Unit 2 Db Learning Styles And Preferences HRM 308 Complete

Unit 2 Db Learning Styles And Preferenceshrm 308complete The Vark A

Complete the VARK Assessment in the Readings and Resources. Based on your preferred learning style as identified from the VARK Assessment, and what we have learned about adult learning theory (Andragogy) principles, how could your personal learning style and learning preferences most influence your training design? Share some pros and cons – how might they be effective and how might they limit a good design? Provide an example in your discussion.

Paper For Above instruction

Understanding one’s preferred learning style is crucial in designing effective training programs, especially when grounded in adult learning theory (Andragogy). The VARK model identifies four primary learning preferences: Visual, Auditory, Reading/Writing, and Kinesthetic. My personal learning style, as indicated by my assessment results, leans towards the Kinesthetic learning preference. This preference emphasizes hands-on activities, movement, and practical engagement, influencing how I approach training design to maximize effectiveness while recognizing potential limitations.

Incorporating my kinesthetic learning preference into training programs can significantly enhance engagement and retention among learners with similar styles. For example, I would emphasize interactive elements such as role-playing, simulations, case studies, and real-world problem-solving exercises. For instance, in a training session on customer service skills, I would include role-play scenarios that allow learners to practice responding to different customer situations actively. This approach taps into kinesthetic learning by enabling learners to physically and emotionally participate, which can enhance understanding and memory retention.

However, focusing predominantly on kinesthetic activities may also pose challenges. Learners with different preferences—such as visual or reading/writing styles—might find a training session overly reliant on physical activities less effective or engaging. For example, visual learners may benefit more from diagrams, infographics, and videos, which are less emphasized in a purely kinesthetic framework. Therefore, a balanced integration of multiple learning modalities is essential to accommodate diverse learners.

According to Adult Learning Theory, adults are self-directed and prefer learning that is relevant to their immediate job needs and experiences. Kinesthetic learning aligns well with these principles, as adults often learn best through active participation that mirrors real-life tasks. For example, in a leadership development program, incorporating simulated decision-making exercises allows adults to practice leadership skills in a safe environment, fostering experiential learning aligned with their preferences.

Despite its benefits, relying solely on kinesthetic methods may limit the overall efficacy of a training program if not complemented with other approaches. For example, complex theoretical concepts may be challenging for kinaesthetic learners to grasp without visual aids or written materials. Therefore, blending multiple learning styles within training design ensures inclusivity and maximizes learning outcomes.

In conclusion, my kinesthetic learning preference influences me to design training sessions that are interactive, engaging, and practical. While this approach can be very effective for active learners, it must be balanced with visual and auditory elements to accommodate diverse preferences and learning needs. Recognizing the strengths and limitations of my preferred style enables me to create more comprehensive and inclusive training programs that adhere to adult learning principles.

References

• Fleming, N., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137-155.
• Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Adult Education.
• Heron, J. (2001). The Complete Facilitator’s Handbook. Kogan Page.
• Oxford, R. L. (2003). Language Learning Styles and Strategies: An Overview. Electronic Journal of Foreign Language Teaching, 1(1), 1-18.
• Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. Jossey-Bass.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
• Moreno, R., & Mayer, R. E. (2007). Learning Science: Computer-Based Activities with Multiple Representations. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 431-480). Routledge.
• Dunn, R., & Dunn, K. (1999). Teaching Students Through Their Individual Learning Styles. Brookline Books.
• Gibbs, G. (1992). Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit, Oxford Polytechnic.
• Honey, P., & Mumford, A. (1982). The Manual of Learning Styles. Peter Honey.