaluate the author's personal process of skill acquisition and to identify how theoretical concepts can provide insights into successful future group work and communication.
Which scientific model provides the framework for this reflection?
The primary framework utilized is David Kolb’s ‘Experiential Learning Cycle’, which consists of concrete experience, reflective observation, abstract conceptualisation, and active experimentation.
What topics are discussed in the main body of the essay?
The main body covers a detailed narrative of a group meeting, an analysis of the author's behavioral reactions, a theoretical exploration of cultural dimensions, and a concluding synthesis of practical lessons learned.
Which keywords best describe the content of the work?
Essential keywords include Experiential Learning, Intercultural Communication, Cultural Diversity, Culture Shock, Hofstede’s Dimensions, and Reflective Practice.
How does the author categorize the differences between Australian and German communication styles?
The author identifies both cultures as having leanings toward low-context communication but notes that individual personality traits and minor cultural nuances created challenges in their specific interaction.
What role does the 'culture shock' concept play in the author's analysis?
The author uses the U-shaped curve of culture shock to explain their feelings of disorientation and stress during their time at the university, noting that they were transitioning between the disenchantment and resolution phases.
- Citation du texte
- Barbara Bilyk (Auteur), 2009, Reflective Essay: Kolb’s ‘Experiential Learning Cycle’ , Munich, GRIN Verlag, https://www.grin.com/document/146300
