Understanding learning styles

1. TRAIN THE TRAINER
WHO AND WHAT ARE WE TRAINING
Understanding Learning Style
Author: Harsh Vardhan
Note: It is critical to appreciate that different adults have different learning styles.
Similarly the in depth understanding of the subject, upon which training is being
conducted – leads to better results. Usually when planning a training program,
this gets ignored; leading to less than acceptable results. Although this
presentation addresses AT&T /Bell South Training (Telecom)process, this can
be adapted to any training program, and is not any industry specific.

2. WHO ARE WE TRAINING
As Trainers/Coaches/Mentors or generally speaking in the role of
Human Resource Developer - we need to find the easiest way to reach
out to people.

3. WHO ARE WE TRAINING
INDIVIDUAL LEARNING STYLES
There are 3 individual learning styles. It is pertinent to understand and
incorporate it in the training, design, and delivery. The differences are
in the relation with which different individuals receive/perceive, process
and respond to information.

4. WHO ARE WE TRAINING
INDIVIDUAL LEARNING STYLES
•We respond differently to teaching methods and to different teachers.
•Considering our own learning experiences, we will remember doing
better in some topics than others.
•We retained some content more accurately and longer than some.
Part of this corresponds to our different learning style.
•It means that our response differs from others, based on, content,
delivery, learning environment and teaching techniques.

5. WHO ARE WE TRAINING
RECEIVING INFORMATION

6. WHO ARE WE TRAINING
RECEIVING INFORMATION
Our 5 senses receive information consciously and subconsciously.
Depending on context, most information comes through, sight, hearing
and touch.

7. WHO ARE WE TRAINING
RECEIVING INFORMATION
•Individual’s differences in the preferred mode lead to differences in the
speed of transmission and response to the information.
•Neurological Research has established that the information is received
as per pre-set priority, so not all information is treated as equal.

8. WHO ARE WE TRAINING
RECEIVING INFORMATION
Trainers benefit from
understanding the benefit of
judging this (Individuals emit their
preferred style of learning, all the
time without a having a clue to it)
on the onset by customizing their
method of delivery –
"Horses for the courses - Approach".

9. WHO ARE WE TRAINING
VAK MODEL

10. WHO ARE WE TRAINING

11. WHO ARE WE TRAINING
VAK MODEL
VISUAL - Those who learn more by sight. They remember more of
what they see. Prefer to take notes and diagrams. They are more apt to
learning better with the help of –
•Handouts
•Flip Charts
•Demonstration
•Videos and Films
•Projection Systems
•Charts, Maps, Mind maps
E.g. – 1.Videos of the actual AT&T Bellsouth Services in use. Video of
roll play. Video simulation of situations.
2.Chart demonstrating the position of the mouth and the tongue
showing, the sound for ‘American Accent’ learning.

12. WHO ARE WE TRAINING
AUDITORY - A group of people display a behavior of learning
corresponding to more discussion, speeches and lectures.
Reading to facilitate the internal auditory process.
They are more apt to learn better with the help of –
•Lecture type activities
•Questions and Answers
•Audio Tapes
•Discussion
E.g. – 1. Small Group Activities - Like short skits in ‘American Accent’.
2. Frequent Listening sessions of Sales recording.
3. Discussions on, “Correct Leadership Practices”.

13. WHO ARE WE TRAINING
KINESTHETIC - Learning by doing and moving around. More energetic
group, which display movement, while doing activities - which do not
require movement. They prefer to get up and experience the task.
•Role Play
•Exercises
•Touching and Manipulating things
•Opportunities to "do it" through practice.
E.g. – 1.Models of products being sold.
2. Role play of leadership situations.
3.Short American drama for accent.

14. WHO ARE WE TRAINING
•All training styles need to be
incorporated for successful
training. ‘Program Design’ needs
to incorporate this.
•Trainers need to take care that
people can learn from other than
their preferred mode, hence all
modes need to be addressed - as
frequently as possible.

15. WHO ARE WE TRAINING
•The trainers learning style can impede the style of delivery.
•The nature of the topic itself can be Visual, Auditory or Kinesthetic.

16. PROCESSING THE INFORMATION
WHO ARE WE TRAINING

17. WHO ARE WE TRAINING
PROCESSING THE INFORMATION
•Human brain is an extremely
complex organ which is
ultimately responsible for our
behavior.
•Post processing received
information; it decides the
behavior to display the response. Common estimate is
About 10% of the capacity
of the brain gets used.

