Creating a Learning System that Accommodates Different Learning Styles

Creating a Learning System that Accommodates Different Learning Styles

By Leontes Dorzilme

Understanding the learning styles as presented by Noe (2010) in his book Employee Training and Development, is important in designing a learning program that will sustain the learning needs of the employees while staying focused on the organization’s performance. Noe (2010) presents four learning styles including dominant learning abilities and the characteristics of each type of learner. Two types seem to be concentrated on reflective observation: the diverger and the assimilator. However there is a slight difference. The diverger likes to learn based on concrete experiences while the assimilator assimilates better with “abstract conceptualization” (Noe, 2010, p. 152). Noe (2010) states “the Diverger is good at generating ideas, seeing a situation from multiple perspectives, and being aware of meaning and value” (p. 152). The second category presents a similarity in demonstrating a huge capacity working with “active experimentation” (Noe, 2010, p. 152). These two learning styles are the “Converger” and the “Accommodator” (Noe, 2010, p. 152). Contrary to the “Converger” who is oriented to “Abstract conceptualization” (Noe, 2010, p. 152); the “Accommodator” has real ability in “Concrete experience” (Noe, 2010, p. 152). Utilizing Noe’s approach, let’s consider a training design that could accommodate each learner’s style in a specific company.

Based on the above classification, I have decided to use the model of companies where it is important to adjust the learning system in order to accommodate these different learners. It is obvious that creating a constant learning environment where the employees feel the need to keep learning in order to increase own performance can be beneficial.

The turnover rate in those companies is very high. The training and employee development system needs to be adjusted in order to produce job satisfaction and employees retention. Another thing is the quota system which determines a precise daily goal has a negative impact when business is slow. After the first six months, the employee has a pay cut or a raise proportional to the amount missed or made over the fixed goal. Because of the recession which implies serious changes in the financial system, the employees get discouraged when they are not able to reach the fixed goal.

About the training system, many companies are using a system of traditional needs assessment which is made of video learning and recently, they initiate a transition to the competency modeling by adding a computer based learning system which seems to provide specific computer based information to employee depending on the area of work. However, the employee self-management of the notions learned are affected by: a lack of management support, personal and environmental factors.

The video learning system is mainly used to show to trainees how to perform the job and what is expected from them. The video also initiate the employees to the customer service offered by the company.

The task centered model used in the aforementioned companies should be replaced or implemented with a “worker-focused” (Noe, 2010, p. 127) approach in order to augment the job satisfaction of the employees. Based on the model provided by Carter McNamara in her book Field Guide in Leadership and Supervision in Business, information relayed by managementhelp.org, those organizations should enhance their learning system in order to encourage each employee to choose the learning method that will satisfy their needs. The change in the business environment values people to get promoted because of how they learn.

According to DuBrin (2002), people will get promoted because of their aptitude to learn; “being able to learn quickly makes continuous learning possible” (p. 379). In the same vein, in their study, Mainemelis, Boyatzis, & Kolb (1999) found that “The task demands and pressures of a specific job may shape a person’s adaptive orientation” (p. 10). Therefore, employees should be able to find the same computer based subjects in two or more versions adapting to each learning style. For example a version can contain an interactive model while another is made of short sentences.

In addition, the learning material should allow a diverger to reinforce his/her customer service skills by being trained to understand customers’ behaviors and needs. By doing so, the Diverger would be an expert in assessing the customer’s needs and in providing support to the buyers. Since, the Diverger has reflective observation ability; it could be good to present interactive scenes presenting an employee dealing with diverse types of customer. In the same vein, the Assimilator trainees should be asked to explain in their own words the scenes, and to provide a theoretical model similar to what has been done in the training. The Assimilator, on the other hand, is “less concerned with people” (Noe, 2010, p. 152). It is important for them to have detailed information about the products and to demonstrate expertise that can influence the customer’s decision. They can choose to master the abstract concepts related to color matching and fashion.

The converger should be directed to perform merchandizing and to understand the technical level of cloth production. They might be interested in providing technical support in the store instead of being employed in customer service. Finally, the accommodator needs to be trained and plan executor. He/She could be great help in assimilating information about the store designing and merchandizing. They should be aware of different techniques to show patience with more reticent customers. Deep respiration techniques can delay the accommodator’s impatience. For example, an assimilator needs to understand that some customers need time and personal space before making a decision. In sum, create a constant learning environment, with well designed objectives, is the key to create job satisfaction.

References

·  Complete Guidelines to Design Your Training Plan. (n.d.). Retrieved January 16th, 2011 from Free Management Library Web site: https://managementhelp.org/trng_dev/gen_plan.htm#anchor1047187

·  DuBrin, A. J. (2002). Human relations for career and personal success (6th ed.). New Jersey: Prentice-Hall.

·  Mainemelis, C., Boyatzis, R. E., & Kolb, D. A. (1999). Experiential learning theory: Previous research and new directions. Working Paper 99-10, Department of Organizational Behavior, Weatherhead School of Management, Case Western Reserve University.

·  McNamara, C. (n.d.). Field Guide in Leadership and Supervision in Business. Retrived January 16th, 2011 from Free Management Library Web site: https://managementhelp.org/hr_mgmnt/hr_mgmnt.htm

·  Noe, R. A. (2010). Employee Training and Development (5th ed.). New York: McGraw-Hill/Irvin.