Understanding the Learning Process in Health and Social Care Settings

This course delves into the various domains of learning, theories of learning, learning styles, and strategies for effective learning in health and social care workplaces. It explores the impact of different factors on learning development and provides insights into supporting individual learning needs.

UNDERSTANDING THE LEARNING PROCESS

Table of Contents
INTRODUCTION..........................................................................................................................2
TASK 1- ESSAY.............................................................................................................................3
1.1 EXPLAIN HOW DIFFERENT DOMAINS OF LEARNING APPLY TO LEARNING IN HEALTH
AND SOCIAL CARE..................................................................................................................3
1.3 ANALYSE HOW THEORIES OF LEARNING RELATE TO THE DEVELOPMENT OF
UNDERSTANDING AND SKILLS IN HEALTH AND SOCIAL CARE...............................................5
TASK 2- CASE STUDY...................................................................................................................7
1.2 EXPLAIN DIFFERENT WAYS IN WHICH LEARNING CAN OCCUR IN HEALTH AND SOCIAL
CARE WORKPLACES................................................................................................................7
TASK 3- ESSAY WRITING.............................................................................................................9
PART 1....................................................................................................................................9
2.2 EXPLAIN THE CONCEPTS OF LEARNING STYLES...............................................................9
2.1 EXPLAIN FACTORS THAT INFLUENCE EFFECTIVE LEARNING DEVELOPMENT................12
PART 2..................................................................................................................................13
2.3 USE THE VARK SYSTEM OR HONEY AND MUMFORD TEST TO ASSESS YOUR OWN
LEARNING STYLE...................................................................................................................13
2.4 ANALYSE THE VARIOUS INFLUENCES THAT AFFECT YOUR OWN LEARNING IN
RELATION TO THE LEARNING THEORY.................................................................................14
TASK 4- CASE SCENARIO- WORKPLACE LEARNING PLAN.........................................................15
3.1 DESCRIBE THE FACTORS THAT YOU NEED TO CONSIDER IN YOUR WORKPLACE
LEARNING PLAN...................................................................................................................15
3.2 PRESENT RELEVANT TEACHING STRATEGIES TO SUPPORT THE LEARNING OF OTHERS
FOR A HEALTH AND SOCIAL CARE WORKPLACE..................................................................17
3.3 SUGGEST A STRATEGY FOR DELIVERING AND ASSESSING LEARNING IN A HEALTH AND
SOCIAL CARE WORKPLACE...................................................................................................18
1

4.1 EXPLAIN THE BARRIERS TO LEARNING BY YOUR STAFF AND THE SERVICE USERS IN THE
CARE HOME THAT MAYBE EXPERIENCED AT WORK............................................................19
4.2 DESCRIBE THE DIFFERENT METHODS YOU MAY USE TO IDENTIFY THE LEARNING
NEEDS OF YOUR STAFF OR SERVICE USERS.........................................................................20
4.3 EVALUATE DIFFERENT APPROACHES THAT COULD BE ADOPTED TO SUPPORT THE
INDIVIDUAL LEARNING NEEDS OF HEALTH AND SOCIAL CARE WORKERS..........................21
CONCLUSION............................................................................................................................22
REFERENCES.............................................................................................................................23
APPENDIX1...............................................................................................................................24
Learning Styles - General Descriptions..................................................30
Activists..........................................................................................................................30
Summary of strengths.........................................................................................................32
2

INTRODUCTION
Learning is referred to that process leading to changes occurring due to gaining experiences
and increasing the potential to improve performance and future learning (Siemens, 2014).
This assignment focuses on learning process comprised of different theories and learning
styles that are applied to the learning strategies in the health and social care workplace. It
illustrates the different theories of learning to develop the practices at health and social
care workplace.
