Learning style and brain hemisphere dominance : interrelationships and influences on organizational role selection

Abstract

This study investigated relationships between learning style, as measured by the Kolb Learning-Style Inventory, and brain hemisphere dominance, as measured by the Herrmann Participant Survey. The possible influence of either or both of these factors on organizational role selection as a supervisor, subordinate or work project group member was also studied. Subjects were 134 graduate management students.Pearson product moment correlations at <.01 (n = 125) were found between the following dimensions: Concrete Experience and right brain hemisphere dominance, r = .41; Concrete Experience and the Right Limbic, = .42; Abstract Conceptualization and left brain hemisphere dominance, r = .23; Abstract Conceptualization and the Overall Cerebral, . = .49; Abstract Conceptualization and the Left Cerebral, = .42. Although some results regarding organizational role selection based on learning style or brain hemisphere dominance were significant at a <.05 using chi square analysis, strong evidence was not found to support the concept that individuals would prefer working with others like themselves. There was some evidence, however, that the longevity of the acquaintance may influence students to select right brain hemisphere dominant students in some situations. The bipolarity of the factors measured by both instruments was assessed. Using a level of n <.01, Concrete Experience and Abstract Conceptualization were correlated at -.46 (a = 133), whereas Reflective Observation and Active Experiementation were correlated at -.52 (a = 133) on the Kolb instrument. On the Herrmann instrument, Overall Left and Overall Right measures were correlated at -.84 (a = 126), whereas Overall Cerebral and Overall Limbic measures correlated at -.73 (a = 126). Split-half correlations on the Kofb factors yielded reliabilities of .85 to .90 (a = 133) for the four factors measured. Test-retest correlations for the Herrmann ranged from .67 to .81 (n=30) for the subscales. Suggestions for future research using these instruments were made. Abstract approved by Dr. Lorraine R. Gay, Major Professor Date ACKNOWLEDGEMENTS As this work is completed, I am convinced that I have been blessed with a particularly fine committee. The ways in which their particular talents and interests blended to complement each other and to support my inquiry was indeed fortuitous. For their many efforts in my behalf, I am grateful to Drs. Barry Greenberg, William M. Taggart, and Jethro W. Toomer. In particular, however, I wish to thank Dr. Lorraine R. Gay who, in her role as Major Professor, expended considerable time and energy, and always seemed to know when to be demanding and when to be supportive. Additionally, the faculty and staff of the College of Education at Florida International University were consistently encouraging.Outside Florida International, I wish to thank a unique group of people who seemed to know how to help me put various stages and phases of the process into a sensible perspective; their efforts were always motivating. These supporters include Drs.