Learning Styles & Team Dynamics

1. Learning Styles & Team Dynamics Industrial Skills Assessment Results

3. The Three Four Little Pigs The wolf has always been a problem. As far back as the pig family could remember, pigs had been involved in wolf-proofing their homes. The current generation being no exception, the story opens with the four pig siblings in a conversation about their new building venture. Pig 1: How is everyone today? How do you feel anyway? Is everybody OK? I just love this idea about the four of us building a box, err, uh house together. Pig 2: Right. Speaking of the house, let’s get to the point. We’re behind schedule. Now where’s that list? I believe we are in phase two of the initial planning stage. Yes, it’s all right here on the list!

4. Pig 3: Hogwash! Forget the list. Let’s get on with it. Talks cheap. We need to see some actual construction around here! Pig 4: Now there’s an idea! We could get started building! Or, maybe we should look around for some investment property. I saw a nice little piece of property down by the river. Water access on one whole side of the house. That would keep the old wolf thinking! Pig 1: Speaking of the wolf… You know, I still say we could save a lot of hard feelings in the end if we would just sit down and meet with the wolf in person. I have this feeling that the wolf is probably not all that bad, deep down inside. We just need to try to see things from his perspective. Being a wolf has a lot of hardship connected with it and I don’t see why we don’t …

5. Pig 2: Cut it out. We’re off the subject. The next item on the schedule is to discuss actual building materials. I have the list right here. Pig 4: Did we remember to add all the extra stuff for turrets? I really like turrets in a house. And what about bay windows? I think we should consider bay windows? Are they on the list? Pig 3: Turrets are out. Entirely impractical. And bay windows would just provide easy access for the wolf. Anyway, we already decided what we needed. In fact, I have actually picked up most of the stuff on the list. It was on sale. We got a good deal on it. I got brown tile instead of red. Easier to clean. I knew that as soon as I saw it. Pig 2: Hold on. You mean you bought things that we didn’t approve? You mean you changed the list?

6. Pig 3: Just staying on top of things. Pig 2: This is getting out of hand. I don’t think I can continue with the “project” in light of this recent insubordination. Pig 4: I’m not sure I’m still in either. I don’t completely buy leaving off the turrets. But maybe there’s hope if we consider a moat. What does everybody think of a moat? Pig 1: I think we’d all feel better if we’d just arrange to meet with the wolf. I just know he’d be sympathetic to our situation. Why… Pig 3: Forget it. I’m out. Too much talk. Not enough action. I’ve got all the stuff I need. I’m building my own house. Pig 4: So be it. I’m off to the realtor. Pig 1: Well, then, I guess I’ll just have to go see the wolf myself. I’m sure he’ll be understanding. Excerpt from: The 4MAT CourseBook, Vol. 1, Fundamental Training. Pgs.37-38, EXCEL, Inc. Barrington, Illinois

7. LEARNING STYLES REACTIONS Dynamic Learners Imaginative Learners 4 1 4 1 3 2 Common Sense Learners 3 2 Analytic Learners “Opposites”

8. TYPE ONE:The Imaginative Learners 1 • Learn best through feeling, watching, listening, reflecting, talking, sharing ideas, brainstorming, discussing. • People Oriented – sensitive to the feelings of others. They are leaders who bring about cooperation and harmony among people. Need eye contact • Need to be personally involved in their learning situation.

9. TYPE ONE: The Imaginative Learners 1 • Tend to have broad cultural interests, are creative, artistic, and like to gather information. • Absorb reality, reflect upon it, come up with new alternatives. • Seek meaning, clarity, and integrity in their learning activities. • View concrete situations from many different points of view and integrate new experiences with old learning.

10. TYPE ONE: The Imaginative Learners 1 • Imaginative – Ideas People – Like to talk but cannot be counted on to do the concrete work to put their ideas into practice. Would rather “watch” someone else do the work. • Tend to model themselves on those they respect.

11. TYPE ONE:The Imaginative Learners 1 • Favorite Question: • WHYor why not? Everything must have a reason. They need to ask questions and relate the learning situation to their own experiences. • Goals: • Self-involvement in important issues. To bring unity to diversity. • Strength: • Innovation and ideas.

12. TYPE TWO:The Analytic Learners 2 • Learn best by watching, listening, thinking- tend to be impressed by what the “experts” have to say on a subject. • Enjoy lecturers, films, tapes, researching term papers. • Like knowledge and learning for learning’s sake. More interested in abstract concepts and theories than in dealing with people. It is more important that a theory have logical soundness than practical value. It matters little that they have no practical use for the information.