18. WHO ARE WE TRAINING
PROCESSING THE INFORMATION
-We read at the speed of 40 words per minute
-We listen at the speed of 80 words per minute
-We think at the speed of up to 300 words per minute
-We process information at the speed of 120 words per minute
-The Human brain is often referred to as Triune brain, as it is made of
three structures; The Brain Stem, The Mid Brain and The Cortex.

19. WHO ARE WE TRAINING
THE BRAIN STEM – Popularly known as the reptilian brain, it is
primitive in nature and the primal responses emit from it.

20. WHO ARE WE TRAINING
THE MID BRAIN - Controls our emotional response to information.
This is important in context of training as emotional responses are
linked to memory.
•The challenge for the trainers is to create emotional links so that the
memory of it is retained.
•This is often achieved by linking the topic or events, into strong
memories or values that the participants have, by creating a learning
event that is challenging, rewarding and enjoyable.
•One has to be however extremely careful as poor training can be just
as strong.

21. WHO ARE WE TRAINING
THE CORTEX - It is the most developed part of the brain. It is
responsible for thought and manages language and symbols.
It receives information, processes and matches the same with earlier
stored information or experience. It then chooses the most appropriate
response. It is divided into ‘Left brain’ and ‘Right brain’.

22. WHO ARE WE TRAINING
RESPONDING TO INFORMATION

23. WHO ARE WE TRAINING
RESPONDING TO INFORMATION
If learning is defined as change in behavior as a result of experience,
training should be designed to allow the participant to behave, or select
responses, which matches their style.
Learning can be structured through a discovery process of 4
quadrants.
44
Reflection 1Reflection 1
IntroductionIntroduction
22
AcquisitionAcquisition
33
PracticePractice

24. WHO ARE WE TRAINING
RESPONDING TO INFORMATION
•The introduction quadrant is the point where the rapport gets build,
linking topics to personal experiences and motivating the learner to the
task should occur. Often not enough time is given to this.
•This is a reminder that the training cannot be training centric, as only
this quadrant relates to delivery of the training. In all other we play the
role of the facilitator.

25. WHO ARE WE TRAINING
RESPONDING TO INFORMATION
•Session design becomes the process of selecting appropriate
activities for each quadrant and each varies in providing variety to
preferred learning style.
•The reflection quadrant is often
ignored. Participants often display
acquired skill or knowledge in
3rd quadrant, are assessed and
then go home.
•If the transfer of the classroom
performance has to be to the work
place; time is required for
the 4th quadrant.

26. WHO ARE WE TRAINING
RESPONDING TO INFORMATION
•Time taken in each quadrant is variable, depending on the content and
the learners, however all quadrants need to be covered for effective
training.
•All training should begin with an
introduction and finish with a review.
The trainer can decide to divide the
course into several acquisition and
practice sessions before closing.

27. WHO ARE WE TRAINING
RESPONDING TO INFORMATION
•The skills that make this model work are abilities to move easily from
one quadrant to an other.
•Good questioning, good instructions and good links to the learners
experience and expectations are imperative to the whole process.

28. WHO ARE WE TRAINING
ESTABLISHING THE LEARNING ENVIRONMENT

29. WHO ARE WE TRAINING
ESTABLISHING THE LEARNING ENVIRONMENT
•Trainers should start the process
of establishing rapport before the
contents are introduced.
•As trainers we want to be able to
influence participants and to accept
the ideas we present, therefore the
ability to build relationship is critical
and non-negotiable.

30. WHO ARE WE TRAINING
BUILDING RAPPORT

31. WHO ARE WE TRAINING
2 KEY STRATEGIES TO BUILDING RAPPORT
1.Present self to the participants, not as an expert, but as a person with
similar perceptions and values.
Acknowledging the expertise of the group and clarifying the role of a
person with alternative approach and additional skills/knowledge, to do
their job.

32. WHO ARE WE TRAINING
2 KEY STRATEGIES TO BUILDING RAPPORT
2.Build rapport before the formal training begins by meeting and
greeting learners as they arrive to establish a common point of contact.
It may begin with knowledge of where they live or some other aspect of
their lives, or shared expectation of the course.

