Learning Styles: How Adults Process Information


Now that you have an understanding of how learners take in information (learner preferences), you can move on to how learners process that information. The different ways that people process information are called learning styles, of which there are five: achievers, evaluators, networkers, socializers, and observers.

Achievers

Achievers focus on doing and accomplishing results and generally have the expertise to do so. People with this learning style are good at finding practical uses for ideas and theories. They enjoy being involved in new and challenging experiences and carrying out plans to meet those challenges. Achievers have the ability to solve problems, make decisions, and develop action plans based on implementing solutions to question or problems. They want to find practical uses for the ideas and training content. Achievers like to accept the lead role in addressing those challenges.

Achievers like sequence and logical order and clear, step-by-step directions. Achievers are not strong in people orientation and have a tendency to take control with little regard for others’ feelings.

Because achievers are “take charge” people, you may need to rotate small group leadership roles to give other learners a chance. For achievers, the facilitator needs to be practical and present what will really work back on the job. Facilitate the application-to-the-job material, ensuring completion of the activity. Be sure to allow learners to present their work so participants can learn from others. You may consider beginning the session with a review of a performance contract if one was used (see chapter 5) to start achievers thinking about the application of the course content. Revisit the performance contract often.

Think About This

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To accommodate the learning style of achievers, you, as facilitator, can incorporate case studies, role plays, and action learning and then debrief them emphasizing the real-world situations. Allow adequate time for the development of action plans for on-the-job application of the new knowledge, skills, and abilities (KSAs). Facilitative discussions and presentations should emphasize the link to the job in real-world terms. For example, you can ask, “How would you do this differently next time?”

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In small group work the achiever may monopolize the conversation, dictate the direction and solution, and show little respect or patience for others’ opinions or experience. They want the activity’s directions stated logically in writing with specific outcomes identified. You may need to revisit course ground rules concerning everyone’s participation, the values of others’ opinions, and mutual respect.

Evaluators

Sometimes referred to as thinkers, evaluators like to analyze a situation and use a logical process to resolve issues. They ask many detailed questions and in so doing collect a great deal of information. They are very concerned about working within the existing guidelines. Evaluators are good at assimilating a wide range of information and putting it into concise, logical form, like lists, charts, or planning tools. These learners are more interested in the basis of theory and application of theory and less on building relationships. The theory you present needs to be logically sound, exact, and supported by facts.

Evaluators need to see value and job-relatedness of learning activities and the course content, for that matter. They want to set up an orderly way (logical steps) to address the purpose of the activity. Be aware, though, that the evaluator may challenge the expertise of the achiever and others.

Networkers

These learners like to develop close relationships with others and avoid interpersonal conflict. Because they are good listeners, they develop strong people networks. They are more compliant than others and are often easily swayed. Networkers try to avoid

Think About This

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To accommodate the learning style of evaluators, be sure to provide a summary of the theoretical basis of the content. Your debriefing of activities could take the form of building on the results and then going into application to the job. Depending on the training design, you can also facilitate case studies, individual projects, and reading or research. In a group activity, the evaluator will want to know in detail the instructions, outcome, format of their presentation, sources of information, and ways to access that information.

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risks, seek consensus, and are slower than others to make decision. In group activities, networkers rarely disagree with others’ opinions, but rather are supportive of others and seek collaboration. Networkers take time to build trust and get personally acquainted with others. Although they are outgoing, they need direct feedback as a way of support.

Think About This

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You can use networkers to stimulate group interaction and involvement. Ask them what they think of others’ ideas. Provide direct feedback to their comments and contributions to group projects. Allow networkers to take the lead in ice-breaking activities. Provide networkers opportunities for interaction in small groups and one-on-one activities. They respond well to peer teaching and tutoring.

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Socializers

These learners like to talk and share. They like the spotlight and like to have fun. Although they like to get multiple perspectives, they are good at selling their ideas to others and building alliances. Socializers are not concerned with details or facts. They like to keep a fast pace and make quick, spontaneous decisions. In group work, the socializer wants to work quickly, seek others’ input, persuade others, get it done quickly, provide some humor, and volunteer to make the presentation.

Think About This

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When you are a facilitator, you can use the socialized outgoing nature to stimulate group interaction. Socializers may be frustrated if the program goes too slowly for them. You may need to indicate for their benefit that not all learners are as fast as they are when it comes to learning new ideas and skills. When providing instruction for learning activities, remind them that the process of arriving at decisions is as important as the decisions themselves.

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Socializers like presentations of group activities and must be reminded that a presentation requires depth; superficial responses are not enough. To accomplish this, ask socializers for their rationale or for the facts behind their comments. Strive to take them deeper into the content. In large group discussions, recognize their contributions but ask for alternative views. Socializers are good at brainstorming activities.

Observers

These learners are best at viewing concrete situations from many different points of view. They prefer to observe and conceptualize rather than take action. They are reflective thinkers. They enjoy situations that call for generating not just many ideas, but also a wide range of ideas. These learners are more interested in abstract ideas and concepts and less in building relationships. Observers want to take time to reflect and conceptualize and don’t like to wing it.

You’ll want to create an experience, involve observers in that experience, and let them reflect on it. Debriefing of activities could take the form of building on the results and going into more abstract ideas, such as generating future situations. Depending on the training design, you can also facilitate case studies and follow-up with “what if” scenarios to allow for changing conditions.

Basic Rule 4

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Use multiple forms of media and learning strategies to support different learning styles.

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Think About This

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You’ll find when you facilitate group learning that demonstrations, case studies, and brainstorming are good ways to meet the needs of observers, especially if they have had the opportunity for individual work first. These activities can be followed up with “what if” scenarios. You can also ask open-ended questions and flipchart the responses. You’ll want them to present their process for solving a case and the lessons learned, which link back to the course content. As a facilitator, you will want to provide time for participants to reflect on what they have experienced and make some notes about the meaning of those experiences and their application to the participants’ job or situation.

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Facilitation Basics
Facilitation Basics (ASTD Training Basics)
ISBN: 1562863614
EAN: 2147483647
Year: 2003
Pages: 82

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