Sutton Coldfield College

Action Research Proposal

Learning Styles: Honey and Mumford

Summary
Learning styles can be classified as activist, reflector, theorist, pragmatist
following Kolbs learning cycle: Do, review, learn, apply. Each learning
style describes preferences in the way the student likes to learn, and has
advantages and disadvantages
Student enjoy doing the questionnaire and discovering what can kind of
learner they are. This is useful just by itself. However there are handouts
which take this further attached to this proposal, which require students
to critically reflect on their own practice and exam preparation. These
are very useful activities for tutorials, especially before a STAR day.
Using these materials, and others, you can:
Encourage students to become more self aware about the way they
learn
Help students prepare for their exams
Help students critically reflect on their own learning and studying
practice.
Ensure you adopt teaching strategies that accommodate all styles
of learners. (See Geoff for materials on this)
Please contact me if you want to take this further as I also have other
materials associated with this.
If you want to do it differently to this proposal thats fine of course! But
do let me know your approach so I can pass your ideas on to others.
Geoff Petty
Learning Development Manager

HoneyandMumford,1986

Learningstylequestionnaire1

Thisquestionnaireisdesignedtofindoutyourpreferredlearningstyle(s).Overtheyearsyou
haveprobablydevelopedlearning'habits'whichhelpyoubenefitmorefromsomeexperiences
thanfromothers.Sinceyouareprobablyunawareofthis,thisquestionnairewillhelpyou
pinpointyourlearningpreferences,sothatyouareinabetterpositiontoselectlearning
experiencesthatsuityourstyle.
Thereisnotimelimittothisquestionnaire.Itwillprobablytakeyou1015minutes.The
accuracyoftheresultsdependonhowhonestyoucanbe.Therearenorightorwronganswers.
Ifyouagreemorethanyoudisagreewithastatement,putatickbyit.Ifyoudisagreemorethan
youagree,putacross.Besuretomarkeachitemwitheitheratickoracross.
Thinkaboutyourcollegeworkwhenansweringthequestions:
1

Iliketobeabsolutelycorrectaboutthings.

Iquiteliketakingrisks.

Iprefertosolveproblemsusingastepbystepapproachratherthanguessing.

Iprefersimple,straightforwardthingsratherthansomethingcomplicated.

Ioftendothings'justbecauseIfeellikeit'ratherthanthinkingaboutitfirst.

Idon'toftentakethingsforgranted.Iliketocheckthingsoutformyself.

Whatmattersmostaboutwhatyoulearniswhetheritworksinpractice.

Iactivelyseekoutnewthingstodo

WhenIhearaboutanewideaIimmediatelystartworkingouthowIcantryitout.

10 Iamquitekeenonstickingtofixedroutines,keepingtotimetablesetc.
11 Itakegreatcareinworkingthingsout.Idon'tlikejumpingtoconclusions.
12 11iketomakedecisionsverycarefullyandpreferablyafterweighingupalltheother
possibilitiesfirst.
13 Idon'tlike'looseends',Iprefertoseethingsfitintosomesortofpattern.
14 IndiscussionsIliketogetstraighttothepoint.
15 Ilikethechallengeoftryingsomethingnewanddifferent.
16 Iprefertothinkthingsthroughbeforecomingtoaconclusion.
17 Ifinditdifficulttocomeupwithwildideasoffthetopofmyhead.

18 Iprefertohaveasmanybitsofinformationaboutasubjectaspossible,themoreIhaveto
siftthroughthebetter.
19 Iprefertojumpinanddothingsastheycomealongratherthanplanthingsoutin
advance.
20 Itendtojudgeotherpeople'sideasonhowtheyworkinpractice.
21 Idon'tthinkyoucanmakeadecisionjustbecausesomethingfeelsright.Youhaveto
thinkaboutallthefacts.
22 IamratherfussyabouthowIdothingsabitofaperfectionist.
23 IndiscussionIusuallypitchinwithlotsofwildideas.
24 IndiscussionsIputforwardideasthatIknowwillwork.
25 IprefertolookataproblemfromasmanydifferentanglesasIcanbeforestartingonit.
26 UsuallyItalkmorethanIlisten.
27 QuiteoftenIcanworkoutmorepracticalwaysofdoingthings.
28 Ibelievethatcarefullogicalthinkingisthekeytogettingthingsdone.
29 IfIhavetowriteaformalletterIprefertotryoutseveralroughworkingsbeforewriting
outthefinalversion.
30 Iliketoconsiderallthealternativesbeforemakingupmymind.
31 Idon'tlikewildideas.Theyarenotverypractical.
32 It'sbesttolookbeforeyouleap.
33 Iusuallydomorelisteningthantalking.
34 Itdoesn'tmatterhowyoudosomething,aslongasitworks.
35 Ican'tbebotheredwithrulesandplans,theytakeallthefunoutofthings.
36 I'musuallythe'lifeandsoul'oftheparty.
37 IdowhateverIneedto,togetthejobdone.
38 Iliketofindouthowthingswork.
39 Ilikemeetingsordiscussionstofollowaproperpatternandtokeeptoatimetable.
40 Idon'tmindintheleastifthingsgetabitoutofhand.

