Based on the Danish book ”Mentor+Guiden – om mentorskab og en-til-en-relationer”, 2nd edition
by Kirsten M. Poulsen, published by KMP+ Forlag 2015
What is learning – and what does it mean to learn something? Many theorists have explored this topic, and the challenge lies in making their theories accessible and meaningful in practice. Below is a brief overview of the learning theories that are most relevant to mentoring.
Types of Learning
What we learn can be perceived and integrated into our understanding of ourselves and our world in two separate ways:
Assimilation – We absorb impressions from our surroundings and experiences that fit into what we already know and understand. This is often referred to as cumulative learning, which builds upon prior learning, and is dependent on combining it with previously acquired knowledge – what we might call a "of course moment."
Accommodation – This occurs when new impressions and experiences create a lasting change in what we already know and understand. This happens when new information does not fit into our existing understanding, requiring us to adapt and modify our knowledge and perception. This type of learning can emerge through sudden insights or develop gradually as we grapple with a problem – what we call an "aha moment."
The more we can create "aha moments" within the mentor/mentee partnership, the more we expand our understanding of ourselves, our opportunities, and the world around us.
The Experiential Learning Process
The experiential learning process forms the foundation of mentoring. This concept gained popularity through the work of American psychologist David Kolb, who defined learning as “the process whereby knowledge is created through the transformation of experience.” Kolb’s focus is on intellectual (cognitive) learning, where the individual acquires new knowledge and understanding.
Kolb’s experiential learning process consists of four stages, as shown in the illustration.
The process describes how concrete experiences are processed, analysed, and lead to new theories about what works. These new theories can then be tested in new actions, which again lead to new experiences, new analyses, and new conclusions. In this way, learning becomes a continuous process that can include both "of course moments" and "aha moments."
Learning with the Experiential Learning Process
We all have our own habits when it comes to learning. Some dive straight in to see if they can swim, while others take a more measured approach, observing and reflecting first. Some jump into experiments and quickly draw conclusions without much reflection, while others spend a long time pondering before cautiously moving forward. Some need to take things apart to understand them, while others prefer to read extensively and see diagrams and explanations before picking up a screwdriver. Some need to talk things through to process their thoughts, while others need to think alone before sharing in a group. These preferences can lead us to unconsciously skip one or more stages of the learning cycle. For some, this means they jump from action to action, repeating the same mistakes. For others, it means they never reach the action stage, instead remaining stuck in speculation and contemplation.
To ensure effective learning, however, it is essential to go through all four stages of the learning cycle. For example, when you encounter something that does not work optimally — a disruption, a frustration, a mistake, or unexpected poor results. You reflect on and analyse the experience. You might gather information from others, seek feedback on your behaviour and performance, and listen to others’ perspectives on the situation. You then build a solution through generalisation and a plan to apply this solution — resulting in either an "of course" or an "aha" moment. And so, the learning cycle continues.
Learning something new can thus be described as:
- Learning is both a process and an outcome.
- Learning occurs in the space between expectation and experience; when things go as expected, we can repeat the action, but when they do not, we must find new ways of doing things.
- Learning involves interaction between the individual and their environment.
- Learning can include thoughts, emotions, perceptions, and actions.
This also means that when we wish to foster true learning and development through mentoring, the mentor's role is much more than simply offering advice and sharing knowledge. It is important to prepare both mentor and mentee for the partnership and to equip the mentor with the skills needed for this expanded role.
It also places new demands on the learner. The mentee is responsible for defining their own learning objectives, identifying challenges, exploring new methods and knowledge, and doing the necessary work between their meetings with the mentor.
Contact KMP+ House of Mentoring, if you would like to learn more about our resources for training and preparing mentors and mentees for mentoring – info@kmpplus.com
