Who s What Kind of Learner?

Who’s What Kind of Learner?

As a facilitator, you will want to recognize the five different learning styles and address all the learners’ needs. A quick way to tentatively identify these styles is through the learners’ choices of words and behaviors. Table 3–2 provides a brief summary of verbal cues and learner behavior to help you recognize these styles.

Table 3-2: Recognizing learning styles.

Role	Verbal Cue	Learner Behavior
Achiever	Tells, does little asking Blunt, to the point Asks for clear directions Asks for clear, concise answers Asks for application to the job	Does lots of talking Takes charge, likes to be leader Follows the participant guide, in order Demonstrates little patience for non-task-related activities
Evaluator	Asks for data, facts, sources Focused comments on the topic Little personal sharing Wants the details	Task oriented Follows directions Challenges others’ expertise Develops steps to accomplish activities
Networker	Asks many questions Does little telling Vocalizes support for others’ opinions Seeks attention and feedback	Engages in effective listening Seeks collaboration and consensus Reserves personal opinions Avoids conflict Develops close relationships Builds trust
Socializer	Shares experiences Tells stories Digresses and gets off the subject Readily expresses personal opinion Talks a lot Uses language of persuasion	Makes quick, spontaneous decisions without all the information Gets multiple perspectives Has fun Loves group activities and discussions
Observer	Likes to conceptualize, “what if” discussions Asks questions or makes comments off the direct subject Makes “what about this” statements Makes future application to discussions	Provides several alternatives to a problem or situation Easily gets off the subject Wants fuller discussion on the idea Not concerned with the concrete application of the ideas

Reprinted with permission from Performance Advantage Group, 2003.

Now that you know about learner preferences for taking in content and learner styles for processing content, you, as a facilitator, will want to use both sets of information in making a conscious decision regarding meeting the needs of your learners. Table 3–3 integrates learning preferences and styles with your learning activity choices.

Table 3–3: Aligning activities with learning preferences and styles.

Learning Activity	Visual Preference	Auditory Preference	Kinesthetic Preference	Achiever Style	Evaluator Style	Networker Style	Socializer Style	Observer Style
Lecture
Handouts
Group Discussion
Role Play								[1]
Group Work at Flipchart
Case Study
Hands-on Practice
Note Taking
Games
Small Group Work				[2]				[3]
Activity Debriefing
Action Planning
Brainstorming
[1]If they observe and don’t participate in the action [2]If they have a leadership role [3]If opportunity is given to comment on observations during activity

Reprinted with permission from Deb Tobey LLC, 2003.