Honey&Mumford(1986)
ReproducedwithpermissioninLearningStylesFEDA(1995)ISBN:1853383902Adapted
byAlanMumfordforusewith1619yearolds.

Learningstylesquestionnaire1scoring
Foreachquestionyoutickedabove,puta1besidethequestionnumberinthecolumnsbelow.
Addupthelsineachcolumn.Forexampleifyouputa1nexttothreequestionnumbersinthe
activistcolumn,thenyouractivisttotalis3.
Activist
2
5
8
15
19
23
26
35
36
40
Total:

Reflector
11
12
16
18
21
25
29
30
32
33
Total:

Theorist
1
3
6
10
13
17
22
28
38
39
Total:

Pragmatist
4
7
9
14
20
24
27
31
34
37
Total:

C)HoneyandMumford(1986).Reproducedwithpermission.AdapatedbyAlanMumfordfor
usewith1619yearolds.

Learningstylesgeneraldescriptions
Activists
Activistsinvolvethemselvesfullyandwithoutbiasinnewexperiences.Theyenjoythehereand
nowandarehappytobedominatedbyimmediateexperiences.Theyareopenminded,not
sceptical,andthistendstomakethementhusiasticaboutanythingnew.Theirphilosophyis:'I'll
tryanythingonce'.Theytendtoactfirstandconsidertheconsequencesafterwards.Theirdays
arefilledwithactivity.Theytackleproblemsbybrainstorming.Assoonastheexcitementfrom
oneactivityhasdieddowntheyarebusylookingforthenext.Theytendtothriveonthe
challengeofnewexperiences,butareboredwithimplementationandlongertermconsolidation.
Theyaregregariouspeopleconstantlyinvolvingthemselveswithothersbut,indoingso,they
seektocentreallactivitiesaroundthemselves.
Reflectors
Reflectorsliketostandbacktoponderexperiencesandobservethemfrommanydifferent
perspectives.Theycollectdata,bothfirsthandandfromothers,andprefertothinkaboutit
thoroughlybeforecomingtoanyconclusion.Thethoroughcollectionandanalysisofdataabout
experiencesandeventsiswhatcounts,sotheytendtopostponereachingdefinitiveconclusions
foraslongaspossible.Theirphilosophyistobecautious.Theyarethoughtfulpeoplewholike
toconsiderallpossibleanglesandindicationsbeforemakingamove.Theyprefertotakeaback
seatinmeetingsanddiscussions.Theyenjoyobservingotherpeopleinaction.Theylistento
othersandgetthedriftofthediscussionbeforemakingtheirownpoints.Theytendtoadopta
lowprofileandhaveaslightlydistant,tolerantunruffledairaboutthem.Whentheyactitispart
ofawidepicturewhichincludesthepastaswellasthepresentandothers'observationsaswell
astheirown.
Theorists
Theoristsadaptandintegrateobservationsintocomplexbutlogicallysoundtheories.Theythink
problemsthroughinavertical,stepbysteplogicalway.Theyassimilatedisparatefactsinto
coherenttheories.Theytendtobeperfectionistswhowon'tresteasyuntilthingsaretidyandfit
intoarationalscheme.Theyliketoanalyseandsynthesise.Theyarekeenonbasicassumptions,
principles,theories,modelsandsystemsthinking.Theirphilosophyprizesrationalityandlogic.
'Ifit'slogical,it'sgood'.Questionstheyfrequentlyaskare:'Doesitmakesense?''Howdoesthis
fitwiththat?''Whatarethebasicassumptions?'.Theytendtobedetached,analyticaland
dedicatedtorationalobjectivityratherthananythingsubjectiveorambiguous.Theirapproachto
problemsisconsistentlylogical.Thisistheir'mentalset'andtheyrigidlyrejectanythingthat
doesn'tfitwithit.Theyprefertomaximisecertaintyandfeeluncomfortablewithsubjective
judgements,lateralthinkingandanythingflippant.

