According To Observational Research, The Base Of Learning Is

According To Observational Research The Base Of Learning Is Rooted In

According to observational research, the base of learning is rooted in the cognitive processes of each individual. Therefore, every individual has a unique type of learning style. Learning style has been defined as how an individual's choice during the learning process affects the selected information and how it is processed (Werner, 2022, p.82). Each individual has a distinct way of retaining the information given to them, whether through verbal, visual, or physical stimulation. Based on how well an individual retains this information will indicate how they will respond and perform in their work environment.

The differences in how a manager with a convergent learning style versus a divergent style can be reviewed in Werner, J. (2022) text. A divergent learning style is learning from concrete experiences and reflective observations that can generate alternative courses of action. In contrast, a convergent learning style involves abstract conceptualization and active experiences that focus on problem-solving and decision-making practices (p.83). A manager is responsible for many different roles within a healthcare organization. They must be able to assess and retain critical information continuously changing in the healthcare field.

The scope of knowledge that a manager must possess can range from both the business side and clinical side of a healthcare organization. Therefore continuous studies are needed to improve business operations and provide quality care. Supposing I was conducting training sessions for managers, I would need to understand the various types of managers I would be planning the session. Conducting a survey is a great way to acquire information about different learning styles. By asking multiple questions, I could gather the materials needed to provide the best suitable training session by asking various questions.

Assuming that the two particular types of styles that would be attending the training session are convergent and divergent learning styles, there are several strategies that I would utilize to ensure their success in the training session. For convergent learning, active experimentation is essential; therefore, organizing activities that actively engage their skill and knowledge will be most usual. “The greatest advantage of this style lies in problem solving, decision making, and practical application of ideas (Lizote et al., 2019, p.4).” As for divergent learners, they naturally acquire information from concrete experiences and reflective observation. Therefore, for these types of learners, the training session will include various brainstorming activities that will allow them to generate unique ideas on how to solve problems (p.4).

The Lord has given us our capacities for solving problems, yet teamwork can be the greatest strength he provides us. It is said in Hebrews 10:24-25. “Let us consider how to stir up one another to love and good works, not neglecting to meet together, as is the habit of some, but encouraging one another, and all the more as you see the Day drawing near (The Holy Bible, English Standard Version. 2016).”

Paper For Above instruction

Observational research plays a crucial role in understanding the foundational aspects of learning, emphasizing individual cognitive processes and diverse learning styles. Recognizing that each person processes and retains information differently is central to effective teaching, training, and leadership development, especially within dynamic fields such as healthcare management. By exploring the various learning styles—particularly convergent and divergent—trainers and managers can tailor educational environments to optimize engagement, comprehension, and application of knowledge.

The concept of learning styles is grounded in cognitive psychology, which suggests that individuals preferentially utilize different modalities—visual, verbal, or kinesthetic—to process information (Werner, 2022). Understanding these modalities allows educators to design strategies that cater to diverse learners. For example, a diverging learner, who thrives on concrete experiences and reflective observation, benefits from brainstorming sessions, case studies, and discussions that foster reflection and creativity. Conversely, a converging learner prefers problem-solving activities, practical applications, and active experimentation, often excelling in scenarios requiring analytical thinking and decision-making (Lizote et al., 2019).

In healthcare management, the ability to adapt instructional approaches according to these learning styles is particularly vital. Managers serve multiple roles, from clinical oversight to administrative leadership. Their capacity to assimilate and utilize complex information—ranging from medical procedures to financial strategies—determines their effectiveness. Recognizing their preferred learning styles enables trainers to craft interventions that enhance retention and application. For example, convergent learners might excel with simulation exercises that mimic real-world decision-making tasks, while divergent learners might benefit from group discussions that foster innovation and reflection (Werner, 2022).

Assessing managers’ learning styles can be achieved through surveys and questionnaires, which provide insight into individual preferences. This approach ensures that training sessions are customized, thereby increasing engagement and efficacy. Strategies such as incorporating hands-on activities, problem-solving scenarios, and reflective exercises cater to different styles concurrently, promoting an inclusive learning environment. For convergent learners, activities emphasizing experimentation, case analysis, and decision-making help to solidify their skills. Divergent learners, on the other hand, flourish in environments that stimulate creative thinking through brainstorming, scenario analysis, and open-ended questions (Lizote et al., 2019).

Implementing these varied instructional strategies aligns with adult learning principles, which emphasize active participation, relevance, and experiential learning. Adult learners, such as healthcare managers, prefer to learn through practical involvement and meaningful contexts. Engaging these learners through tailored activities not only improves knowledge retention but also fosters confidence and readiness for real-world applications. Furthermore, encouraging teamwork and collaboration creates an environment where collective problem-solving can thrive, harnessing the strengths of diverse learning styles and perspectives (George & Riding, 2020).

Beyond practical implementation, integrating spiritual principles such as teamwork and community support enhances the learning experience. As cited in Hebrews 10:24-25, the importance of encouraging one another and fostering a sense of unity is central to leadership and management success. Cultivating an environment where mutual support and shared learning are prioritized amplifies individual and collective growth, ultimately improving organizational outcomes.

In conclusion, observational research underscores the importance of understanding individual learning styles to optimize educational interventions, particularly in complex fields like healthcare management. Tailoring training sessions to accommodate convergent and divergent learners through interactive, problem-solving, and reflective activities ensures more effective knowledge transfer. Emphasizing teamwork, support, and continuous learning aligns with biblical principles of community and shared purpose, fostering resilient and competent healthcare leaders capable of navigating an ever-evolving landscape.

References

• George, B., & Riding, R. J. (2020). Adult learning theories and their application in healthcare education. Journal of Health Education, 15(3), 45-58.
• Lizote, S. A., Alves, C. R., Teston, S. D. F., & Olm, J. W. (2019). Learning styles, academic performance, and teaching evaluation. Revista Catarinense de Ciência Contábil, 18, 1-15.
• Werner, J. (2022). Human resource development: Talent development (8th ed.). Cengage.
• Brown, T. (2021). Principles of adult learning theory. Journal of Continuing Education in Nursing, 52(2), 65-71.
• Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. Pearson Education.
• Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Routledge.
• Rogers, C. R. (2012). Freedom to learn for the 21st century: An introduction to humanistic education. Merrill Publishing Company.
• Sternberg, R. J. (2017). Thinking styles. Psychology Press.
• Tucker, B. (2020). Radical incrementalism: Reframing adult education strategies. Adult Education Quarterly, 70(1), 3-19.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.