Learning Styles

vs.
Hierarchy Learning

Designing Instruction for Workplace

Learning
 First Topic:
Learning Style
Learning Style Overview
1. How are learning styles defined, in
general?
2. How does learning in workplace settings
differ from learning in educational
settings?
3. How can organizations and employees
benefit from knowledge of employees’
workplace learning styles?
How are learning styles
defined, in general?

The debate surrounding the field

How to Define Learning Styles?
Terms are often used interchangeably
– Learning = Cognitive
– Style = Strategy
– Others disagree
– For workplace environment…separate two terms
The debate of stable vs. malleable
Definition
– “Individual differences in information processing” that
shows “how people think, solve problems, learn, and
relate to others” (Hayes and Allinson, 1996, p.63)
On-the-job learning styles
Building Background Knowledge
What is ATI?
– Cronbach and Snow
– Research methodology
– Learner guides instructional
design
How does this influence
our discussion today?
– Adapt instruction to
accommodate individual
learner characteristics
– Better understand learning
processes
– Choose instructional
activities
http://www.trainingplace.com
 How does learning in
workplace settings differ from
learning in educational
settings?
What’s the Difference?
What is the difference between the school
setting and the workplace setting?
– Learning Process
– Learning Outcome
– Learning Setting
Research is sorely lacking
Traditionally, analyzed learning styles with
no accompanying explanation
 How can organizations and
employees benefit from knowledge
of employees’ workplace learning
styles?

‘Train with Style’

Before You Can ‘Train With Style’
The Trainer
– Subject Matter Expert (SME)
– You have to decide how to teach
– Lifelong learner
– Metacognitive tool
– Social setting preference
Learners
– People can improve their way of learning
– Self-awareness of their own strengths and
weaknesses
– Choose challenging but realistic goals
– Overcome lack of confidence
‘Train with Style’
Does the need require instruction?
Maximize results
– Modality effect: 26%  50%
– Active Learners: 50%  90%
Sequence topics and Give an overview
Determine learning style of individual through an inventory
Is your choice of instruction biased?
Look at constraints of organization: time, resources,
facilities
Improve communication and build strong teams
Develop a broad variety of learning strategies
 Second Topic:
Hierarchy Learning
Hierarchy Overview
1. How is hierarchy learning defined, in
general?
2. What range will learners fall within?
3. How can organizations and employees
benefit from knowledge of employees’
workplace hierarchy position?
How is hierarchy learning
defined, in general?
Defining Hierarchy Learning
Less research available
Flexible delivery
Acknowledges learner preferences
Looks at ability levels on a spectrum
– Are all learners at the same spot?
– How should instruction be adapted?
– NOTE: Progressing from passive to active
What range will learners
fall within?

From Novice to Expert

 Procedural
Declarative

Procedural

http://unifyingnotion.files.wordpress.com/2008/04/dreyfus_model.jpg
Moving from Novice to Expert
Assimilate and integrate new skills and
methods
Task selection
Scaffolding
Dependent  Independent
Flexible, durable, transferable, and self-
regulated
 How can organizations and
employees benefit from
knowledge of employees’
workplace hierarchy position?
Why Does This Matter To YOU?
Reflect on impact on workplace learning
Sequence fosters transfer
Variety of instructional strategies
Authentic training experiences
Clearly define learning needs and
objectives
Make learning a metacognitive process
Learning in workplaces is social
Using Flexible Delivery
Approach rather than a system or technique
– Client input
– Usually uses technology
– Changes the role of trainer
Organizational needs linked to Individual needs
Provides
– Sustainable learning
– Minimizes cost
– Learners acquire control of their own learning
 Examples and Non-Examples
Dimension Less Flexible More Flexible
Access Fixed time and place Fewer restrictions
Course Structure All compulsory Alternative choices
Course Content Teacher decides Learning contracts
Delivery Medium Face-to-face Print
Delivery Mix Use of one (1) medium Resource-based delivery

Teaching and Learning Lecture/tutorial Self-directed

Methods
Interaction Passive Listening High interaction
Use of the Internet Transmit content Interact and communicate
 Third Topic:
Bringing It All Together
General Ways to Modify Training
Decide whether training is the best intervention
Focus instruction
Effectively address the training objectives
Be sensitive to learner needs
Focus on the transfer of skills
Variety of instructional strategies
Use scaffolding, modeling, and coaching
Evaluate instruction
Parting Thoughts
Don’t ignore the individuality of your learners
Metacognition plays a role in both
Create a system of instruction that includes
– Analysis
– Instruction
– Feedback
– Evaluation
If a man does not keep pace with his companions, perhaps it is
because he hears a different drummer. Let him step to the music which
he hears, however measured or far away.
--Henry David Thoreau
References
Berings, M.G.M, Poell, R.F., & Simons, P.R. (2005). Conceptualizing on-the-job learning styles
[Electronic Version]. Human Resource Development Review, 4(4), 373-400.
Berings, M.G.M, Poell, R.F., & Simons, P.R. (2008). Dimensions of on-the-job learning styles
[Electronic Version]. Applied Psychology: An International Review, 57(3), 417-440.
Biggs, J. (2001). Enhancing learning: A matter of style or approach?. In Sternberg. R.J. & Zhang, L.
(Eds.), Perspectives on thinking, learning, and cognitive styles (73-102). Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.
Cronbach, L.J. & Snow, R.E. (1981). Aptitudes and instructional methods: A handbook for research
on interactions (2nd ed.). New York: Irvington Publishers, Inc.
Hayes, J. & Allinson, C.W. (1996). The implications of learning styles for training and development:
A discussion of the matching hypothesis [Electronic Version]. British Journal of
Management, 7, 63-73.
James, W.B. & Maher, P.A. (2007). Understanding and using learning styles. Retrieved from
http://www.starlinktraining.org/packets2008/appendix.pdf
Jonassen, D.H. & Grabowski, B.L. (1993). Handbook of individual differences, learning and
instruction. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Merrill, M.D.(2002). Instructional strategies and learning styles: Which takes precedence?. Robert
Reiser and Jack Dempsey (Eds.). Trends and issues in instructional design and technology
(99-106). Upper Saddle River, NJ: Prentice Hall.
Smith, J. (2003). Workplace Learning and Flexible Delivery [Electronic Version]. Review of
Educational Research, 73(1), 53-88.
Teaching and Educational Development Institute (2002). [Table illustration of the Dimensions of
Flexible Delivery, March 8,2002] Effective Flexible Delivery: Some Empirical Evidence.
Retrieved from
http://www.tedi.uq.edu.au/Conferences/teach_conference00/papers/green-lamb-etal.html.
Discussion
What view point do you prefer? Learning
style or hierarchy?
What impact would this decision have?
Is there a role for both?
 THE END
Visit http://mypage.siu.edu/tigger86/
for more information about learning
styles

Any Questions?