Learning style is basically one’s approaches or ways of learning.

Every individual has his own

preferred way of learning compared to others, therefore it is important to the trainers and
educators to understand various styles of learning so that they will be able to effectively
engage in transferring knowledge and skills.

Training methodology must include learning styles in order to serve the employees to the
best of their learning needs. Every employee learns in a different need in order to grasp the
content. And therefore, time and again, using 'One size fits all' approach has been proved
inefficient. A trainer's favourable learning style could be effective only for certain employees
while other employees may not be able to have best experience. The trainer must innovate
their learning methodology and include it in his teaching style in order to understand each
employees learning needs and make them learn in the best way possible for them.

Ineffective training costs money and leads to slow production hence it is very important that
training methodology is linked with the learner’s style.

Below is the training methodology for different learning styles by Fleming Virk.

Audio Learners: Trainees who best responds to audios can be taught better with audio
content delivered to them. With audio being delivered to them through digital media over
the internet, they can take the advantage of rewinds of the content as many times as they
want.

Reading: These trainees are usually avid readers and prefer written words over any other
form of learning method. Text-based content is the most suitable to them in order to get the
best out of the learnings. Content manuals are worthy to be developed for such trainees and
can be the most effectively used for such trainees.
 
Visuals: Some trainees grasp the best when the content is delivered through visual media.
These types of people prefer videos over reading or audio learnings. Being visual learners
could also mean that they prefer graphs and charts so as to absorb as much as possible from
their training.
 
Kinesthetics learning approach: this approach is meant for learners who are sensitive to
senses and learn their best when exposed to the learning through hands on experience as
they are dependent on their receptors to grasp as much of information as perfectly as
possible visa practical approach. For instance, in a flight attendant training, these kind of
trainee gives their best when they're' trained on board or in a similar created-experience.
Another example, if you're training them on how to manage the crowd as a security guard,
they must be placed in a real-time environment and ask to watch the already well-trained
security personnel to their job and learn from them while doing some similar tasks along
with them.

Each trainer has a unique style. Some trainers have preference for directing the learning
activities , others are more comfortable in helping trainees to share and interpret the
reactions to a training event, some trainers are adept at helping the trainees to generalise
concepts and some trainers adopt the style of imparting trainees to apply how to use the
learning in their own situations. Depending on the above four generic styles emerge namely
instructor, explorer, thinker and guide.

In my opinion a good trainer’s delivery mode has nothing to do with his learning style rather
he is understandable to individual differences and his approach is entirely aimed at learners
grasping style. They understand the requirement and adaptability of learner and accordingly
customize their training methodology.

The level of knowledge and the maturity of trainees, the training situation, the trainer’s skill
and the training facilities available force a trainer to use a particular style. For example, a
group of engineers who are keen to learn how to apply practical approaches that will directly
solve their problems, will usually not sit still for a long lecture on the theoretical background
which explores several hypotheses but comes up with no conclusions.

 
Education and training for management, like any other educational field, fulfils its role only
by creating situations which are favourable to learning. That is why “ all schemes for
management education and executive development exploit or depend on the basic
principles of human learning.

Of course principles of learning are not put into effect through the teaching methods alone.
Motivation to learn example depends on a number of other variables, such as the challenge
of the participants present or future job and training or the simulation provided by the
environment. However, the methods used in teaching and training can influence motivation
to learn, and therefore should be examined and applied with this fact in mind. Some
selected aspects of the relationship between principles of learning and teaching methods
are discussed in the following paragraphs

1- Motivation: the motivation to learn is enhanced if the presentation of the material is

interesting, emphasise applicability and shows benefit for application. To same extent
this can be obtained through any methods which are directly concerned with applying
theoretical knowledge to real life situation. The drive ways in which they can be
combined and sequenced can add to the enjoyment of learning and minimise participant
fatigue.

2- Active involvement: The principle pf active involvement is perhaps the main raison
d’etre of participative teaching methods. As a rule, the deeper the involvement, the
higher the motivation, the more the participation and the better they are equipped to
apply it. It should not be overlooked, however, that the method itself although
considered as highly participative, does not assure that each person will be fully
involved. Involvement also depends on organization of case study preparation,
leadership style and other factors. The participants may also be passive if they consider
the material to be of poor quality of the performance of the teacher to be below his own
professional level.

