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Learning Styles and Adaptive Flexibility

Testing Experiential Learning Theory

London Business School, UK,bmainemelis{at}london.edu

Richard E. Boyatzis

Case Western Reserve University, USA,reb2{at}po.cwru.edu

David A. Kolb

Case Western Reserve University, USA,dak5{at}msn.com

This research used three instruments derived from experiential learning theory—the Learning Style Inventory, the Adaptive Style Inventory and the Learning Skills Profile—to test hypotheses about differences between balanced and specialized learning styles in a sample of 198 part-time and full-time MBA students. Learning styles that balanced experiencing and conceptualizing showed greater adaptive flexibility in responding to experiencing and conceptualizing learning contexts. The learning style specializing in experiencing showed higher levels of skill development in interpersonal skills and lower levels of skill development in analytic skills; while the reverse was true for the learning style specializing in conceptualizing. Similar tests for the acting/reflecting specialized and balanced learning styles showed no consistent results. Analysis of male and female subsamples produced results supporting these general conclusions. The study adds further construct validity for the hypothesis that adaptive flexibility in learning style is predictive of highly integrated and complex levels of adult development.

Key Words: adaptive flexibility • Adaptive Style Inventory • experiential learning theory • forced choice method • ipsative measures • Learning Skills Profile • Learning Style Inventory • learning styles

Management Learning, Vol. 33, No. 1, 5-33 (2002)
DOI: 10.1177/1350507602331001


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