13. TYPE TWO:The Analytic Learners 2 • Value sequential thinking. • Want details, formulas – need to know what is expected of them. • Self-motivating, self-starting, industrious, concise, logical. • Enjoy traditional classroom setting. • Like to work independently – HATE small group activity and committee work.

14. TYPE TWO:The Analytic Learners 2 • Have trouble with hands-on learning – sometimes viewed as “klutzes” – stretching into the 3rd. Style is hardest for them. • Exercise authority with assertive persuasion – as leaders they are brave and protective. • Seek goal attainment and personal effectiveness.

15. TYPE TWO:The Analytic Learners 2 • Favorite Question: • WHAT? Want to know what to do, what is expected. • Goals: • Self-satisfaction, intellectual recognition, create models and plans. • Strength: • Creating concepts and models.

16. TYPE THREE:The Common Sense Learners 3 • Learn best by finding solutions to problems and questions, drawing, illustrating, touching “it”, seeing “it” in operation. • Seek utility, usability, results. • Prefer technical tasks and problems to social and interpersonal issues. SKILLS ORIENTED. • Test theories in ways that seem most sensible. Value strategic thinking – logical analysis of ideas - systematic planning – move from abstract concepts to active experimentation – ACTION-ORIENTED LEARNERS.

17. TYPE THREE:The Common Sense Learners 3 • Need to see a practical use for information they are asked to learn. • Like drill, practice, repetition. • Do best when there is a single correct answer – limited tolerance for “fuzzy” ideas and ambiguity. • HATE LECTURES. • Like to solve problems. RESENT being shown the answer – would rather figure it out, tinker in the lab, take it apart and see how it works. • Lead by inspiring quality – the best product.

18. TYPE THREE:The Common Sense Learners 3 • Favorite Question: • HOW? How does it work? How can I use it? How will it help me in real life? How do I solve it? • Goals: • Bring view of the present into line with future security. • Strength: • Practical application of ideas.

19. TYPE FOUR:The Dynamic Learners 4 • Learn best by doing, by trial and error, by self-discovery, by teaching others. • Seek hidden possibilities, excitement, variety, new, different, and challenging experiences. • Excel in situations calling for flexibility, free-style learning. Can deal with ambiguity – adaptable to change. • Risk takers – often reach accurate conclusions in the absence of logical justification. Rely on “GUT” feelings, hunches, and intuition.

20. TYPE FOUR:The Dynamic Learners 4 • Cannot sit still and listen – busy fingers – need to touch it and do it their way. • Function by acting and testing experience. • Rely heavily on others for information rather than on technical analysis. Stop-and-Go learning. • Often perceived as trouble makers in a classroom. Sometimes seen as pushy- must get involved and insist on doing it differently. SELDOM WAIT for COMPLETE INSTRUCTIONS. • At ease with people. Lead by energizing people.

21. TYPE FOUR:The Dynamic Learners 4 • Favorite Question: • WHAT IF? What would happen if? Yes, but what if? • Goals: • Make things happen! Put concepts into action. • Strength: • Action, getting things done.

22. LEARNING STYLES REACTIONS • Think about a significant person in your life and what his/her learning style might be. • Which of the learning styles do you think excels in a traditional instructional setting? Is it the Ones, Twos, Threes, or Fours?

23. LEARNING STYLES REACTIONS • Further questions for reflection: • Who is your favorite co-worker? What learning style do you think that person has? • Who is/was you least favorite boss, teacher, etc.? What learning style do you think that person has? • Do your answers tell you anything about yourself?

24. All four styles of learning are equally valuable. • Each style has its own strengths and weaknesses. • If you’re a Type One, • The “Imaginative Learner” – you prefer to learn by sensing/feeling and watching. • If you’re a Type Two, • The “Analytic Learner” – you prefer to learn by thinking and watching.

25. The most important thing to remember is that all of the learners need all of the cycle. The cycle is more important than any one segment. • If you’re a Type Three, • The “Common Sense Learner” – you prefer to learn by thinking and doing. • If you’re a Type Four, • The “Dynamic Learner” – you prefer to learn by sensing/feeling and doing.

26. Concrete Experience HOW WE PERCEIVE Active Experimentation Reflective Observation HOW WE PROCESS Abstract Conceptualization

27. The Space Shuttle could be the result of a holistic “team” effort. • Type One: • Innovative Idea. • Type Two: • Create the concept and model. • Type Three: • Practical application of ideas – they build it. • Type Four: • Action – they fly it. “The Cycle”