Learning Styles and Communication Theories in Health and Social Care

This article discusses the Kolb model of learning styles and communication theories relevant to the health and social care sector. It also highlights factors that impact effective communication and the importance of reflecting on individual circumstances and cultural differences.

Health and Social Care 1
HEALTH AND SOCIAL CARE
Student’s Name
Institutional Affiliations
Course
Professor
Date

Health and Social Care 2
Health and Social Care
There are different factors and learning styles which influence fruitful studies in social
care and health settings. The Kolb model is primarily concerned with these important learning
styles. Kolb notes that learning is the acquisition of concepts which are applicable in a range of
situations in a flexible manner. Additionally, Kolb observes that learning is a process where
knowledge is acquired through experience (Kolb, 2014, 24). Kolb’s experimental learning style
model is characterized by a learning cycle involving four stages.
The first stage of Kolb's model is encountering a concrete experience. Concrete
experiences are new situations which are faced by people. It can also be the reinterpretation of an
already existing experience. The subsequent stage is the reflective observation phase in regards
to the new encounter or experience. The third stage involves abstract conceptualization. Abstract
conceptualization is where a reflection results into another new idea (Dixon, 2017, 16). It can
also include merely modifying a general abstract concept. The fourth stage is the active
experimentation where learners apply the different concepts to the actual world.
Consequently, effective learning is when people progress through the four stages.
Notably, this is when people have concrete experiences followed by reflection on or observation
of the experiences which result in the formulation of abstract concepts and generalizations.
Formulation of abstract ideas is usually the analysis while generalizations are the conclusions
(Konak, Clark, and Nasereddin, 2014, 22). The generalizations are utilized for hypothesis testing
in future situations that result in new experiences.
Kolb emphasizes that learning is an integrated procedure with every stage being
supportive to the next. Therefore, this makes it possible to join the cycle at any phase and
continue through the logical sequence (Tomkins and Ulus, 2016, 158). Nevertheless, efficient

Health and Social Care 3
learning is achieved when learners execute all the model’s four stages. There is no single stage
which is a comprehensive learning process on its own.
The learning theory of Kolb outlines four unique learning styles. The learning styles are
founded on the four-stage learning cycle. Kolb observes that different persons naturally prefer a
specific learning style. There are diverse factors which influence a person’s choice of a preferred
method. For instance, cognitive structure, educational experiences and social environment of an
individual. Two variables influence the learning style choice. The variables are the perception
continuum and processing continuum (Manolis et al., 2013, 44). The processing continuum
entails how people handle a task while the perception continuum involves people’s emotional
response and how they feel or think about it.
Kolb alleged that people would not conduct the two variables at the same time, that is,
people cannot feel and think simultaneously. People’s learning styles are therefore a product of
the two choice verdicts. Every learning style represents two preferred methods. Kolb identified
various terminologies in regards to the learning styles. These are accommodating, converging,
assimilating and diverging (Poore, Cullen, and Schaar, 2014, 247). Knowing your own and a
person’s learning style makes learning to be aligned according to the desired method. Every
person uniquely responds to and requires a learning style. It is important to note that it depends
on the particular situation.
Kolb’s four learning styles are essential. First, diverging entails watching and feeling.
People who utilize this learning style view things from diverse perspectives. Furthermore, they
are usually sensitive. These people consider watching or observing rather than doing. They
gather necessary information and utilize imagination to resolve problems. The people are best at
observing concrete situations from different viewpoints. Kolb referred to this style as ‘diverging’

Health and Social Care 4
since such persons perform well in conditions which require the generation of ideas, for instance,
brainstorming (Kolb, 2014, 24). Generally, persons with a diverging style of learning have
extensive cultural interests therefore like gathering information. The people are in most cases
emotional and imaginative, are interested in others and are usually better in arts. The people who
prefer the diverging style particularly like working in groups, receiving personal feedback and
listen keenly with open minds.
The assimilating learning style involves thinking and watching. It incorporates a logical
and concise way of doing things. Concepts and ideas are more significant than people. The
people who utilize this style need a comprehensive explanation as opposed a practical
opportunity. They are successful in understanding complex information and organizing it in a
logical format that is clear. Persons with the assimilating style of learning are less concerned
with people. They are interested more in abstract concepts and ideas. Such people are therefore
attracted to rationally sound theories in comparison to approaches which are founded on practical
value (Tomkins and Ulus, 2016, 158). Moreover, the learning style is vital for effectiveness in
science and information related careers. In formal learning settings, people with the assimilating
style of learning prefer lectures, readings, having adequate time to reflect upon things and
evaluating analytical models.
Consequently, the converging learning style entails thinking and doing. People who
utilize this converging learning style can solve problems. They can also utilize their learning to
handle practical issues. Likewise, they are less interested in other people, interpersonal aspects
and prefer technical undertakings. Such people are the best at discovering practical uses for
theories and ideas (Kolb, 2014, 24). Notably, they can handle problems effectively and make
verdicts by finding answers to problems and questions. A converging style of learning helps in

