Learning styles inventory - online questionnaires

Various way to assess your learning styles
I am yet to try on me :-)

- This looks good, easy and comprehensive
http://www.brianmac.co.uk/learnstyle.htm
The questionnaire is based on the Honey & Mumford Learning Styles Questionnaire (LSQ) - (Honey & Mumford 2001) [1]. For each of the questions below select whether you "Agree" or "Disagree". When you have completed this select the "Analyse" button to identify your learning style preference. The test can be repeated by selecting the "Reset" button

- This survey is designed to help you gain an understanding of learning styles so that you can incorporate the various learning styles in your daily learning activities. It is NOT meant to show you your best way of learning as the research does not promote that. Rather, it is a tool for learning-to-learn (metalearning) in order to increase self-awareness about your strengths and weaknesses as a learner so that you will try to use the correct method for learning a task or subject, rather than sticking with a preferred method. http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html

http://www.nwlink.com/~donclark/hrd/styles/learn_style_survey.html


- A little reminder, taken from the site below:
The effective learner relies on four different learning modes: http://casa.colorado.edu/~dduncan/teachingseminar/KolbLearningStyleInventoryInfo.pdf

1. Concrete Experience (CE), 
2. Reflective Observation (RO), 
3. Abstract Conceptualization (AC), and 
4. Active Experimentation (AE). 

That is, he must be able to involve himself fully, openly, and without bias in new experiences (CE), he must be able to reflect on and observe these experiences from many perspectives (RO), he must be able to create concepts that integrate his observations into logically sound theories (AC), and he must be able to use these theories to make decisions and solve problems (AE).

A high score on Concrete Experience represents a receptive, experience-based approach to learning that relies heavily on feeling-based judgments. High CE individuals tend to be empathetic and "people-oriented." They generally find theoretical approaches to be unhelpful and prefer to treat each situation as a unique case. They learn best from specific examples in which they can become involved. Individuals who emphasize Concrete Experience tend to be oriented more towards peers and less toward authority in their approach to learning, and benefit most from feedback and discussion with fellow CE learners. 

     

A high score on Abstract Conceptualization indicates an analytical, conceptual approach to learning that relies heavily on logical thinking and rational evaluation.  High AC individuals tend to be oriented more towards things and symbols and less towards other people.   They learn best in authority-directed, impersonal learning situations that emphasize theory and systematic analysis.  They are frustrated by and benefit little form unstructured "discovery" learning approaches like exercises and simulations. 

     

A high score on Active Experimentation indicates an active, "doing" orientation to learning that relies heavily  

on experimentation.  High AE individuals learn best when they can engage in such things as projects, homework, or small group discussions.  They dislike passive learning situation such as lectures.  These individuals tend to be  extroverts. 

A high score on Reflective Observation indicates a tentative, impartial and reflective approach to learning.   

High RO individuals rely heavily on careful observation in making judgments, and prefer learning situations such  as lectures that allow them to take the role of impartial objective observers. These individuals tend to be introverts.

David Kolb's learning styles model and experiential learning theory: Introduction and perspective

Kolb learning styles and perspective

This post is related to our reflection and research on using learning styles in the process of team coaching.

There is a detailed description below of David Kolb's learning styles model and experiential learning theory (ELT). It will be useful to read the wiki entry too: http://en.wikipedia.org/wiki/Learning_styles

And in particular to add a level of perspective by taking into account some criticisms - in particular the fact that there is little practical evidence of the truth of theory or of the effectiveness of the learning style model:  http://en.wikipedia.org/wiki/Learning_styles#Criticism. As often it seems both side of the learning style framework can be hold together - as a coin that informs us on the duality at stake when it come to learning - we all follow patterns in the way we apprehend experience and the way we learn -  these patterns can show similarities or differences among individuals - and in the same time, we all have a unique, instant ability to create unique, specific connections with any subject/object - especially children - and it would be silly to try to place individuals in small, labelled boxes corresponding to pre-determined narrow patterns

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The contribution below is taken directly from:  http://www.businessballs.com/kolblearningstyles.htm 

See at the end of post for any copyright issues and the right to use the below content.

