DEFINATION OF LEARNING STYLE
Converger
Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems.
Diverger
Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives.
Assimilator
Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning.
Accommodator
Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them.
Kolb’s model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. An individual may exhibit a preference for one of the four styles – Accommodating, Converging, Diverging and Assimilating – depending on his approach to learning via the experiential learning theory model.
Honey and Mumford’s Model
In the mid 1970’s Peter Honey and Alan Mumford adapted David Kolb’s model for use with a population of middle/senior managers in business. They published their version of the model in The Manual of Learning Styles (1982) and Using Your Learning Styles (1983).
Two adaptations were made to Kolb’s experiential model. Firstly, the stages in the cycle were renamed to accord with managerial experiences of decision making/problem solving. The Honey & Mumford stages are:
Having an experience
Reviewing the experience
Concluding from the experience
Planning the next steps.
Secondly, the styles were directly aligned to the stages in the cycle and named Activist, Reflector, Theorist and Pragmatist. These are assumed to be acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics. The Honey & Mumford Learning Styles Questionnaire (LSQ) is a self-development tool and differs from Kolb’s Learning Style inventory by inviting managers to complete a checklist of work-related behaviours without directly asking managers how they learn. Having completed the self-assessment, managers are encouraged to focus on strengthening underutilised styles in order to become better equipped to learn from a wide range of everyday experiences.
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