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

Abstract

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...

In-Depth Analysis of the Felder-Silverman Learning Style Dimensions

“…Detailed information about learning styles is also crucial when identifying relationships between learning styles and the performance of students in an online course (see Hayes & Allinson, 1996) or other characteristics of students such as cognitive traits (Graf, Lin, & Kinshuk, in press). A detailed description of the different characteristics of each dimension and how representative they are for that specific dimension of the learning style is necessary.…”

Tool use in open learning environments: In search of learner-related determinants

“…Witkin et al (1977) was among the first cognitive styles researchers to suggest that teaching and learning styles could be matched to improve student outcomes. Hayes and Allinson (1996) found that two of six studies using the field-dependence/independence learning style model to investigate the possible effect of matching learning styles on learning outcomes demonstrated a significant relationship. Smith believes the field dependence/independence model favors males from middle and upper class backgrounds (2002).…”

“…In an analysis of five studies completed before 1990, Hayes and Allinson (1996) found that all five indicated that there was some interaction between learning style and achievement. Wang, Hinn, and Kanfer (2001) found no significant difference between Kolb learning style groups on an achievement test taken by 31 participants following a class that used a computer program to facilitate online collaboration.…”

Cognitive Style and EFL Learners’ Listening Comprehension Ability

“…Does a matching of learner preference and instructional task affect learning performance? There have been some studies about the effects of matching and mismatching student learning styles and cognitive styles with instructional treatments in management (Entwistle, 1988;Hayes & Allinson, 1996), but little has been done concerning language learning. Therefore, there were several purposes for this study.…”