It also explains the influences of the different learning styles of learning by people and also
determines and implements the strategies for effective delivery and assesses the learning in
health and social care workplace. At last, various measures or approaches will be identified
in order to adopt for supporting the learning needs of individual health and social care
settings. Comprehension on the learning process in health and social care settings will help
in handling the patients in an effective manner by managing the situations thereby leading
to increase in learning and personal development in health and social care settings.
3

TASK 1- ESSAY
INTRODUCTION
The essay comprises of general understanding of the domains of learning using Bloom's
Taxonomy of learning and theories of learning were analyse while relating to the
understanding and skills development in healthcare settings.
1.1 EXPLAIN HOW DIFFERENT DOMAINS OF LEARNING APPLY TO
LEARNING IN HEALTH AND SOCIAL CARE
Educational psychologists Dr Benjamin Bloom is the creator of the taxonomy of learning
with the aim to promote a higher form of thinking instead of just remembering the facts
(Munn-Giddings and Winter, 2013). The three identified domains of educational activities or
learning are cognitive, affective and psychomotor which are often used in designing
processes related to learning, training or education.
Fig 1 Bloom’s Taxonomy of Learning
[Source: Munn-Giddings and Winter, 2013]
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COGNITIVE: it is related to mental skills (knowledge) and encompasses the knowledge as
well as the development of intellectual skills such as recalling the specific facts, concepts
serving the development in intellectual abilities and skills, procedural patterns (ten Cate, et
al. 2011). There are six major categories of cognitive process ranging from simplest to most
complex ones. It can be considered as degrees of difficulties as it is essential to master one
category before reaching to the next one.
AFFECTIVE: it is related with the growth in feelings or other emotional areas (attitude, self)
and includes the manners of individual to deal with the things in an emotional way such as
feelings, motivations, enthusiasm, appreciation and attitudes (Petty, et al. 2012). It also
comprises five major categories of behaviour ranging from simplest to most complex.
PSYCHOMOTOR: it is related to the manual or physical skills (skills) and encompasses the
coordination, physical movement and utilization of motor-skill areas. Practice is needed to
develop these skills (Thistlethwaite, et al. 2010). It is measured with regards to speed,
distance, procedures, precision or techniques in execution. It comprises 7 major categories
ranging from simplest to most complex behaviour.
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1.3 ANALYSE HOW THEORIES OF LEARNING RELATE TO THE
DEVELOPMENT OF UNDERSTANDING AND SKILLS IN HEALTH AND SOCIAL
CARE
The theories of learning are given below:
BEHAVIOURIST THEORY: the behaviourism is confined to the observable and measurable
behaviour. The basis of the learning process in behaviour is through objectively observable
changes. It is believed by the behaviourists that the occurrence of learning as the
association between stimuli and responses result in acquiring new behaviours or changes in
behaviours (Thistlethwaite, et al. 2010). However the drawback is that it does not prepare
the learner for solving problems or thinking creative.
GESTALT THEORY: Gestalt psychology was introduced as a revolt to the stimulus approach
of learning. A learner takes into account of the total situation in learning which is viewed as
a purposive, imaginative, exploratory and creative enterprise. It was suggested in this theory
that laws of perception are equally related to learning (Petty, et al. 2012). The experiments
conducted on chimpanzees shows that learning is the result of insight or ability to see the
relationship between varied factors involved in a circumstance and not the result of trial and
error. The learner needs to see the learning situation as problem situation in order to find its
solution by insight.
COGNITIVE THEORY: it is believed by theorists that learning occurs by internal processing of
information. Contradict to behaviourism, processing of cognitive information is
administered by internal process instead of external circumstances. This theory focuses on
the mental process as compared to observable behaviour by focusing on the mental
activities of the individual (Thistlethwaite, et al. 2010). Observable changes in behaviours
can be considered as behaviour to understand the internal process of the learner. It results
in reorganization of experiences that includes the change not only in behaviour but also in
the knowledge stored in memory.