Pragmatists
Pragmatistsarekeenontryingoutideas,theoriesandtechniquestoseeiftheyworkinpractice.
Theypositivelysearchoutnewideasandtakethefirstopportunitytoexperimentwith
applications.Theyarethesortofpeoplewhoreturnfrommanagementcoursesbrimmingwith
newideasthattheywanttotryoutinpractice.Theyliketogetonwiththingsandactquickly
andconfidentlyonideasthatattractthem.Theytendtobeimpatientwithruminatingandopen
endeddiscussions.Theyareessentiallypractical,downtoearthpeoplewholikemaking
practicaldecisionsandsolvingproblems.Theyrespondtoproblemsandopportunitiesasa
challenge'.Theirphilosophyis:'Thereisalwaysabetterway'and'Ifitworks,it'sgood'.

Howthosewithdifferentlearningstylesliketolearn
Aswellasencouragingthedevelopmentofarangeoflearningstyles,teacherscanconsider
howtheirownteachingstylesaffectdifferentlearners.Teachershavetheirownpreferred
learningstylesandtheseinfluencethewaytheyteach.Byvaryingteachingmethods,itis
possibletobothaccommodatetheneedsofstudentswithdifferentlearningstylesandencourage
thedevelopmentofotherlearningstyles.Thefollowingpointsindicateoptimumandminimum
learningopportunitiesforeachstyle.

Activistslearnbestfrom:
studentcentredteachingmethodssuchastaskgroups,roleplay,games
unstructuredactivitieswhichgivethemtheopportunitytotakealead
Activistslearnleastfrom:
passivelearningsituationssuchaslectures,readingalone,observingprocedures
structuredteachingapproaches,includingcoachingprecisionteachingstructured
demonstrations

Reflectorslearnbestfrom:
anyactivitieswhichenablethemtoobserve,andthinkthingsover.Theyareusuallyhappyto
listentolecturesandwatchdemonstrationsprovidingthattheyarenottoodirective
individualorgrouptaskswhichinvolvecollectionandresearchofdata
groupdiscussionsandcasestudies
Reflectorslearnleastfrom:
highlystructuredteaching/learningprogrammes
activitieswhichrequireactionwithoutplanningespeciallyiftheyhavetotakealeadrole

Theoristslearnbestfrom:
structuredlearningactivitieswhichfollowalogicalsequence
lectures,demonstrations,wellpreparedcoachingandprecisionteaching
Theoristslearnleastfrom:
unstructuredactivitieswithoutanobviouspurpose
groupwork,especiallyifitinvolvesexploringfeelingsandemotions

Pragmatistslearnbestfrom:
practicaldemonstrations,coachingsimulations,workexperience,projectwork
anypracticalactivitywhichprovidestheopportunitytotryoutwhathasbeenlearnt
grouporindividualactivitieswhichinvolveactionplanningandprojectwork

Pragmatistslearnleastfrom:
theoreticallectures,anddiscussionswhichexploreconcepts
unstructuredactivitieswithnoclearpurpose