Having developed the model over many years prior, David Kolb published his learning styles model in 1984. The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI). In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget. In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn. See also Gardner's Multiple Intelligences and VAK learnings styles models, which assist in understanding and using Kolb's learning styles concepts.

In addition to personal business interests (Kolb is founder and chairman of Experience Based Learning Systems), David Kolb is still (at the time the article was writen ie 2005) Professor of Organizational Development at Case Western Reserve University, Cleveland, Ohio, where he teaches and researches in the fields of learning and development, adult development, experiential learning, learning style, and notably 'learning focused institutional development in higher education'.

Kolb's experiential learning theory (learning styles) modelKolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.

Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.

Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.

Kolb's model therefore works on two levels 

I- a four-stage cycle:

1. Concrete Experience - (CE) 
2. Reflective Observation - (RO) 
3. Abstract Conceptualization - (AC) 
4. Active Experimentation - (AE) 

II- and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms:

1. Diverging (CE/RO) 
2. Assimilating (AC/RO) 
3. Converging (AC/AE) 
4. Accommodating (CE/AE) 

diagrams of kolb's learning stylesHere is a new improved (May 2006) free diagram illustrating Kolb's learning cycle and learning types (MSWord). (Also as a pdf.)
Kolb diagrams also in colour (like the image below): Kolb learning styles colour diagram MSWord, and Kolb colour diagram PDF.
(Kolb diagrams updated May 2006)

See also the personality styles and models section for help with understanding how Kolb's theory correlates with other personality models and psychometrics (personality testing).

The use of this material is free provided copyright (see below) is acknowledged and reference is made to the www.businessballs.com website. This material may not be sold, or published in any form. Disclaimer: Reliance on information, material, advice, or other linked or recommended resources, received from Alan Chapman, shall be at your sole risk, and Alan Chapman assumes no responsibility for any errors, omissions, or damages arising. Users of this website are encouraged to confirm information received with other sources, and to seek local qualified advice if embarking on any actions that could carry personal or organisational liabilities. Managing people and relationships are sensitive activities; the free material and advice available via this website do not provide all necessary safeguards and checks. Please retain this notice on all copies.

The terms 'activist', 'reflector', 'theorist', and 'pragmatist' are from a learning styles model developed by Honey and Mumford, and as such might be considered protected IP if used in a certain context. David Kolb's work is of course also intellectual property, belonging to David Kolb. You must judge for yourself whether your usage is 'fair use' and/or whether you need to seek permission from David Kolb. See www.businessballs.com/aboutus.htm for more details about usage.

© david kolb original concept relating to kolb's learning styles model, and alan chapman 2003-2010 review and code and diagrams artwork.

Facilitation - what happened to me

As a facilitator, when I have facilitated, what have I done? What happened to me?

- I have thought
- I have met with each and every one in the group
- I have paid attention
- I have been sensitive to people and the atmosphere in general and in particular
- I have spoken - talked with and to participants
- I have exercise Heart skills - whatever people think it is - using my heart
- I have introspected
- I have shared - shared from the heart too
- I have been surprised, amused, entertained,...
- I have been worried, felt out of my comfort zone
- I have spoken at the first person, ie taking responsibility for what I felt as well as for what I am saying

Is that so? So be it :-)

Creative workforce - what energize people working together?

When you ask people about what it is like being part of a great team, what is most striking is the meaningfulness of the experience. People talk about being part of something larger than themselves, of being connected, of being generative. It become quite clear that, for many, their experiences as part of truly great teams stand out as singular periods of life lived to the fullest. Some spend the rest of their lives looking for ways to recapture that spirit. (Senge 1990: 13)

When the circuit is closed or on, every electron is polarised, energised and the current flows.

Is that the order or the connectivity we need to remember? the connectivity of course, because that is what generate electricity here. If not, electrons will be static or inert in a way...

What Peter Senge highlight here is:

- the meaningfulness of the experience

- the sense of being connected

- an experience described as being generative as individuals and as a group

That is very much like being a creative workforce: being generative

Feeling as one - not just a part of - or, even worst - having no clues about the rest and the others - even possibly no interest - indifference is the lowest level of being part of something. 

Could you feel connected if you do not feel part of a team? NO

Therefore feeling your part of a team, is an important aspect of building a creative workforce.

