Revisiting Kolb in formal leadership development programmes: Adding theory and discussion to the mix

Abstract

This research explores the roles of theory, reflections, experience and discussion in post-experience leadership development programmes. It offers a unique perspective on the doing of leadership learning – rather than talk about leadership learning – via ‘live’ data from participants’ co-constructed coaching conversations. The result is a dynamic conceptualization of the relationships between these four components as they contribute to the post-experience learning process, as the basis for extending Kolb’s experiential learning cycle into this context. This theorization bridges the gap between Kolb’s individual conception of experiential learning and more social conceptions to explicitly incorporate the teaching of theory and the facilitation of reflection and discussion. In this way, it highlights the importance of reflective discussion with peers, based on the telling, retelling and recalling of past experience, as the basis for new, co-constructed insights and understandings that can then find practical application back in the workplace. The more nuanced presentation of Kolb’s cycle offers a useful tool for management educators in the design of leadership and other management learning interventions, at the same time as emphasizing the need for educators to adopt multiple roles in developing an effective and enriching learning experience for post-graduate programme participants.