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in information and science careers. In formal learning situations, people with this style prefer
readings, lectures, exploring analytical models, and having time to think things through.
Converging (doing and thinking - AC/AE)
People with a Converging learning style can solve problems and will use their learning to find
solutions to practical issues. They prefer technical tasks, and are less concerned with people and
interpersonal aspects. People with a Converging learning style are best at finding practical uses for
ideas and theories. They can solve problems and make decisions by finding solutions to questions
and problems. People with a Converging learning style are more attracted to technical tasks and
problems than social or interpersonal issues. A Converging learning style enables specialist and
technology abilities. People with a Converging style like to experiment with new ideas, to simulate,
and to work with practical applications.
Accommodating (doing and feeling - CE/AE)
The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These
people use other people's analysis, and prefer to take a practical, experiential approach. They are
attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut'
instinct rather than logical analysis. People with an Accommodating learning style will tend to rely
on others for information than carry out their own analysis. This learning style is prevalent and
useful in roles requiring action and initiative. People with an Accommodating learning style prefer
to work in teams to complete tasks. They set targets and actively work in the field trying different
ways to achieve an objective.
As with any behavioural model, this is a guide not a strict set of rules.
Nevertheless most people clearly exhibit clear strong preferences for a given learning style. The
ability to use or 'switch between' different styles is not one that we should assume comes easily or
naturally to many people.
Simply, people who have a clear learning style preference, for whatever reason, will tend to learn
more effectively if learning is orientated according to their preference.
For instance - people who prefer the 'Assimilating' learning style will not be comfortable being
thrown in at the deep end without notes and instructions.
People who like prefer to use an 'Accommodating' learning style are likely to become frustrated if
they are forced to read lots of instructions and rules, and are unable to get hands on experience as
soon as possible.
Relationships between Kolb and other behavioural/personality theories
As with many behavioural and personality models, interesting correlations exist between Kolb's
theory and other concepts.
For example, Kolb says that his experiential learning theory, and therefore the learning styles model
within it, builds on Carl Jung's assertion that learning styles result from people's preferred ways of
adapting in the world.
Among many other correlations between definitions, Kolb points out that Jung's
'Extraversion/Introversion' dialectical dimension - (which features and is measured in the MyersBriggs Type Indicator [MBTI]) correlates with the 'Active/Reflective' (doing/watching) dialectic
(east-west continuum) of Kolb's model.
Also, the MBTI 'Feeling/Thinking' dimension correlates with the Kolb model Concrete
Experience/Abstract Conceptualization dimension (north-south continuum).

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