conceptualization Following reflective observation in Kolb’s ELM is the abstract conceptualization stage. Kolb describes abstract conceptualization as making use of “logic, ideas, and concepts” and being concerned with “building general theories as opposed to intuitively understanding unique, specific areas” (Kolb, 1984, p. 69). Abstract conceptualization differs from reflective observation in that the latter is concerned only with specific areas. A number of actions offer evidence of abstract conceptualization at the institutional level. Meetings were held to review the notes taken in the various sessions; during these meetings, connections were made between topics as they applied on a higher level than the individual. Through this process, the conference notes were compiled in order to match the information gathered on the previously identified issues, regardless of the session where those notes were taken. For instance, information on ERM systems was gathered in a number of different sessions and conversations. These notes were collocated and distributed to the ERM planning committee. This helped staff and the conference attendee connect their observations dealing with their area of particular interest to a larger picture of institutional needs. Active experimentation The final stage of Kolb’s ELM is active experimentation. This stage is categorized by doing rather than observing. As the opposite of reflective observation, active experimentation is concerned with practical applications, and is the immediate precursor to concrete experience (thus beginning the learning process over again). Performing intentional acts towards short-range goals is characteristic of this stage. In the context of this exploration, active experimentation is evident in the actions taken after the conference notes were reviewed, compiled, and put into an institutional (rather than individual) framework. Brainstorming sessions were held to determine the best way to utilize the information gathered at the conference. Out of these brainstorming sessions came mandates for new committees and suggestions for new policies and procedures. Actually putting these committees together and implementing new policies and procedures are the most obvious examples of active experimentation. Modifying the ERM planning committee’s focus resulted from this stage. How well these adopted actions address the institution’s needs should lead in turn to the development of concrete experience.