Learning stylesgeneral descriptions

Activists
Activists involve themselves fully and without bias in new experiences. They enjoy the here
and now and are happy to be dominated by immediate experiences. They are open-minded,
not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy
is: 'I'll try anything once'. They tend to act first and consider the consequences afterwards.
Their days are filled with activity. They tackle problems by brainstorming. As soon as the
excitement from one activity has died down they are busy looking for the next. They tend to
thrive on the challenge of new experiences, but are bored with implementation and longer
term consolidation. They are gregarious people constantly involving themselves with others
but, in doing so, they seek to centre all activities around themselves.
Reflectors
Reflectorsliketostandbacktoponderexperiencesandobservethemfrommanydifferentperspectives.
Theycollectdata,bothfirsthandandfromothers,andprefertothinkaboutitthoroughlybeforecoming
toanyconclusion.Thethoroughcollectionandanalysisofdataaboutexperiencesandeventsiswhat
counts,sotheytendtopostponereachingdefinitiveconclusionsforaslongaspossible.Theirphilosophy
istobecautious.Theyarethoughtfulpeoplewholiketoconsiderallpossibleanglesandindications
beforemakingamove.Theyprefertotakeabackseatinmeetingsanddiscussions.Theyenjoy
observingotherpeopleinaction.Theylistentoothersandgetthedriftofthediscussionbeforemaking
theirownpoints.Theytendtoadoptalowprofileandhaveaslightlydistant,tolerantunruffledairabout
them.Whentheyactitispartofawidepicturewhichincludesthepastaswellasthepresentandothers'
observationsaswellastheirown.
Theorists
Theoristsadaptandintegrateobservationsintocomplexbutlogicallysoundtheories.Theythink
problemsthroughinavertical,stepbysteplogicalway.Theyassimilatedisparatefactsintocoherent
theories.Theytendtobeperfectionistswhowon'tresteasyuntilthingsaretidyandfitintoarational
scheme.Theyliketoanalyseandsynthesise.Theyarekeenonbasicassumptions,principles,theories,
modelsandsystemsthinking.Theirphilosophyprizesrationalityandlogic.'Ifit'slogical,it'sgood'.
Questionstheyfrequentlyaskare:'Doesitmakesense?''Howdoesthisfitwiththat?''Whatarethebasic
assumptions?'.Theytendtobedetached,analyticalanddedicatedtorationalobjectivityratherthan
anythingsubjectiveorambiguous.Theirapproachtoproblemsisconsistentlylogical.Thisistheir
'mentalset'andtheyrigidlyrejectanythingthatdoesn'tfitwithit.Theyprefertomaximisecertaintyand
feeluncomfortablewithsubjectivejudgements,lateralthinkingandanythingflippant.

Pragmatists
Pragmatistsarekeenontryingoutideas,theoriesandtechniquestoseeiftheyworkinpractice.They
positivelysearchoutnewideasandtakethefirstopportunitytoexperimentwithapplications.Theyare
thesortofpeoplewhoreturnfrommanagementcoursesbrimmingwithnewideasthattheywanttotry
outinpractice.Theyliketogetonwiththingsandactquicklyandconfidentlyonideasthatattractthem.
Theytendtobeimpatientwithruminatingandopenendeddiscussions.Theyareessentiallypractical,
downtoearthpeoplewholikemakingpracticaldecisionsandsolvingproblems.Theyrespondto
problemsandopportunitiesasachallenge'.Theirphilosophyis:'Thereisalwaysabetterway'and'Ifit
works,it'sgood'.

Howthosewithdifferentlearningstylesliketolearn
Aswellasencouragingthedevelopmentofarangeoflearningstyles,teacherscanconsiderhowtheir
ownteachingstylesaffectdifferentlearners.Teachershavetheirownpreferredlearningstylesandthese
influencethewaytheyteach.Byvaryingteachingmethods,itispossibletobothaccommodatetheneeds
ofstudentswithdifferentlearningstylesandencouragethedevelopmentofotherlearningstyles.The
followingpointsindicateoptimumandminimumlearningopportunitiesforeachstyle.

Activistslearnbestfrom:
studentcentredteachingmethodssuchastaskgroups,roleplay,games
unstructuredactivitieswhichgivethemtheopportunitytotakealead
Activistslearnleastfrom:
passivelearningsituationssuchaslectures,readingalone,observingprocedures
structuredteachingapproaches,includingcoachingprecisionteachingstructureddemonstrations

Reflectorslearnbestfrom:
anyactivitieswhichenablethemtoobserve,andthinkthingsover.Theyareusuallyhappytolistento
lecturesandwatchdemonstrationsprovidingthattheyarenottoodirective
individualorgrouptaskswhichinvolvecollectionandresearchofdata
groupdiscussionsandcasestudies
Reflectorslearnleastfrom:
highlystructuredteaching/learningprogrammes
activitieswhichrequireactionwithoutplanningespeciallyiftheyhavetotakealeadrole

Theoristslearnbestfrom:
structuredlearningactivitieswhichfollowalogicalsequence
lectures,demonstrations,wellpreparedcoachingandprecisionteaching
Theoristslearnleastfrom:
unstructuredactivitieswithoutanobviouspurpose
groupwork,especiallyifitinvolvesexploringfeelingsandemotions