33. WHO ARE WE TRAINING
SETTING EXPECTATIONS

34. WHO ARE WE TRAINING
SOME EXPECTATIONS CAN BE FORMED BY:
The way training room is presented –
• Dressing standards
• Focus on time keeping
• Use of appropriate openers
• Quality of handout and resources
• Use of body language and gestures
• Matching the language to that of the group
• Clarity in setting expectations and giving instructions

35. WHO ARE WE TRAINING
OPENERS
“First impression is…,”
Participants are likely to be distracted, insecure or self –conscious in
the unfamiliar environment. They may arrive in negative frame of mind,
depending on factors external.

36. WHO ARE WE TRAINING
OPENERS
To overcome these distractions, an opener is required to act in a
manner that will:
•Be fun
•Focus on the topic or lead on it
•Create an opportunity to meet and greet
An opener with all 3 factors addressed
will soon get the group interested,
involved and actively participating.
This sets the tone for work that follows.

37. WHAT ARE WE TRAINING
CONTENT
Analysis of course content comprises of gathering information about
the knowledge, skills and attitude.

38. WHAT ARE WE TRAINING
CONTENT
•Mind mapping it to get the
big picture and determine
the manageable chunks of
learning, logically
sequencing it.
•Omitting what is
non-essential on the basis
of "need to".

39. WHAT ARE WE TRAINING
CONTENT ANALYSIS
•It can be seen as planning the
organizational aspects of training
course design.
•Its purpose being to identify the
performance gap in the
organization.

40. WHAT ARE WE TRAINING
CONTENT ANALYSIS
•Its objective being to define
the performance required of
the individual participant.
•Its analysis focusing on the
Knowledge, Skills and Attitude
required for the said performance.

41. WHAT ARE WE TRAINING
CONDUCTING A CONTENT ANALYSIS
The sequence of the analysis –
1. Gather the Information
2. Create a mind map to link all the ideas and to see the whole picture.
3. Decide on logical sequence.
4. Prioritize the contents.

42. WHAT ARE WE TRAINING
SOURCES FOR GATHERING THE INFORMATION
1. Job Description
2. Work Profile or KRA (Key Responsibility Areas)
3. Questionnaire
4. Self-Analysis
5. Observation
6. Interviewing
7. Diaries
8. Panel of Experts

43. WHAT ARE WE TRAINING
CREATING A MIND MAP
•Mind Mapping is described
as a 'Whole Brain' approach
of combining Brainstorming,
Note taking and Planning.
•Using such a map allows for
visual of a whole picture,
group ideas and a logical
decision about the content.
•The major advantage of this
technique is that it allows for
the non-linear process of the
neurological.

44. WHAT ARE WE TRAINING
CREATING A MIND MAP
Using a Mind Map in the context of the training allows it to be broken
into manageable logical sequence. Each key area is broken down
further into sub-areas which then require their own performance
objective and session plans.

45. WHAT ARE WE TRAINING
DECIDING ON THE LOGICAL SEQUENCE

46. WHAT ARE WE TRAINING
DECIDING ON THE LOGICAL SEQUENCE
•It is the act of analyzing the relationship between the different chunks
of learning and developing an efficient learning sequence.
•Learning order is important as not mastering the previous set of
information would make the learning of the next set illogical, incomplete
or impossible.

47. WHAT ARE WE TRAINING
DECIDING ON THE LOGICAL SEQUENCE
Tasks, skills and procedures are the most self-sequencing. A task is
achieved generally through a logical sequence. A task mind map would
document all actual steps.
A secondary branch would capture –
•All related knowledge or skills.
•All critical attitudes required to
perform the job completely.
•All technical knowledge required
to performing the work efficiently.

48. WHAT ARE WE TRAINING
KNOWLEDGE SEQUENCE IS LIKELY TO BE EFFECTED BY THE
FACTORS AS UNDER –
Pre-requisites: The order of
information flow.
Simple to complex: Start with
easy to understand.
Known to the Unknown: Using
the knowledge that the participants
bring to the table and use it further
as the building block.

49. WHAT ARE WE TRAINING
PRIORITIZING THE CONTENT
•Deciding upon the detail of
required knowledge detail to
perform competently as per
the organizational requirement.
•Deciding upon the amount
of time that is required for the
practice.
•Gauging the knowledge that
the participant's will bring to the table.

50. WHAT ARE WE TRAINING
Ultimately to decide upon the content a simple thumb of the rule
equation –
•Must Know
•Should Know
•Could Know

51. WHAT ARE WE TRAINING
Plan well and get started. Thank you.