Health and Social Care 5
instilling technology and specialty abilities. Such people find it interesting to experiment with
any contemporary ideas.
On the other hand, the accommodating learning style involves feeling and doing. The
style relies on instinct as opposed to logic. The people who use this style utilize other person’s
analysis, therefore, prefer to adopt an experimental approach. They pay attention to new
experiences and challenges (Konak, Clark, and Nasereddin, 2014, 22). They ordinarily act upon
intuition rather than rational and logical analysis. People with the accommodating style of
learning depend on others for important information instead of conducting their evaluation and
analysis. Remarkably, this is the most prevalent learning style.
The Kolb’s cycle and learning stages are useful in academics, self-evaluation, and
reflection. Teachers can utilize the stages to analyze the learning provision available to their
students and develop more relevant learning opportunities. Education ought to be conducted in a
manner that enables learners to reflect and perform self-evaluation. Additionally, students should
be aided to learn more efficiently through the identification of relevant learning styles. It can also
be achieved through the application of experimental learning cycle (DeCoux, 2016, 202). Ideally,
learning materials and activities have to be developed in a manner that enhances students’
abilities as they are taken through the entire process.
There are various communication theories which are relevant to the social care and health
sector. First, cognitive dissonance communication theory highlights that the incompatibility of
actions and beliefs is aversive therefore people avoid it. In efforts to steer clear dissonance
feelings, people would evade listening to views that they are opposed to, transform their actions
in accordance with their beliefs and seek reassurance especially after making difficult verdicts.
Subsequently, the communication accommodation theory is essential. The theory underscores the

Health and Social Care 6
evaluation of consequences and motivations of what would happen when two conversing parties
change their styles of communication. During a conversation, people would try to adjust or
accommodate their style of speaking to that of others. Furthermore, this is achieved through the
utilization of two ways, that is, convergence and divergence (DeFleur et al., 2016, 28). People
with strong racial or ethnic pride frequently utilize divergence to pinpoint their group identity.
On the other hand, convergence occurs whenever there is the existence of the need for social
approval often from powerless people.
Another communication theory is the coordinated management of meaning. People who
advocate for this theory argue that in conversations, people co-establish meaning by achieving
some coordination and coherence (Casmir, 2013, 25). Coherence occurs whenever people tell
stories whereas coordination exists the stories are lived. The theory focusses in the existing
relationships between people and their societies.
Typically, there are various factors in the social care and health sector that impact
effective communication. The factors are both negative and positive. First, the environment
might negatively impact on communication. For instance, the existence of noise where the
communication is taking place hinders fruitful conversations. Contrariwise, personal attitudes
influence communication. A person with a respectful attitude would positively inspire
communication (Evans et al., 2017, 33). Other significant factors are beliefs and values. For
example, assessing people’s beliefs and values would positively impact communication because
the possibility of making insults, stereotypes, and assumptions is reduced.
Active listening influences communication positively. People are convinced that what
they are conveying it taken seriously. Simplicity in providing feedback is also essential. Precise
and clear responses enhance easier comprehension of various aspects which are conveyed

Health and Social Care 7
(Taylor, 2017, 20). Similarly, adopting an inappropriate sequence and speed of speech makes a
conversation ineffective. Mastery of the subject matter, proper articulation of words, maintaining
a good relationship between the receiver and sender and ensuring straightforwardness influences
communication in a positive manner.
It is imperative to reflect on individual circumstances and cultural differences more so
when working in a social care and health setting. The reflection on these two aspects creates
respect in a workplace environment therefore making sure that there is increased productivity.
Respecting other people’s cultural differences reduces misunderstandings and conflicts,
therefore, increasing efficiency which leads to provision of better services (Kim and McLean,
2014, 39). Treating other people with respect shows that one is conscious of their circumstances.
Subsequently, this instills confidence, therefore, encouraging people to work harder. Reflecting
on other people’s cultural differences shows that one is cognizant of beliefs and values.
Likewise, this creates an environment of fairness which leads to improved knowledge sharing.
Improved knowledge sharing ensures that workers in the social care and health sector provide the
best services.

Health and Social Care 8
References
Casmir, F.L. ed., 2013. Building communication theories: A socio/cultural approach. Routledge.
DeCoux, V.M., 2016. Kolb's learning style inventory: A review of its applications in nursing
research. Journal of Nursing Education, 29(5), pp.202-207.
DeFleur, M.L. and DeFleur, M.H., 2016. Mass communication theories: Explaining origins,
processes, and effects. Routledge.
Dixon, N.M., 2017. The organizational learning cycle: How we can learn collectively.
Routledge.
Evans, D.R., Hearn, M.T., Uhlemann, M.R. and Ivey, A.E., 2017. Essential interviewing: A
programmed approach to effective communication. Nelson Education.
Kim, S. and McLean, G.N., 2014. The impact of national culture on informal learning in the
workplace. Adult Education Quarterly, 64(1), pp.39-59.
Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development.
FT press.
Konak, A., Clark, T.K. and Nasereddin, M., 2014. Using Kolb's Experiential Learning Cycle to
improve student learning in virtual computer laboratories. Computers & Education, 72,
pp.11-22.
Manolis, C., Burns, D.J., Assudani, R. and Chinta, R., 2013. Assessing experiential learning
styles: A methodological reconstruction and validation of the Kolb Learning Style
Inventory. Learning and individual differences, 23, pp.44-52.
Poore, J.A., Cullen, D.L. and Schaar, G.L., 2014. Simulation-based interprofessional education
guided by Kolb's experiential learning theory. Clinical Simulation in Nursing, 10(5),
pp.e241-e247.

Health and Social Care 9
Taylor, E.W., 2017. Transformative learning theory. In Transformative Learning Meets
Bildung (pp. 17-29). SensePublishers, Rotterdam.
Tomkins, L. and Ulus, E., 2016. ‘Oh, was that “experiential learning”?!’Spaces, synergies and
surprises with Kolb’s learning cycle. Management Learning, 47(2), pp.158-178.