The training and development of employees is an

important element in many successful organizations.

Training and development is important not
only for the growth and development of the employee
but is also critical to the long-term success
of the organization. Correl & Gregoire (1998)
state that: “To be successful, organizations must
continually learn. Organizations that learn are
competitive. They are on the leading edge. They
create their own futures instead of being created
by their futures”. Learning within the workplace
is thus important for the long-term success of
businesses.
Young, Klemz & Murphy (2003) observe that there
were distinct variations among individuals in how
knowledge was acquired, skills developed and abilities refined. One of the reasons for these differences
has been learning style variations among
individuals. Dunn (1984, p. 12) defined learning
styles as “the way each person absorbs and retains
information and/or skills”. Research by Gadzella

One of the main differences between pre-adult and

adult learning proposed by Dinmore (1997) is that
adult learners derive their learning primarily from
experience, while pre-adult learning derive their
Problems and Perspectives in Management, Volume 8, Issue 4, 2010
156
learning mainly from books and other media. In the
context of this study, pre-adult learners would be
college students whose primary goal is learning,
while adult learners would be workers who’s primary
goal is working. In a college setting, students attend
lectures on various topics during the course of the
day. Their learning world is limited largely to the
lecture itself. Outside the lecture this learning very
rarely continues. The lecture is the critical opportunity,
where the student is able to learn, and as such
the student depends greatly on the learning method
matching his learning style. In a workplace setting, a
learning intervention forms a small part of the
worker’s time and, most importantly, the worker can
apply the learning in the work environment, thus,
continuing the learning experience. The way the
worker chooses to apply the learning is largely dependent
on the worker himself and, as such, the
worker will choose a method of application that he is
comfortable with and that suits, albeit unconsciously,
his learning style. Thus, the type of learning intervention
that the worker is exposed to is not absolutely
critical, as the worker can enhance this formal learning
by informal learning in the workplace. Consequently,
it is quite possible that, while students exhibit
a strong relationship between learning style and
learning method preference, in the workplace workers
exhibit a weak relationship between learning style
and learning method preference.
There is only one other study that investigates the
relationship between learning styles and learning
method preferences in the workplace, that being
Honey and Mumford Learning Characteristic Activities
Style
Activist Learn by doing and participation
 brainstorming
 problem solving
 group discussion
 puzzles
 competition
 role-play

Reflector Learn by watching others

 models
 statistics
 stories
 quotes
 background information
 applying theories

Theorist Learn by understanding theory very

clearly  time to think about how to apply
learning in reality
 case studies
 problem solving
 discussion ( Rose, 1987)

Pragmatist Learn through practical tips and

techniques from experienced person
 paired discussion
 self analysis questionnaires
 personality questionnaires
 time out
 observing activities
 feedback from others
 coaching
 interview ( Cano-Garcia

Honey and Mumford Learning Characteristic Activities

Style

Activist Learn by doing and participation

 brainstorming
 problem solving
 group discussion
 puzzles
 competition
 role-play

Reflector Learn by watching others

 models
 statistics
 stories
 quotes
 background information
 applying theories

Theorist Learn by understanding theory very

clearly  time to think about how to
apply learning in reality
 case studies
  problem solving
 discussion ( Rose, 1987)

Pragmatist Learn through practical tips and

techniques from experienced person
 paired discussion
 self analysis
questionnaires
 personality questionnaires
 time out
 observing activities
 feedback from others
 coaching
 interview ( Cano-Garcia

Honey and Mumford Learning Characteristic Activities

Style

Activist Learn by doing and participation

 brainstorming
 problem solving
 group discussion
 puzzles
 competition
 role-play

Reflector Learn by watching others

 models
 statistics
 stories
 quotes
 background information
 applying theories

Theorist Learn by understanding theory very

clearly  time to think about how to
apply learning in reality
 case studies
 problem solving
 discussion ( Rose, 1987)

