Learning

Question 1

Kolb’s learning cycle - what are the stages?

Answer 1

1. Concrete experience (Experience)
2. Reflexive observation (Reflect)
3. Abstract conceptualisation (Conclude)
4. Active experimentalist (Plan)

Question 2

Kolb’s learning cycle - Concrete experience

Answer 2

Involvement in actual activities/work based learning = obtain direct experience

“In order to learn, we must have experience”

Question 3

Kolb’s learning cycle - Reflective observation

Answer 3

Reviews the results of experience and analyses effectiveness.

Could be an experience we are involved in or observing someone else.

Question 4

Kolb’s learning cycle - Abstract conceptualisation

Answer 4

Once made sense of what happened and why - draw conclusions and make links to what we already know and understand.

Question 5

Kolb’s learning cycle - Active experimental

Answer 5

Conclusions made in abstract conceptualisation stage enable us to decide on approach we will use going forward in similar situations.

Question 6

Things to remember about Kolb’s learning cycle

Answer 6

It can start at any stage
We should encourage colleagues to spend time reflecting
Effective learning will include all 4 stages

Question 7

Honey & Mumford’s theory of learning styles x 4

Why some people learn from experiences and other don’t.

Answer 7

1. Activists - Actively get involved, have a go, open minded. Act first and consider consequences later.
2. Reflectors - cautious, stand back and consider from different angles. Strong desire to get it right first time.
3. Theorists - Logical and rational. Tend to be perfectionists. Make sense of new things in context of what they already know.
4. Pragmatists - Keen to try new ideas but want to see practical results. Like experimenting but will discard if they prove useless.

Question 8

Honey & Mumford learning style - Activists - activities most & least appealing to the style of learning

Answer 8

Most appealing to:
- New experiences/ problems
- Here and now activities like role play, competitions
- Activities that chop and change
- Things that offer the chance of the limelight- chair, presenting, leading discussions
- Difficult have a go activities

Least appealing to:
- Listening to lectures, reading, writing, observing
- Detailed, repetitive, solitary tasks
- Analysing data, theory & detail

Question 9

Honey & Mumford learning style - Reflectors - activities most & least appealing to the style of learning

Answer 9

Most appealing to:
- Watching, thinking, observing
- Reading in advance, preparing
- Being given time before acting
- Chance to review what has been learnt
- Chance to report and analyse

Least appealing to:
- Being forced to take the lead
- No time to plan
- Lack of data to make decisions from
- Time constraints / Being forced to take short cuts

Question 10

Honey & Mumford learning style - Theorists - activities most & least appealing to the style of learning

Answer 10

Most appealing to:
- Systems, models, concept & theories
- Time to explore ideas, concepts, events & situations
- Opportunity to question logic and check details
- Structured situations with clear goals
- Ideas that are argued and watertight
- Complex situations that may not have obvious relevance

Least appealing to:
- Forced to act with no obvious purpose
- Needing to consider feelings or emotions
- Unstructured, open ended problems
- Lack of detailed instructions

Question 11

Honey & Mumford learning style - Pragmatists - activities most & least appealing to the style of learning

Answer 11

Most appealing to:
- Obvious links to workplace activities
- Systems, models relevant to role
- Practical activities with recognised expert
- Modelling a respected colleague
- Video/audio showing how it works in practice
- Action plans

Least appealing to:
- No obvious relation to role
- Training delivered by someone who has no practical experience
- No chance to practise
- Round the houses training that doesn’t get to the point
- No obvious payback for work done

Question 12

Conscious competence learning matrix & role of the manager

Answer 12

1. Unconscious incompetence - You don’t know what you don’t know - not aware of lack of skill. Could be still learning or don’t see the skill as relevant or could be avoiding the issue.

Role of manager - show why the skill is important, prove the gap, show how developing it benefits everyone.

2. Consciously incompetent - Aware of lack of skill. Ready to learn. May be able to perform part but not all of the role.

Role of manager - Support and encouragement. Provide quick wins, practise and feedback.

3. Consciously competent - can perform the task well but have to focus and think about it, not automatic. Need more experience to develop.

Role of manager - support and encouragement with emphasis on progress made - expose to a wider range of experiences, let them learn and continue to provide feedback to keep skills and confidence up.

4. Unconsciously competent - don’t need to think about the task, autopilot, comes naturally.
   Downside - can develop bad habits, be complacent.

Role of manager - monitor performance, ensure CPD is appropriate and stretching and be prepared for tough conversations if needed.

Question 13

The training cycle - 4 stages

Answer 13

1. Identify the training need
2. Determine training objectives
3. Conduct the training
4. Evaluate the training