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HUMANISTIC THEORY: this theory addresses the personal development of the learner. The
role played by the educator in humanism is that of facilitator where the learning is centred
and personalised to each student (Bachmann, et al. 2013). Learning is referred to
developing the unique way of controlling the environment by an individual in order to attain
the best potential. It is also believed that the basis of learning should be need or experience.
It believes in co-existence and better learning can be the result of self-motivation.
CONCLUSION
It is observed that Bloom’s Taxonomy of learning can help in understanding different
domains of learning and learning theories helps in effective developing the understanding
and learning in healthcare settings.
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TASK 2- CASE STUDY
1.2 EXPLAIN DIFFERENT WAYS IN WHICH LEARNING CAN OCCUR IN
HEALTH AND SOCIAL CARE WORKPLACES
The learning stage of Elma, the care worker was represented by using Kolb’s Learning Cycle.
She was trying to have the conversation with Mr Smith who is 90 years old and deaf. The
stages of Kolb’s Learning cycle describing the learning of Elma are:
Fig Kolb’s Learning Cycle
[Source: https://www.simplypsychology.org/learning-kolb.html]
CONCRETE EXPERIENCE: Elma started learning at the very first stage when she got concrete
experience without any assumption or analysis that Mr Smith who is old and deaf, did not
respond the questions related to family, asked by her while talking to him.
REFLECTIVE OBSERVATION OF THE NEW EXPERIENCE: the reflection to the concrete
experience she gained was to discontinue talking to Mr Smith. She reviewed the experience
she got while interacting with Mr Smith and the reflection of her understanding led to the
conclusion that she should not continue talking to Mr Smith.
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ABSTRACT CONCEPTUALIZATION: due to the reflection she observed, Elma analysed the
situation and interacted the same with one of her colleagues. When the colleague told her
that Mr Smith has the ability to lip-read there was a modification in her existing concept and
she realised that she can only talk to Mr Smith when she faces him. She realised that she
was not facing Mr Smith while having a conversation. So the hypothesis generated at this
stage was to face Mr Smith while having interaction.
ACTIVE EXPERIMENTATION: in this stage, she tried to test the hypothesis she generated,
that is, to talk to Mr Smith while facing him. Elma applied this new learning and found out
that Mr Smith is a very talkative person; in fact she had to interrupt him to do another
chore.
Elma would apply the same hypothesis in future as she got new experience and learning
that it is important for her to face Mr Smith every time she interacts with him. Learning can
occur at any stage therefore it is essential for a care worker to observe, analyse, interpret,
review and generate understanding for any given situation in the health and social care
settings.
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TASK 3- ESSAY WRITING
INTRODUCTION
This essay comprises of the concepts of learning style and explains the factors that impact
the effective learning development and also a VAK assessment is conducted and assessed.
PART 1
2.2 EXPLAIN THE CONCEPTS OF LEARNING STYLES
VAK learning style and Honey and Mumford learning styles can be used to understand the
effectiveness of different learning styles used by different people.
VARK LEARNING STYLE
It stands for Visual, Aural, Read/Write and Kinesthetic that are the sensory modalities used
for learning information (Taylor and Hamdy, 2013).
Fig VARK learning style
[Source: http://vark-learn.com/introduction-to-vark/the-vark-modalities/]
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Visual: learners can learn by seeing the information through a visual form such as maps,
diagrams, flowcharts, graphs and so on.
Aural/Auditory: learning can be achieved by hearing or listening to the information through
an audio form such as attending lectures, group discussion, phone calls, web-chat, email and
radio etc (Baid and Lambert, 2010).
Read/Write: this is the most preferred form of learning by reading and writing that is the
text-based input and output such as manuals, scripts, notes, assignments and essays (El-
Gilany and Abusaad, 2013).
Kinesthetic: it referred to the learning preference by having hands-on experience and
practices. Learning can be best done by touching and doing.
HONEY AND MUMFORD LEARNING STYLE
This style was created by P. Honey and A. Mumford as per the supposed preferences of the
child to learning. It assumes that the child can be Activist, Pragmatist, Theorist or Reflector
naturally.