Individual approach : On the job training is a method of choice which can be based on the
training needs of one individual with full regard to his present and future job. It has,
however, many limitations and that is why group training prograame should also involve
work outside the enterprise. They must take into account the fact that individuals have
different capabilities and learn at different places, have personal styles of study and
 application of these is subject to individual control performance. The overall course design
method of teaching has to provide therefore not only work in group and teams but also the
opportunity for individual reading, thinking exercising and application of knowledge: this can
be done through
 
Too often, some trainers believe that their preferred method and use of training strategies are
conducive to all learners’ learning style preference. However, not all learners process information in
the same way and could have different learning style preferences that dictate how they learn best.
The varied learning style preferences of the learner should be taken into consideration when
designing training programs and implementing training strategies.

The training strategy should not be determined solely by what the trainer prefers as methods for
providing instruction. Our goal as trainers is to teach learners. Who is the most important to
consider in a training and learning situation? If our objective as trainers is to ensure that learners
learn the content we teach, then our training strategies used to meet those objectives should foster
a learner-centered training approach.

Carl Rogers, who is known for his theory on client-centered counseling, is one of the pioneers who
helped to transfer the student-centered approach to learning into the field of education. In the
workplace, the new employee is the trainee (the learner). Educator Dr. Carol Ann Tomlinson uses the
term, “differentiated instruction,” to describe “instruction to accommodate the different ways
learners’ learn.” The term has changed over the years, but the intended purpose is still the same:
implementing diversified training strategies to help ensure all learners have an equal opportunity to
learn. If trainers want to successfully achieve learning objectives, then trainers should provide
training strategies that support all learning styles.

Questions Are a Learning Experience

In my experience as a trainee, trainer, and educator, I noticed over the years that not all trainers use
effective training strategies that are conducive to the learning styles of diverse learners. Too often,
when learners have a difficult time grasping training concepts, they tend to ask a lot of questions,
perform poorly, experience frustration from lack of knowledge gained, and are usually dismissed
from employment or resign on their own. Sometimes, when trainers receive questions from learners
regarding training instructions, they jump into defense mode, as if the trainee is saying the trainer
did something wrong. However, if we look at trainee questions as a learning opportunity for both
the trainee and the trainer, we begin to understand that information can be misinterpreted and that
the trainee is merely asking for clarity to avoid misunderstandings and/or mistakes. Trainee
feedback helps trainers modify instruction to make the information clear and easier to understand.
Learners will teach you how to teach them, meaning learners will teach you how to teach them in
the best manner conducive to their learning style. Therefore, trainers should be flexible with the use
of training strategies.

When developing training programs, the training strategies used in an online or face-to-face training
format is critical to meeting learning objectives.

The way in which trainers convey information to learners can and will affect trainee learning
outcomes. Because there are different types of learners from diverse backgrounds in every business
setting, trainers should use a blend of training strategies, including a verbal component (auditory), a
visual component (visual graphic illustration and/or video), written instructions and questions that
are clearly written and easy to understand by all audiences, as well as hands-on practice (kinesthetic)
opportunities, where learners can apply what they learn in real-world situations.

At the end of any training program, learners should be able to make the transition from applying
theory to practice. It is important to implement training strategies that will provide learners with a
theoretical framework that they can apply and/or make an analogy in comparison to a real-world
situation. Although teaching and training are different words, both have the same goal in mind: to
teach learners what you want them to know about a specific topic area.