It needs to be felt and experienced and built upon.

Team learning need to be looked at: the ability to learn as a team

Team building: tapping on the right attributes: trust, openness, commitment, accountability, mission focus

Team maintenance: how to keep a team together? what are people made of? what keep them together? Appreciation, support, tolerance, patience

Is that all? Wonder :-)

Innovation & creative workshop

Innovation and creative workforce
What does it take to foster a creative workforce?
Quick brainstorming:
- Thinking: do we think? how do we think?
What do we allow ourselves to think?

Safe thinking is like following in the path of what has already be thought...
It may lure us into the idea of avoiding mistakes, ... give us a sense of (false?) confidence...
It leads to stereotype, repetition, boredom...
It may be linked with lack of initiative... and always looking for the leader so that I know what to think

A more open form of thinking allow for originality
The Spanish Chef who created the famous restaurant El Buli (now closed) had an epiphany when he heard a French Chef say: Creativity means "not to copy".
It takes courage and possibly some bold moves... you may feel lonely, unsupported...
You could be wrong... but you would not know until you try
You may have to change, adjust, correct, improve...

Creativity starts at the individual level.
A creative workforce is a workforce where creativity can be harnessed from most individual.
What does it take to achieve such a level of being in a group? A creative workforce would imply things like:
- courage to contribute ideas together with a supportive attitude towards such contribution
- willingness to deal with failure together with willingness to accept mistakes from our staff
- willingness and ability to learn from mistake and take action accordingly together with coaching ability to foster reviews and learning
- etc...

When such attitudes and attributes are in place - and maybe a few more - like goal alignment, vision, etc..., the context for innovation is getting in place. Such attitudes and attributes can be called "learning infra-structure". We could draw parallels with the attributes of learning organisations.

Practically I am listing below small steps towards being creative. These practical steps involve things like:
- brainstorming (idea generation)
- games to think out of the box (lateral thinking - inspired by Edward de Bono. For example the Six Hats methodology)
- ability to create consensus in a group using collaborative techniques: group discussion, dialogue, consultation.
- team learning
- appreciation, leading to appreciative inquiry
- and generally, any steps creating the right atmosphere for innovation to take place: developing emotional intelligence, using multiple intelligence

How does creativity comes into place for such aspects as making decision as a group or discussing options or seeking advise...? The point here is that without the ability to tap into each and every one resource, without seeking maximal contributions from each group member, the group is left to the power of a few few or maybe just one... the potential of the group is wasted.

In a positive way, it means that a creative workforce is a workforce where everyone is contributing and involved to the best of his/her ability. It is a fine balance to achieve that while being able to lead the group to success. A creative workforce is a workforce, which as shown in nature - is resilient while flexible, adaptative / adaptive and has the ability to nurture growth and evolution.

Some of the activities that correlate to building creative workforce could involve language, music and art and the ability to co-create. Such activities would involve creating together, listening, ...supporting each other, leading for creation.

Open space facilitation

Great, authentic sharing about practical 'Open space' facilitation:

Open space technology is an ‘innovation’ that has been created to provide a forum for development stakeholder interaction. It works by breaking away from the stilted western influenced ‘one-man shows’ where an ‘expert’ occupies a position of power, usually on a raised dais with, the others sitting in a square or semi triangular shape below him. In open space there is no boss and the no real rules of interaction. The format is meant to ensure everyone is able to interact with everyone else.

First the people sit in a circle.

There is a minimum of ceremony. The gathered people start by identifying the key issues that have brought them together. If several issues are identified then the circle will break into several smaller circles to discuss each of them and suggest solutions. A closing circle will later be created to bring all this input together. Everybody who wants to speak has a chance to do so. There are no titles here, no affectations and no honorifics. The cleaner sits shoulder to shoulder with the manager and the driver surprises everybody by her well reasoned and animated contributions. It is amazing how much openness and trust this simple but powerful tool brings.

