"Learning is best conceived as a process, not in terms of outcomes." - John Dewey This idea by Dewey, along with six other propositions shared by other scholars such as Carl Jung and Carl Rogers forms the conceptual foundation of David A. Kolb’s Experiential Learning Theory (Kolb A. and Kolb D., 2005). Therefore, Kolb defines learning in the Experiential Learning Model as the formation of knowledge through the transformation of experience This paper seeks to understand what Kolb’s Experiential Learning Theory and some of the issues related to it which may affect the training session designed to identify assumptions, stereotypes and prejudices. As such, the paper will outline a plan of action to deal with those issues when conducting the training session. Experiential Learning Kolb’s experiential learning model incorporates the two dimensions of concrete-abstract learning with active-reflective learning into a single framework (Sugarman, 1985). Both these dimensions can be explained as the varying learning roles and preferred types of involvement that an individual uses to learn. The first dimension ranges from an individual’s preference to being involved in a new experience which is concrete in nature to a more abstract involvement which includes conceptualizing theories and ideas to explain observations. This dimension is termed as the Perception Continuum (Kolb, 1984). Similarly the second dimension called the Processing Continuum involves learning styles that range from active experimentation which means an individual seeks to actively use theories to solve problems and make decisions to reflective observation where an individual learns by observing others and develops observations about their own experience (Kolb, 1984). This theory can be better understood by applying it to an example of software programming. The Processing Continuum would involve a person actively experimenting by trying to code and understand the programming language by themselves. In this continuum thinking about what the person has just performed on the software would constitute as reflective observation. The Perception Continuum would involve the person reading the software manual to get a better understanding of what the program entails and this would be termed as abstract conceptualization. Concrete experience would involve using the help feature to get tips about using the software from experts. Issues Kolb’s work on experiential learning has its critics. The first issue with Kolb’s theory is that all four phases could occur simultaneously (Smith, 2001). This means that the difference between each stage of the learning cycle is not clear and an individual can avoid a phase and move on to the other. Hence it would be difficult for a trainer to understand which phase is to be implemented in their training. This would cause disconnect between the trainer and the participant and the training session would not satisfy the goals of both parties. The model is then conceived as being simplistic in nature and does not reflect the subjective reality of the learner, which is the second issue with the theory (Miettinen, 2000). This is because Kolb’s mod