Pragmatistslearnbestfrom:
practicaldemonstrations,coachingsimulations,workexperience,projectwork
anypracticalactivitywhichprovidestheopportunitytotryoutwhathasbeenlearnt
grouporindividualactivitieswhichinvolveactionplanningandprojectwork
Pragmatistslearnleastfrom:
theoreticallectures,anddiscussionswhichexploreconcepts
unstructuredactivitieswithnoclearpurpose

________________
Activist:advantages
You:
gettotallyinvolvedinsomethingthatinterestsyou
workwellwithotherpeople,askforhelp,andtalkthroughproblemswithothers
enjoywritingfreelyasitcomes
willtryanynewideaortechnique
liketakingrisksgenerally
workquicklyandgetothersinvolvedandenthusiastictoo
likevarietyandexcitement
arenotconcernedaboutmakingafoolofyourselfbyaskingquestionsorvolunteeringfor
somethingnew
learnbytalkingwithotherpeople
skimreadbooks

__________________
Pragmatist:advantages
You:
workwellalone
aregoodatsettinggoalsandmakingplansofaction
knowhowtofindinformation
seetheapplicationsofatheory
getthingsdoneontime
don'tgetdistracted
haverevisiontimetablesandworkplans
organisetimewellandhavetimeforotherthings
readinstructionscarefully
researchexaminationpapersthoroughly
havenotesclassifiedandfiled

_________________
Reflector:advantages
You:
seenewwaysofdoingthings
comeupwithcreativesolutions
seelongtermimplicationsofthings
canseethetotalpicture
areunhurried,don'tgetinaflap
listentoothersandshareideas
seeconnectionsbetweendifferentsubjectsbeingstudied

 presentworkinnovelandartisticallyappealingways
aregoodatcomingupwithnewalternatives
pinpointimportantnewquestions
___________________

Theorist:advantages

You:
organisefactsandmaterialwell
seelinksbetweenideas
liketounderstandeverythingyouareworkingon
arecurious,andenjoyproblems
workthingsoutwellonpaper
workwellalonewithminimumhelpfromteachersandfriends
arepreciseandthorough
planwellinadvanceforessaysandexams
setcleargoals,knowwhyyouaredoingsomething,andwhichtopicisofthehighest
priority
reworkessaysandnotes
areagoodcritic

__________________
Activistdisadvantages
You:
don'tplanworkinadvance
rushintoexaminationquestionsandessayswithoutthinkingthemthrough
tendtoneglectsubjectsyou'renotinterestedin
arenotgoodatorganisingtime
trytodotoomanythingsatonce
arenotgoodatworkingoutpriorities
leavethingsuntilthelastminute
canbedemandingoffriends
can'tbebotheredwithdetails
don'treadthroughorcheckwork
don'treworknotesorclassifymaterial

_____________________
Pragmatist:disadvantages
You:
areimpatientwithothers'viewpoints
thinkthereisonlyonewayofdoingsomethingyourway!
failtousefriendsandteachersasresources
can'tseethewoodforthetrees'
getpreoccupiedwithdetails

lackimagination
arepooratcomingupwithnewquestions
oftendon'tworkwellwithothers
aremoreconcernedwithgettingthejobdonethanwithmakingsureit'sreallyagoodjob
cutcorners
arenotveryinterestedinpresentationofyourwork

________________________

Reflector:disadvantages

You:
can'tseethe'treesforthewood'forgetimportantdetails
waittoolongbeforegettingstarted
canbeuncriticalofideas
don'torganiseworkwell
don'tlikeworkorrevisiontimetables
onlyworkinburstsofenergy
forgettotakekeybooks,etcforhomework
areeasilydistractedfromthejobinhand
don'treworknotesorclassifymaterial
aretooeasygoing,notassertiveenoughwithfriendsorteachers

___________________
Theorist:disadvantages
You:
needtoomuchinformationbeforegettingdowntoworkandallowingyourselfanopinion
failtousefriendsandteachersasresources
arereluctanttotrynewapproaches
cangetboggeddownintheory
liketodothingsinasetwayuncreative
don'ttrustfeelingsyourownorothers'
don'tfunctionverywellingroupdiscussions
keepproblemstoyourself
onlytrustlogic
areovercautious,don'tliketakingrisks
(GeoffPettyhasafilethatdisplaysthisinformationmoreneatly)

ExampreparationandtheHoneyandMumfordQuestionnaire.
Ideally when you prepare for exams you will follow the Kolb cycle below:
Review: your learning to date, honestly, critically, but constructively.
Learn: from this review what your weakest topics and skills etc are, and why. and
what you need to do to improve.
Apply: Decide exactly what you are going to do to fix your weaknesses
Do: Implement the action you decided upon during the Apply phase.

