Abstract
Problem solving is one of the most critical aspects of an organization and a well thought out approach to problem solving has a direct correlation to an organization performance. The study sought to establish the effect of the four Kolb learning abilities (Concrete experience, reflective observation, abstract conceptualization and active experimentation) on problem solving ability of the administrators in a university setting in the academic registrar’s department. A cross sectional survey design was employed. The population consisted of all administrators in the Academic Registrar’s department registrar’s department in four Universities in Uganda. Using Kreicjie and Morgan Sample size determination table, out of the population of 191 administrators, a sample of 123 was drawn and 103 responded. Simple random sampling was employed to give equal chance to every administrator in the department .The findings indicate a significant association between all the Kolb learning abilities and problem solving while abstract conceptualization and active experimentation are predictors of problem solving. It is recommended that administrators in universities and similar organisations should be trained in abstract conceptualization and active conceptualization skills to enhance their problem solving ability. It is also recommended that further research be conducted in a larger sample of administrators.
Highlights
This paper aims at establishing the relationship between Kolb learning abilities and problem solving, it is intended to make a modest contribution towards high lighting essential abilities that enhance the problem-solving capability of employee at the work place
The first objective was to establish the relationship between concrete experience and problem solving, the second was to establish the effect of reflective observation on problem solving, the third was to determine the effect of abstract conceptualisation on problem solving and the fourth was to establish the effect of active experimentation on problem solving
In order to capitalize on concrete experiences as learning opportunities and maximize the possible gain, it is necessary to take some time to consider and reflect on what happened in the new event and turn experience into learning (Barclay, 1996).Various authors agree that for concrete experience to have an impact on problem solving an individual must be able to make meaning out of it and must be able to transfer it to different contexts at the work place (Coleman, 1976)
Summary
This paper aims at establishing the relationship between Kolb learning abilities and problem solving, it is intended to make a modest contribution towards high lighting essential abilities that enhance the problem-solving capability of employee at the work place. The importance of concrete experience or practice in acquiring expertise and problem-solving skills has been emphasized in several studies (Barclay, 1996). Kolb (1984) experiential learning proposes a four-cycle model, consisting of concrete experience, reflective observation, abstract conceptualization and active experimentation. Jarvis (1998) and Kolb (1984), define experiential learning as, “the process of creating and transforming experience into knowledge, skills, attitudes, values, emotions, beliefs and senses.”. Kolb and Fry (1975) and Kolb (1984) argue that to be an effective learner, a person must engage in four fundamental learning abilities associated with each of the learning dimensions of concrete experience, reflective observation, abstract conceptualization and active experimentation In as much as experience has been linked to problem solving and expertise in several studies, it has been noted that experience alone neither guarantees expert performance nor problem solving. Kolb and Fry (1975) and Kolb (1984) argue that to be an effective learner, a person must engage in four fundamental learning abilities associated with each of the learning dimensions of concrete experience, reflective observation, abstract conceptualization and active experimentation
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