Individual Learning Style and Systems Tool Preferences

Active Experimentation Abstract Conceptualization Concrete ExperienceConceptualization Concrete Experience Reflective Observation It is this final characteristic that serves as a key block of the foundation for the research conducted for this paper. It is proposed that people exhibit patterns of learning from experience that reflect the manifestation of certain proclivities to seek information, assign meaning, and attend to certain cues at the exclusion of others. These tendencies often mirror personal beliefs and intrinsic traits that differentiate people, yet whose origins are not well understand. Koestler (1945), for example, identifies leaders as holding worldviews that tend toward being belonging to a constellation of attributes which he describes as being either akin to that of a Yogi or a Commissar. In a similar way, other typologies distinguish between natural human tendencies to perceive the world, make sense, and learning in quite divergent ways that we often refer to as learning styles. Learning Styles In order to evaluate learning style, several inventories are available including those developed by Honey and Mumford (1995), Dechant and Marsick (1993), Murrell (1987) and Glacel (2001). However, the inventory selected for use in this study was Kolb’s KLSI (1991) which chosen based on the work Saeed (2003). The interpretation of scores is given as an orientation while combined orientations give a resulting learning style. The following is a summarization of the orientations developed from the Kolb learning style