Open space technology was created by Owen Hanson in the 1980’s as a methodology for conducting meetings. He acknowledges that, in developing the methodology, he was influenced by ‘his experience of life in an African village.’

http://nkahihu.wordpress.com/

Learning and facilitation. How to learn? How to teach? How to reach

It seems to me: learning how to teach is learning how to reach

I am impressed by the following metaphor when it comes to learning, reaching and reaching out: infusion / waiving. In future posts, I will elaborate on the analogies between these seemingly very different fields.

Infusion:
how to let a subject infuse? penetration, penetrability, diffusion, time and space of contact, mixing without disturbing, blending, getting the flavor, getting the essence...
Pictures below can help relate and bring us a little step further in elaborating a clearer notion of an "infusion-based learning and facilitation"



 


Waiving

The long process(es) - creating thread, dying, weaving, the shuttle, going up and down, the science involved (it is very exact in a way - it goes thread by thread - and if not exact, it will look awkward) , the long, gruesome, time-consuming practice of it and how it is learnt (passed on from mother to daughter - as some form of apprenticeship - and how it often reflects on someone's maturity level or level of preparedness - like in the case of a young bride who is completing her own work or tapestry, or as a matter of fact it could be batik though batik is not about weaving).

Buckminster Fuller in the Critical Path is making explicit allusion to weaving patterns of South East Asia and those weaving patterns that use tri-angular weaving (three points of contacts which make the pattern almost indestructible).

     



 

Inspiring quotes on Simplicity

‘Understanding evolves through three phases : simplistic, complex and profoundly simple’

 

William Schutz, Profound Simplicity

‘It is very difficult to teach things that are obvious (and hence difficult to learn that which is simple) because the mind takes it for granted and wants to move on to something complicated which is presumed to be more valuable.
Because we understand something, we believe we practice it. Attention to the obvious (the simple), a deliberate effort to use that which is obvious can be effective’
Edward de Bono, The Happiness Purpose

‘Small changes can bring forth great  results but these points of leverage are the least obvious’
Peter Senge, The Fifth Discipline

‘What is essential is invisible to the eye. It requires the heart to see it. ‘The gap between knowing and doing is the gap between the mind and the body.

What connects the mind and the body is the heart, the breath. Therefore, the heart of the problem is the problem of the heart’

‘The skilful are not obvious. They appear simpleminded. They know the larger patterns. To know the patterns is the subtle power’
David R. Hawkins, M.D., Ph.D

‘We are so busy trying to prove that we are okay that we forget we are magnificent’
Gay Hendricks

‘Reality is always kinder than the stories we make about it’
Byron Katie, Loving What Is


Less is More and More is Less. Slowing down can enable us to speed up. Learn to see things upside down, backside front, inside out. Embrace paradoxes. 

‘Appreciation allows depth, texture, dimension to life. Without appreciation, the world is flat. No fizz, no sparkle, no passion. To appreciate is to give life, to bestow being. Appreciation fosters connection and partnership’
Ron Bynum

Life comforts the disturbed, and disturbs the comfortable. The willingness to step out of the comfort zone simplifies life.

Learn to see how the rules of the game are shifting rapidly .. from the industrial age to  the network age. The shift from Force to Power, from hierarchical organisations to hyper-linked ecologies, from the work ethic to the play ethic, from linear, sequential approaches to non-linear, quantum realities.
Learn to see. And see to learn.
The mantra is ‘Observe. Observe.Observe’

collected by Kiran Gulrajani - writen by Kiran as well when no other mention is made

Learning and racing

(Quoted from an interesting website listed below)
"In racing, the consistent winners have learned that assembling the most knowledgeable and motivated people is not sufficient. Rather, the key is whether the working group becomes a learning group. The diagnostic ability of the driver–crew chief pair is critical to making the right choices in more than a dozen adjustments on the car. The pit crew, through its elaborate choreography, seeks to save a tenth of a second. Back at the garage, the 20 or more engine builders, chassis builders, test and instrumentation people, and their respective suppliers must collaborate at the idea level regarding design and fabrication as successfully as the pit crew does at the physical level.

The challenge in creating a team learning culture is to harmonize competition and collaboration. Many a highly talented person, fiercely dedicated to winning in competitions, simply cannot collaborate in doing, let alone in colearning by doing. Transforming a person’s values to team winning without suppressing the urge to innovate is key. Personal and group learning must meld into a specific “feel” that permeates the team.

