Learners

Because individual learners have varied learning preferences

Trainers should work to tailor their training programs and methodologies to maximize learning. Learning styles refer to a person’s methods or approaches to learning (Sadler-Smith, Allinson and Hayes 2000, p. 240). Every learner has a preferred method of instruction, thus trainers must be aware of all of the components and various learning modalities. Most workplace environments include some type of learning to aid employees in understanding various organizational dynamics. In most cases, the types of training or training come in different forms, ranging from reading procedural manuals, hands-on experience to viewing online media for information among other styles. Workplaces have a range of diverse employees with different cultural and religious orientations as well as values and beliefs, and as such, the same individuals have diverse learning styles. For instance, some workers find it easy to learn from performing a task, while others prefer undertaking their learning experience by simply picking up a manual and studying it. Therefore, maintaining a conducive learning environment in the workplace encompasses knowing various types of learning and the best approach for each worker.

Learning Theoretical Models

Kolb outlines effective learning as a fundamental strategic management development that provides managers with access to relationships networks and knowledge that help in becoming life-long learners and cope with different workforce issues. The experimental learning theory that Kolb developed sets four distinctive learning preferences based on four-stage learning cycle. The cycles include concrete experience, reflective observation, abstract conceptualization as well as active experimentation (Kolb 2000, p. 267). Besides, it is also based on a four-type definition of learning styles including diverging, assimilating, converging and accommodating (Kolb 2000, p. 267). The model ensures that a learner touches all the bases that are, cycle experiencing, thinking, acting, and reflecting. By attaining concrete experiences, a learner is in a position to observe and reflect on the learning process and experience, and the reflections then undergo assimilation into abstract concepts with implication for actions where one can test and experiment hence fosters the creating of a new experience. The process helps in understating the need for every learner and hence leads to effective learning and workforce development.

Peter Honey and Alan Mumford model has a different concept of learning from that of David Kolb

The model was developed based on the work of Kolb. It echoes four distinct learning styles or preferences, which include activist, pragmatist, theorist and reflector (Mainemelis, Boyatzis and Kolb 2002, p. 5). The learning processes include having an experience, reviewing the experience, making conclusions and planning for next steps. According to the model, the four learning styles are the learning approaches that individuals naturally prefer, and as such, trainers should employ such them to maximize one’s personal learning (Mestre 2006, p. 28). Understanding the four learning preferences help the organizational trainers to help learners in understanding their preferred styles and seeking out opportunities to learn using such preferences. As a result, the understandings enhance effective learning and development.

Conclusion

In conclusion, learners have different preferences of learning, and as a result, trainers should strive to customize their training programs and methods to maximize the outcome of learning. Peter Honey and Alan Mumford and Kolb learning models help in understanding different learning needs and learner preferences, which in turn make enhance effective learning and development in the workplace.

References

Kolb, D.A., 2000. Learning styles inventory. The Power of the 2 2 Matrix, p.267.

Mainemelis, C., Boyatzis, R.E. and Kolb, D.A., 2002. Learning styles and adaptive flexibility testing experiential learning theory. Management learning, 33(1), pp.5-33.

Mestre, L., 2006. Accommodating diverse learning styles in an online environment. Reference & user services quarterly, 46(2), pp.27-32.

Sadler-Smith, E., Allinson, C.W. and Hayes, J., 2000. Learning preferences and cognitive style: some implications for continuing professional development. Management Learning, 31(2), pp.239-256.