Pragmatist Learn through practical tips and

techniques from experienced person
 paired discussion
 self analysis
questionnaires
 personality questionnaires
 time out
 observing activities
 feedback from others
 coaching
 interview ( Cano-Garcia
Learning style is the behavioral approach to learning experience and they are influential in the learning and
achievement of learners (O’ conner, 1998) . Understanding learning style mean:
1. The students will be able to diagnose the need of learning process.
2. The trainer will be able to consider as the foundation for better action.
3. It is possible to build strategies for accommodating learning styles.
4. It will allow preparing student involvement in learning process.
5. It will allow the students to group as per their learning preferences ( Kolb, 1984)
According to Bostrom and Lassen ( 2006) those who can identify their learning style will be able to define their own
progress . Taking full control of learning will lead to self-efficacy .
The learning theories are practicable and easy to use and test. For example Yazici (2005) conducted a survey among
140 students of operational management to assess team learning performance, role play assignment, discussion of
important operational management concept, computer assignment and comprehensive projects were used as learning
style inventory to determine learning style. The finding suggests that students are collaborative learners and
collaborative orientation encourages participation and increase team performance.
Yazici (2005) proposed that teachers should adopt various and suitable teaching style . Teaching style comprises of
needs , beliefs, and behaviors that are displayed in a classroom. They can be categorized into five types:
1. Expert – in this style the expert passes knowledge and skill to the students
2. Formal authority- where the status among the students due to knowledge and role as a faculty member sets rules
and structures to students.
3. Personal model- in this model main instructor normally oversees guides and directs the students.
4. Facilitator- the instructor is working with the students on consulting basis asking questions, exploring options and
providing alternatives.
5. Delegator – the instructor only available as a resource person. This style will develop the students as autonomous
learners ( Yazici , 2005)

Despite the weaknesses and criticism, the learning styles are widely researched and can be used by both learners
and trainers to maximize learning outcome.

For individuals , strengthening their non-dominant learning abilities will increase their adaptive flexibility and
facilitate learning in a wider variety of experience. Learning Styles are dynamic, not fixed , and people should
allocate time to expand lesser used capabilities . People with balanced learning profiles ( i.e. relative equal score on
all dimensions) are more adaptively flexible learners

At the organization level leaders need to value and draw on the differing capabilities of people with diverse learning
styles. Many managers tend to be strongest on the accommodative style of learning , focused on active
experimentation and concrete experience . Managers with an accommodating style tend to make fewer references
from data and are less consistent in their actions than, say, researchers with the assimilating style . Collectively
Kolb’s four styles are complimentary and all are needed to optimize performance throughout an organization.
The 202 participants have revealed that in a training program the acceptability of the trainer induces them to show
interest in the program and in the process learning takes place. A trainer they want to interact with should have the
following behavior:
 He should be genuinely interested in participants.
 Should not be arrogant, should make them feel as a facilitator.

Should have command on the topic and seems to be innovative.

 Should combine various training methods like- lecture, role-play , PPT, video, games, exercises that is realistic
and generates interest to learn.
 Should explain the objective in clear terms and follow the objective in every session.
 Should have the capacity to enhance participants’ learning appetite
This proves that though people have their preferred mode of learning and they love to acquire knowledge through it,
they are ready to try other modes if that generates interest in them. This can be possible if the trainer is acceptable to
them because of his amiable behavior.
CONCLUSION
Learning styles is not a myth, they are facts. People have their preferred mode of learning, that is ,not every
learner learns in the same way or that one style is preferable to other. There are those who try to see a word when
spelling while auditory learners might experience it as a sound and tactical learners would need to write it down to
test how right it seems. Similarly concentration and memory levels differ; some sees faces but forgetting names,
while others remember names but cannot visualize faces. Thus several prominent authors have made great
research to segregate learners; some have developed teaching styles that could match various learners’ styles.
They have rightly urged the trainers to use various training methods and develop modules that suits to the learning
styles of trainees. Thousands of surveys are made to confirm the findings of the researchers. But the other part is
that learners having preference for a style can be persuaded to try and understand other styles if they are induced
to realize the benefits of learning from those styles. This survey carried

Learning styles” refer to individual differences in cognitive functioning and academic skills. This
concept reflects differences in teacher’s personality, genetic and experiential differences. It mediates
between motivation and emotion, on the one hand, and cognition, on the other. Learning styles are
the preferred mode according to which different individuals learn; the more specific terms may be
regarded as the predisposition to adopt a particular learning strategy regardless of the specific
characteristics of the task. Keefe (1979) defines learning styles as the «composite of characteristic
cognitive, affective, and physiological factors that serve as relatively stable indicators of how a
learner perceives, interacts with, and responds to the learning environment». Several studies have
been carried out since the eighties of the last century on these issues (Kolb, 1984; Dunn & Dunn,
1999). However, a serious lack in methodology can be highlighted in this research field, for the
difficulty to identify and measure cognitive styles.