Fig Honey and Mumford’s Learning Style
[Source: https://resources.eln.io/honey-and-mumford-learning-styles/]
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The characteristics of four learning styles are:
Activist: the learners who are activist learning by getting into the action and experience who
are typically open-minded and unbiased to any situation.
Pragmatist: the learners who are pragmatist prefer to put their learning into practice in the
real world by experimenting with the ideas, techniques and theories (Zoghi, et al. 2010).
Theorist: the learners who are theorists try to understand the theory behind the actions by
following models and reading up the facts through stories and quotes (Martin, 2010).
Reflector: the learners who are reflector prefer to learn by watching people and develop the
thinking by observing the incidents and circumstances to draw the appropriate conclusion.
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2.1 EXPLAIN FACTORS THAT INFLUENCE EFFECTIVE LEARNING
DEVELOPMENT
Below given are some of the factors that impact the learning development of any individual:
MOTIVATION: one of the most important factors of learning development is through
motivation. The teacher or mentor motivates its students to develop learning in healthcare
settings (Chen and Chiou, 2014).
ENVIRONMENT: a learner is impacted by the internal and external surroundings. Positive
surrounding inspires the learner, whereas negative surroundings discourage the learner.
CULTURE: learning styles varies as per the culture followed or belong to the learners. It is
difficult to predict nonverbal messages due to the difference in expectations regarding
gestures, postures and body language in different cultures (Busse, et al. 2014).
COMMUNICATION: communication between the teacher and students can be effective
medium to transfer information for learning (Durlak, et al. 2011). The information
communicated through different Medias such as audios, visuals and print format by speaker
or teacher to the listener or learner is beneficial in long-run.
PAST EXPERIENCES: experience gained in past can be analysed and reflected by the learner
to gain learning. Both negative and positive experience forms the base for new learning.
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PART 2
2.3 USE THE VARK SYSTEM OR HONEY AND MUMFORD TEST TO ASSESS
YOUR OWN LEARNING STYLE
I have a combination of reflector and pragmatic learning style as I like to observe the
situations and experiences from different perspectives. I analyse and evaluate each and
every data collected regarding the experience or situation. I enjoy the observing the
activities performed by others people and being a pragmatic mean I am keen towards trying
out the ideas, techniques and theories I observed into the practice. I am keen toward
getting an opportunity in trying our new ideas or experiment to apply those ideas. I am
impatient and look for chances to respond to the problems and opportunities.
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2.4 ANALYSE THE VARIOUS INFLUENCES THAT AFFECT YOUR OWN
LEARNING IN RELATION TO THE LEARNING THEORY
There are certain factors that may have impacted my learning. Cognitive and humanist
theories reflect regarding my own understanding and behaviour towards others. My
learning is affected by the motivation such as the inspiration and encouragement I receive
from my peers and contemporaries helps me develop new skills and generate more
understanding. I get influenced by my work responsibilities in both positive and negative
way. I observe the environment and gain experiences by analysing and experimenting which
increases my learning experience.
I develop learning from others as when I see any co-worker performing their job role, I
observe their activities to learn some skills and activities to handle the patients in calm and
poised manner. I also learn by self, as I tend to experiment more. I observe my own
activities I carried out in past and analyse those activities to identify the areas for
development and then look for the ways to improve it. Cognitive learning is applicable to my
professional behaviour by relying on my own skills and ability to recall. I apply humanist
theory as to needs or experiences; I am self-motivated to learn new things.
CONCLUSION
This essay reflected the concept of VARK and Honey and Mumford’s learning style along
with the factors that impact on the learning development. I also undertook an assessment
of my learning style by using Honey and Mumford's learning styles.
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TASK 4- CASE SCENARIO- WORKPLACE LEARNING PLAN
3.1 DESCRIBE THE FACTORS THAT YOU NEED TO CONSIDER IN YOUR
WORKPLACE LEARNING PLAN
There are certain factors which are needed to be considered while developing a workplace
learning plan for effective and efficient execution (Thistlethwaite, 2012).
