First, they renamed the stages in the learning cycle to accord with managerial experiences: having an experience, reviewing the experience, concluding from the experience, and planning the next steps.These four learning styles are assumed to be acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics.Honey and Mumford's Learning Styles Questionnaire (LSQ) is a self-development tool and differs from Kolb's Learning Style Inventory by inviting managers to complete a checklist of work-related behaviours without directly asking managers how they learn.
As individuals attempt to use all four approaches, they may tend to develop strengths in one experience-grasping approach and one experience-transforming approach, leading them to prefer one of the following four learning styles: Kolb's model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style.
According to this model, individuals may exhibit a preference for one of the four styles — Accommodating, Converging, Diverging and Assimilating — depending on their approach to learning in Kolb's experiential learning model.
Although Kolb's model is widely accepted with substantial empirical support and has been revised over the years, a 2013 study suggests that the Learning Style Inventory still "possesses serious weaknesses".
Peter Honey and Alan Mumford adapted Kolb's experiential learning model.
A MORI survey commissioned by The Campaign for Learning in 1999 found the Honey and Mumford LSQ to be the most widely used system for assessing preferred learning styles in the local government sector in the UK.
Barbe and colleagues reported that learning modality strengths can occur independently or in combination (although the most frequent modality strengths, according to their research, are visual or mixed), they can change over time, and they become integrated with age.
Fleming claimed that visual learners have a preference for seeing (visual aids that represent ideas using methods other than words, such as graphs, charts, diagrams, symbols, etc.).
These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorised.
Kolb's model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation.
According to Kolb's model, the ideal learning process engages all four of these modes in response to situational demands; they form a learning cycle from experience to observation to conceptualization to experimentation and back to experience.
In order for learning to be effective, Kolb postulated, all four of these approaches must be incorporated.