It is in discussion, then, if these measures are really indicative of cognitive traits stable and
generalized. From a practical point of view, at school it is important to learn how to use different
strategies according to the tasks and situations, acquiring adequate cognitive flexibility. So, many
educational programs are designed to help teachers support pupils towards learning goals through
knowledge and control of their cognitive functioning. Fewer studies concern variables related to
teachers, their representations and their learning styles.

The possible correlation between teachers’ and pupils’ styles has instead an important role in the
effectiveness of teaching and in educational outcomes. What happens when teachers learn and
teach in a way that is not in line with the pupils’ learning style? There are some differences between
school levels? Starting from this framework, this study aims to:

-                 Invite teachers to know their own teaching and learning styles;

-                 Reflect on how teaching and learning styles affect their teaching practice.
Method
This is and explorative study based on teachers’ styles and implications in teaching practice. Three
questionnaires have been administered to 54 teachers of pre-primary, primary and high school. The
first instrument is the “Questionnaire of metacognition and attention” «QMAI» teacher version
(Marzocchi, Poli & Molin, 2000). This questionnaire aims to explain how teachers perceive the
attention, how they promote pupil’s attention and what kind of strategies they use to deal with
attention deficit in their classroom. Collected answers have been differentiated according to two
variables: teachers’ years of experience and school level. The second tool is “The Learning Styles
Questionnaire” (Mariani, 2000), that involves three areas: - sensory modalities; - cognitive styles; -
choosing between individual and collaborative work. The aim of the questionnaire is to gather
information about teachers’ learning styles, and to help them to be aware of their way of teaching in
relation to their individual profiles. The third tool is “The Teaching styles Questionnaire” (Mariani,
2000). It helps to choose and to reflect about the best teaching style for to make changes in
instructional design and teaching practice according to each classroom context. It encourages
reflection and discussion between teachers and students, helps students to be aware of their
strengths and weaknesses, use effective strategies. A descriptive analysis of variables (absolute and
relative frequencies) has been realized.

Expected Outcomes
This study confirms the importance of a metacognitive teaching, exalting teachers’ abilities to
promote student’s involvement in designing, implementing and assessing lessons. So, for teachers
the most important thing is to value individual differences in the classroom, starting from students’
differences in grasping cognitive tasks. Research results show that there is a correlation between
learning and teaching styles. Teachers preferences in relation to certain strategies influence the
choice of educational models. Teachers’ strategies should be more or less functional to pupils’
learning characteristics. Therefore, it is important to investigate the relationship between pupils’
learning performance and teaching styles of teachers. Teachers’ styles are related to learning styles
and motivation to teach. In a metacognitive perspective, the differentiation of teaching and learning
processes within classrooms, more and more characterized by super-diversity (Vertovec, 2007) is
important for improvement of teaching effectiveness. Using a learning-styles based teaching is
useful to differentiate instruction: the identification of students’ learning approaches can help
teachers to implement different strategies for the benefit of different learners. «Differentiated
instruction has become part of every school system’s lexicon but without learning styles as its
cornerstone, no one knows how to differentiate instruction or on what to base differentiation» (Dunn
& al., 2009, 139). Moreover, these aspects are closely linked to the representations that teachers
have of teaching, the school and the relationship with the students. The approach to teaching is
therefore an important variable to define the quality of the school, and should be a key content for
professional development.

addition, (Ldpride,n.d.) suggests three advantages of

identifying learning styles: Academic, personal, and
professional advantages. Academic benefits include
enhancing students learning ability, triumph over all
educational stages, finding out how to study in an ideal way
and gain good grades on tests and exams, controlling
classroom limitations, alleviating frustration and levels of
stress, and broadening your existing repertoire of learning
strategies. Personal merits include increasing students’ selfesteem
and self-confidence, learning how to best optimize
learners’ brain, knowing students strong and weak points,
learning how to make learning more enjoyable, increasing
motivation for learning, and learning how to strengthen
students’ innate abilities and skills. Professional virtues
encompass being informed of professional topics, gaining
an advantage over competition, being effective in team
management, developing students’ sales kills, and surging

the