Do

(Activist)
Review

Apply

(Pragmati
st)

(Reflector)
Learn

(Theorist)
Then the cycle repeats. So the cycle is a learning cycle or improvement cycle. The cycle is
not just about preparation for exams! It is very generally applicable.
Completing the Honey and Mumford questionnaire will tell you whether you are an activist,
reflector, theorist, pragmatist or some combination of these. This is useful in itself. It can
make you more aware of how you learn, and explain some of your study habits and
preferences.
To improve you must use every stage in the cycle at the appropriate time. How can you
improve your weakest stage? The following tasks may help.
TASK 1 Advantages and disadvantages:
Think about how you tend to prepare for exams during the preceding months (or not!). Look
at the advantages and disadvantages of your style(s), and begin to consider how you would
like to respond to your weaknesses, and capitalise on your strengths.
TASK 2: Developing your weakest stage
What are your weakest stages? Your learning style is not genetic! You can change yourself if
you want to! Thinking in terms of the Kolb cycle, what three things would you like to change
about yourself which would strengthen your weakest stages, and so help you to prepare for
your examinations? The following example may help you decide.
Suppose, for example, you were weak in reflection. This might be because you are too
critical, and so get dispirited. Or because you are not critical enough, and so dont discover
your weaknesses. Either way you will not reflect well, and your exam preparation will be
weak. Reflection is a difficult skill, and people with a high reflector score will tend to be
better at it. But if you know you have a poor reflector score, you know how to improve. A
small improvement in reflection can have a big effect on the cycle as a whole. A chain is as
strong as its weakest link. The same goes for the other phases. You can improve any stage
in the cycle if you want to.

StudyingandtheHoneyandMumfordQuestionnaire.
Ideally when you learn from experience you follow the Kolb cycle below. Think for example
about trying to improve your essay writing, assignments, or problem solving skills while
reading this:
Review: You think about what you do, how you do it, and your performance to date.
You are honest, critical, but positive about your ability to improve.
Learn: You think about how it should be done. You learn your strengths and
weaknesses
Apply: You decide exactly what you are going to do to capitalise on your strengths,
and fix your weaknesses.
Do: You implement the action you decided upon during the Apply phase.

Do

(Activist)
Review

Apply

(Pragmati
st)

(Reflector)
Learn

(Theorist)
Then the cycle repeats. So the cycle is a learning cycle, or improvement cycle. The cycle is
very generally applicable, every substantial skill whether it is essay writing, study skills, or
getting on with friends, is learned in this way, whether consciously or unconsciously.
Completing the Honey and Mumford questionnaire will tell you whether you are an activist,
reflector, theorist, pragmatist or some combination of these. This will tell you which stage in
the cycle you will be best at. This is useful in itself. It can make you more aware of how you
learn, and explain some of your study habits and preferences.
However, to improve you must use every stage in the cycle at the appropriate time. How can
you improve your weakest stage? The following tasks may help.
TASK 1 Advantages and disadvantages:
Complete the Questionnaire. Look at the advantages and disadvantages of your style(s), and
begin to consider how you would like to respond to your weaknesses, and capitalise on your
strengths. If it helps, read the advantages and disadvantages while thinking about your essay
writing, homeworks, or assignments.
TASK 2: Developing your weakest stage
What are your weakest stages? Your learning style is not genetic! You can change yourself if
you want to. Thinking in terms of the Kolb cycle, what three things would you like to change
about yourself which would strengthen your weakest stages, and so help you to learn better?
The following example may help you decide.
Suppose, for example, you were weak in reflection. This might be because you are too
critical, and so get dispirited. Or because you are not critical enough, and so dont discover
your weaknesses. Either way you will not reflect well, and so you will not learn well from
experience. Reflection is a difficult skill, and people with a high reflector score will tend to
be better at it. But if you know you have a poor reflector score, you know how to improve.
A small improvement in reflection can have a big effect on the cycle as a whole. A chain is
as strong as its weakest link. The same goes for the other stages. You can improve any
stage in the cycle if you want to!