To carry the automobile racing analogy just a little further, consider that an engine uses air and fuel to produce horsepower for the drive wheels, which, barring loss of traction, overcome both inherent inertia and motion-induced drag to maximize the speed of the racecar. Often the fastest car does not win because the engine fails, the tires overheat, or some other weak link becomes overstressed. The winner is the fastest car that finishes. In business, air is ideas, fuel is cash, drive wheels are the products and services that carry value to customers, and traction is the strength of the network of relationships throughout the team. Horsepower feels a lot like enthusiasm, which can overcome both structural inertia and dynamic drag, also known as fear. Enthusiasm, coupled with a learning culture, can even transform negative energy into increased motivation, which leads to superlative results.

Where is the learning? Learning is everywhere and happens every time someone wonders which ideas to pursue, what proportion of profits should be used for what purposes, how to generate enthusiasm, or whether the wheels are spinning because the right relationships do not exist. However, lack of knowledge or integrity—or too much greed—can overstress any one of these factors and create a loser.

Most organizations cannot get a grip on learning. Learning is necessarily multifaceted, but most organizations are filled with linear thinkers (this event causes that result) or scenario thinkers (these related events combine to cause that pattern of results) but few thinkers who consider entire systems (when salespeople overcommit our production, the factory output is actually below full capability). Besides, when joining the race, most organizations believe that business is about generating profit, not about learning."

http://agelesslearner.com/articles/learningbydoing_jring_tc600.html

Learning - the risk and joy of learning - the gut to learn... and the curiosity

The only risk with learning is facing the unknown.
How many of us do like facing the unknown?
I spent too much time trying to make up things... thinking I like adventure and going for it... but in reality... escaping the possibility of any real learning...

REAL LEARNINGS: where are you?
Dear ones, shall I learn to love and welcome you?
Sometimes, what we learnt best is to turn our head... towards the other side...
Do you know the story of the good Samaritan? Before he was rescued by the good Samaritan, the injured lying down the sideway after beeing robbed and beaten by some daicoits - this poor man had just been ignored by a priest and another powerful man.... They had turned their head...

What does it take to learn? Be willing to learn
And what does it take to be willing to learn: face reality...
and for that: be at peace with your reality...
It is ok to be scared, it is ok to doubt, to worry...
Now as I am facing those feelings, they lighten up, releasing their grip on me

The risk of learning is the one of facing one's fear... this panic stage I often experienced when things take too fast a turn or when I lose all sense of control... panic... lets enjoy the panic... let's enjoy the butterfly in the stomac... let them be the premises of something great coming up.... the joy of facing reality

THE JOY OF FACING REALITY... of getting one's hands dirty, of being there and now, no matter what,
Being there for the poor man or the angry client
May be scared, may be sorry, may be mute, but be there and happy to be and committed to the best possible outcome. A CAPTAIN IN THE STORM.... and a good laugh... and god laughs
THERE IS IMMENSE JOY IN THE COURAGE IT TAKES TO FACE A STORM

There is a quiet resignation that may the best prevail and the wind blow in the right direction
It is not resignation... it is detachment, while I am there heart, mind and body ready to die while ready to fight to the last minute

READY TO LOSE, HARNESSED TO WIN - THERE IS NOTHING TO LOSE

What do we protect ourselves from when we turn our head from learning situations
Why do we cheat in exams?
Why do we say yes 'i understand', when we mean no 'i don't'?
We do not want to lose, lose face to our parents? our teachers?
Sometimes we just learn to "Not care". 'I just don't care' become the excuse
Looking good and avoiding looking bad
Avoiding conflict...
Not standing out

Now ... what about curiosity?
Curiosity pale to conformism
Of course curiosity is a powerful engine, when drivers slow down to watch this accident on the opposite lane of the highway... this even creates trafic jams... no risk of being spotted though...
Now as to asking a controversial question in a group... who dares?
Why dare? why not just ask?

Real learning attitude manifest naivety and a thirst stronger than the desire to look good...
In fact, the authentic thirst for learning look almost always good
Except maybe when it is compulsive or neurotic... and... still... why not?
What's this? What's this ask the 2-year old girl - 20 time in 5 minutes?