Planning Components

Dr. Tomlinson is an educator at the University of Virginia’s Curry School of Education, who discussed
on the Reading Rockets Website (an organization that supports literacy efforts and provides
resources and guides on teaching, reading, and writing) three important things to consider when
planning teaching strategies:

 Learner readiness
 Learner interest
 Learning profile

Trainers can administer a pre-evaluation, questionnaire, or quiz to learners prior to or the start of
the first day of training to help determine their readiness, interest, and learning profile. Dr.
Tomlinson also discussed four components to consider during the planning phase/process:

1. Content: What the learner needs to learn or how the learner will get access to the
information
2. Process: Activities the learner engages in that will help him or her make sense of or master
the content
3. Products: Such culminating projects ask the learner to rehearse, apply, and extend what he
or she has learned in a unit
4. Learning Environment: The way the training environment works and feels (online or in-
person)

Here are some suggestions on how these components can work in a training environment:

 The content should be clear and easy to understand, so trainers should write instructions
with the readers in mind. Assume readers do not know anything about the content. Your job
as a trainer is to teach them what you want them to learn from the content.
 The content should be directly related to the learning objectives and also should include
tools to assess whether the learning objectives were met successfully. Some measurement
tools to consider are: end-of-training quizzes, hands-on activities, questionnaires, decision-
making and problem-solving activities. When selecting measurement tools in training, it is
important to also develop a grading rubric to determine levels of proficiency and if
additional training is needed.
 The process is the manner in which trainers use the training strategies to convey information
to the learners and how the trainer engages trainees in their own learning process. This
information should align with trainee learning objectives, and training should be an ongoing,
as-needed process.
 The products are the training assignments/tools that should incorporate hands-on activities
that will allow learners the opportunity to apply what they learn in real-world situations,
thereby allowing learners the opportunity to demonstrate an understanding of training
concepts. This can be done through practice exercises that promote decision-making and
critical thinking skills needed in their roles on the job.
 Lastly, the learning environment, should be learner friendly, meaning it is conducive to all
learning styles, and encourages active trainee engagement/participation, learner resources
and support, and trainee feedback.
Obtaining feedback from trainees allows the trainer to determine learners’ preferred method for
receiving, processing, and retaining information. Trainers can use this information when planning
training design and training strategies that can help to meet the needs of all learners. Often,
necessary training modifications that result from trainee feedback also can help to improve
employee retention. Trainers have to know that direction does not mean correction. When learners
ask questions and/or challenge training content, it is a learning opportunity for both the trainee and
the trainer. It gives the trainee the opportunity to gain better clarity about training content and
expectations, and it provides the trainer with the opportunity to modify/revise training instructions
that are unclear to learners.

Training objectives should be connected to trainee learning outcomes that are measurable, so with
each learning objective, there should be measurement tools used to assess whether or not the
intended outcome was met successfully or if further training and/or support is needed. A good way
to determine if learners are grasping training concepts is by asking trainees to describe in their own
words how they can demonstrate or apply the use of the concept in a real-world situation.
Diversifying instruction with the use of various training strategies—such as training/instructional
videos, graphic organizers, hands-on practice activities, collaborative working group activities for
peer-to-peer learning, and verbal and written instruction related to job responsibilities—is important
in any training environment.

Whether or not a trainer considers his or her training strategies effective, keep in mind that
resources and other support services and accommodations could be needed, as well, to ensure that
all trainees are learning and have what they needs to perform their job responsibilities. Therefore,
when needed, encourage learners to seek additional resources available to help them.

Always remember that a trainer’s preferred method/strategy used for training might not be the
learner’s preferred method for learning concepts. This will help you focus on designing differentiated
training programs that give all learners an equal opportunity to learn. In short, be as innovative as
possible in your approach to training and learning.

Depending on the type of learning style of learner Kolb’s has defined

Learning Styles Characteristic Training Delivery Mode

Converger They are abstract Small-group discussion and class room
conceptualization and active participation dislike lectures. They are
experimentation. Thus they not risk takers. Thus they prefer data-
will be able to make practical based programs and prefer computer
application of ideas by based learning.
deductive reasoning. They are
also good problem solvers.
Diverger They are good at concrete Traditional classroom based delivery
experience and reflective that comprises of brainstorming
observation. Therefore, they sessions, reflective activities, lectures
tend to be imaginative and and rhetorical questions.
provide innovative ideas.
Assimilator This group uses abstract Prefer print-based delivery
conceptualization and
reflective observation. They
are good at using inductive
reasoning. They are “private
learners”
Accommodator This group of learners tends Like experiment. So could use hands-on
to use concrete experience computer based simulation games,
and active experimentation. online group works, role play games
They are good at actually and observations. They prefer
doing the things. computer based delivery mode.