Kolb is the name most commonly associated with the phrase 'experiential learning'. He proposed a model that suggests that the most effective learning begins with a concrete experience (stage 1). However, an experience alone is not sufficient to ensure learning, what follows is a cycle. The experience is followed by reflection and thinking about the experience (stage 2). This is a systematic and at times demanding process, since to be useful it requires honest and critical self appraisal. This reflection can create an increased awareness of the experience including an understanding that it is more complex than it may first have seemed to be. As the complexity begins to emerge it may become possible to start to form connections between different experiences. Generalisations may be made from the experience and theorising (conceptualising) takes place (stage 3). As a result of this broadening out, the learner may decide to modify their behaviour or try out new ideas and so test their theories by applying them in new situations (stage 4). It is this final stage of application of learning from practice which completes-and restarts-the experimental learning cycle.