Effects of Restructuring Training and Cognitive Style

Rush, Gavin; Moore, David

doi:10.1080/0144341910110307

Cited by 36 publications

(18 citation statements)

References 16 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This opens up the possibility suggested by Rush & Moore (1991) of restructuring training and modifying instructional treatments and strategies as a means of addressing individual learner differences.…”

Section: Discussionmentioning

confidence: 99%

Experiential Learning and the Acquisition of Managerial Tacit Knowledge

Armstrong¹,

Mahmud²

2008

AMLE

172

129

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Experiential Learning and the Acquisition of Managerial Tacit Knowledge

Armstrong¹,

Mahmud²

2008

AMLE

172

129

View full text Add to dashboard Cite

“…Kolb (1984) and Honey and Mumford (1986) are not alone in advocating this approach. Rush and Moore (1991) agree that it deserves consideration because while matching learning style and learning activity may improve learning performance within a specific context it will do nothing to help prepare the learner for subsequent learning tasks where the learning activity does not match the individual's preferred learning style.…”

Section: Modifying the Trainee's Learning Stylementioning

confidence: 99%

“…This view, however, may not be totally inconsistent with that expressed by Messick et al (1976) and others (discussed earlier) who distinguish between cognitive style and cognitive strategy, and Witkin (1976) who suggests that while cognitive style may be stable over time many of the behaviours that emanate from cognitive styles might be far more malleable. Rush and Moore (1991) argue that it may be entirely feasible to help individuals learn and practice strategies not present in their natural expression of cognitive style. They conducted one of the few studies that have explored the possibility of training as a strategy for modifying cognitive style.…”

Section: Modifying the Trainee's Learning Stylementioning

confidence: 99%

The Implications of Learning Styles for Training and Development: A Discussion of the Matching Hypothesis

Hayes

Allinson

1996

British J of Management

112

View full text Add to dashboard Cite

This review paper examines the effect of matching and mismatching learning style and learning activity and matching and mismatching trainer and trainee learning style on learning achievement. It also explores the possibility of creating a match by promoting learner adaptability or modifying the trainer's training style. The implications of this discussion for training and development are considered.In a recent paper Hayes and Allinson (1994) considered the relevance of cognitive style for management practice. Cognitive style refers to individual differences in information processing. It is concerned with the form rather than the content of activity and relates to how people think, solve problems, learn and relate to others. Hayes and Allinson argue that cognitive style may be used to inform and improve the quality of decision making in relation to selection and placement, career planning, task and equipment design, team composition, conflict management and management style. This paper considers some implications that cognitive style might have for training and development. Claxton and Ralston (1978) refer to learning style as a consistent way of responding to, and using, stimuli in the context of learning and DeBello (1990) defines it as the way that people absorb or retain information. Both definitions present learning style as a subset of cognitive style.irn has received considerable attention in the management literature. Kolb's theory of experiential learning (Kolb, 1976(Kolb, , 1984 has been widely used as a basis for helping individuals identify the kinds of learning activity which they will find most satisfying and will improve their learning achievement. It has The ways in which managers also been used as a basis for helping individuals identify weaknesses in their learning style and suggesting development activities that will make them more effective learners. Kolb's theory focuses on the polar extremes of the concreteabstract and active-reflective dimensions of cognitive growth and presents a four-stage cycle of learning. Concrete experience leads to reflective observation. These observations are then assimilated into a 'theory' through abstract conceptualization from which new implications for action can be deduced. These implications, or 'hypotheses', serve as guides for action which are tested through active experimentation which, in turn, produces new concrete experiences. Kolb argues that, ideally, effective learners will be able to involve themselves fully, openly and without bias in new experiences (concrete experiences), reflect on and observe these experiences from many perspectives (reflective observations), create concepts that integrate their observations into logically sound theories (abstract conceptualization) and be able to use these theories to make decisions and solve problems (active experimentation). While the most effective learners will be equally proficient at all these stages in the learning cycle, in practice learners are rarely like this. By mapping the individual's location on...

show abstract

“…They shifted their processing styles to include more right-brain activity. Rush and Moore (1991) have conducted one of the few studies that has explored the feasibility of promoting learner adaptability through training. In an educational setting, they examined the effect of offering restructuring training to help field-dependent learners gain access to the restructuring skills brought to problem-solving situations by field-independents and found that after two training sessions field-dependent members of an experimental group scored higher on restructuring tasks than a comparable group of field-dependent subjects who received no training.…”

Section: Mismatching and Learner Adaptabilitymentioning

confidence: 99%