MEMO
2008 Summer Leadership Conference
Learning Styles Inventory
Kolb's research with his Model of Experiential Learning (Kolb, 2000) led him to conclude that
individuals have certain preferences for the individual phases of the model:
Concrete Experience (CE)
Reflective Observation (RO)
Abstract Conceptualization (AC)
Active Experimentation (RO)
He developed (and has subsequently revised) a Learning Styles Inventory that identifies the
individual's preference. If you wish to take the complete and revised Kolb Learning Styles
Inventory (not required; there's a fee), visit
http://www.hayresourcesdirect.haygroup.com/Learning_SelfDevelopment/Assessments_surveys/Learning_Style_Inventory/LSI3_on-line.asp.
Here is a quick, adapted version of his original inventory (Kolb, Oslund, & Rubin, 1995) that
will give you a general idea of your preference. Keep in mind that this will give you a general
idea only and is no substitute for the complete inventory.
Directions:
In each group below, rank the following words. Decide which word best describes you (4), least
describes you (1), and then rank the remaining two with either 3 or 2.
For example, in the choices:
4 happy
3 fast
1 angry
2 careful
I am mostly happy. I am least angry. Between careful and fast, I am more fast than
careful.
1.
2.
3.
4.
5.
6.
7.
8.
9.
COLUMN A
___comparing
___approachable
___feeling
___accepting
___intuitive
___abstract
___present-thinking
___experience
___intense
Remember: 4 = most like you. 1 = least like you.
COLUMN B
COLUMN C
___cautious
___involved
___important
___analytical
___watching
___thinking
___risk-taking
___evaluating
___productive
___logical
___observing
___concrete
___reflecting
___future-thinking
___observe
___conceptualize
___reserved
___rational
COLUMN A Total (Add scores for # 2,3,4,5,7,8 only):
COLUMN B Total (Add scores for # 1,3,6,7,8,9 only):
COLUMN C Total (Add scores for # 2,3,4,5,8,9 only):
COLUMN D Total (Add scores for # 1,3,6,7,8,9 only):
_____
_____
_____
_____
COLUMN D
___practical
___objective
___doing
___aware
___questioning
___active
___realistic
___experiment
___responsible
CE
RO
AC
AE
Now substract: AC CE = _____
AE - RO = _____
(Note that these may be negative numbers.) Plot these values on the graph on the next page.
MEMO
2008 Summer Leadership Conference
Learning Style Type Grid
Use the AE-RO and AC-CE values you calculated
on the previous page to plot your values on this
graph.
Then draw lines to create a rectangle like this:
This describes your primary learning style.
Graph adapted from Kolb (1976) as cited in
Kolb, Oslund, and Rubin (1995).
AC-CE
-12
-10
-8
-7
-6
-5
-4
-3
Accommodator
Diverger
-2
-1
0
1
17
12
-2
-4
-8
AE-RO
15
10
00
3
4
-1
-3
-5
5
6
7
Converger
8
9
10
12
16
11
15
Assimilator
-11
MEMO
2008 Summer Leadership Conference
What does it all mean?
The first four numbers (CE, RO, AC, AE) correspond to the phases of the Kolb Model. Your
highest value is the phase for which you demonstrate the greatest preference. As you work
through your Life Experience Essay, see if this is true. Is this an easy part for you to write?
(Note to students: always be reflective as you apply any personal inventory. See if the
conclusions make sense for you.) Kolb (2000) describes the characteristics of each group.
Concrete Experiencers like to learn by experiencing. They like games and role playing.
They learn from and with other people and value discussion and feedback.
Reflective Observers learn by reflecting. They like to look at things carefully from a
variety of perspectives. They enjoy lectures and objective tests where knowledge is
demonstrated.
Abstract Conceptualizers are logical and systematic. They appreciate deductive
thinking based on their careful understanding. They like theory and appreciate alone
study time. They create ideas that are clear and well-structured.
Active Experimenters learn by doing. They like to practice and try new things. They
are not afraid of taking risks and are known for getting things done. They appreciate
small group discussions and individual self-paced projects or activities.
The numbers you subtracted represent your relative strength on two scales (Kolb, Oslund, &
Rubin, 1995):
AE-RO describes your preference on an active-reflective scale. The larger the positive
number, the more you like active learning The smaller the number (or the more
negative), the more you like to reflect on things.
AC-CE describes your preference for concrete or abstract experiences. The larger the
positive number, the greater your preference for the abstract. The smaller the number (or
the more negative), the more you prefer concreteness.
When you graphed your results on the previous page, you created a rectangle in one of the four
quadrants. Each quadrant represents one learning style, as described below (Kolb, Oslund, &
Rubin, 1995; Kolb, 2000) The closer you are to the middle where the lines cross, the more
balanced your learning styles preferences are. Please note (and this is important) that there is no
better style. Being balanced is not better, either. The various styles have strengths and
weaknesses according to a given situation.
Divergers are good at creating alternative solutions (rather than conventional
approaches.) They are accomplished brainstormers and are skilled at generating ideas.
They are both imaginative and aware of their emotions and feelings. They are often
interested in culture, the humanities, and the arts.
MEMO
2008 Summer Leadership Conference
Assimilators are skilled at combining disparate observations into a synthesized
explanation. They are interested in reaching logical, precise conclusions. They are more
interested in abstract concepts and practical applications than in people. They are often
found in research and planning departments or in the basic science or mathematics.
Convergers organize knowledge so that it can be focused on solving specific problems
through sound reasoning. They excel in situations (like standardized tests) where there is
one right answer. They are skilled problem solvers, particularly with technical tasks.
They are often unemotional, preferring to deal with tasks and problems rather than social
or interpersonal challenges. They often choose to work in the physical sciences,
engineering, or technology applications.
Accommodators are most interested in doing things and immersing themselves in new
experiences. They prefer experimentation and risk-taking, solving problems by trial-anderror and intuition. They are people-oriented and rely on others (rather than their own
analysis) for information. They often choose to work in business, particularly sales or
management.
Different situations require different skills. With a diverse group, all the skills needed are
inherently present. In the absence of certain learning styles, a group may need to consciously
and deliberately develop the required styles.
References:
Kolb, D. (2000). Facilitator's guide to learning. Experience Based Learning Systems, Inc.
Boston: TRG Hay/McBer Training Resources Group (distributors).
Kolb, D., Oslund, J. & Rubin, I. (1995). Organizational behavior: An experiential approach (6th
ed.). Englewood Cliffs, NJ: Prentice Hall.
Note to participants: the above references support the written text in this Learning Styles
Inventory discussion. If you need to cite and reference this information (because it is your
primary source), here is the correct citation:
Learning styles inventory. (2006). St. Paul, MN: Concordia University St. Paul, Organizational
Management & Communication Department.