Some of the factors are given below:
BENEFITS: it is essential to assess the benefits of the learning plan with respect to service
users, organization, team and individual.
QUALITY SYSTEM: a quality is to be assured in order to provide better learning environment
and support to the people involved in learning plan (Eraut, 2012).
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Factors to
consider for
Workplace
Learning Plan
BENEFITS
QUALITY SYSTEM
LEARNING STYLE
SCHEDULING
OCCUPATIONAL
STANDARDS
RESOURCE
AVAILABLE
LEARNING
OUTCOMES
REQUIRED

LEARNING OUTCOMES REQUIRED: The outcomes of the learning are to be ascertained in
order to identify the effectiveness of learning plan by analysis and assessment.
RESOURCE AVAILABLE: all the resources required in the learning program are to be
allocated and optimised while planning a learning plan (Mezirow and Taylor, 2011).
SCHEDULING: proper scheduling is done by considering the time and cost. Proper
synchronization of the entire task is to be done effectively along with ensuring full
attendance by all the learners
OCCUPATIONAL STANDARDS: the standards and criteria are to be maintained and
considered while planning a learning plan so that the respective job roles are effectively
accomplished by the care workers as per performance standards.
LEARNING STYLE: it is extremely essential to incorporate and consider different learning
style as per the suitability and comfort of different individuals attending the learning
program (Hoole and Morgan, 2011).
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3.2 PRESENT RELEVANT TEACHING STRATEGIES TO SUPPORT THE
LEARNING OF OTHERS FOR A HEALTH AND SOCIAL CARE WORKPLACE
LEARNING IN GROUPS: learning in groups provides an opportunity to the student to
discover deep meaning regarding the content and improve thinking skills. It helps the
learner in articulating ideas and understanding thereby uncovering assumption and
misconception.
INDIVIDUAL LEARNING: it begins with the interest, motivation and engagement of the
learner as teacher and learner act as a team where the teacher provides ample
opportunities to discover and develop deep, lasting understanding through dynamic and
multisensory instructions (Mezirow and Taylor, 2011).
MENTORING: mentoring is a relationship between teacher and students having a goal of
professional and personal development. The mentor acts as a trusted advisor and role
model to support and encourage their mentees by offering general and specific suggestion
and knowledge.
TUTORING: it is referred as peer tutoring strategy used by tutors to provide additional, basic
and special instructions to develop academic, behavioural, functional and even social skill
(Busse, et al. 2014).
SHADOWING: teacher acts as a shadower in order to gain clarity regarding the teaching and
learning practices in different subjects to support the students and also identify the
challenges faced by them.
COACHING: coaching is the teaching activity with the aim to support the learner to learn
and develop to enhance their ability and increase their potential. It is related to creating an
environment to inspire for learning with their natural curiosity (Busse, et al. 2014).
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3.3 SUGGEST A STRATEGY FOR DELIVERING AND ASSESSING LEARNING IN A
HEALTH AND SOCIAL CARE WORKPLACE
No specific strategy can be adopted by the manager for learning in the health and social
care setting. Learning process through mentoring can be effectively planned by the
manager. New learners are to be inducted to understand their learning style for delivering
the learning program. Appropriate resources and study materials are to be provided to the
employees and staff to develop the understanding regarding the safeguarding through
organizational training (Chen and Chiou, 2014). Queries and questions of the learners need
to be clarified if any. Proper instructions and guidelines are to be given to learners.
Learners should be provided with personal support and guidance which will let them
generate and gain understanding and comprehension of different activities and instances in
the work settings. Separate individual learning plans can be devised by the managers for
employees as per their learning styles in order to monitor and review their individual
learning process (Busse, et al. 2014). It is equally essential to conduct formative as well as
summative assessments at regular intervals with the aim to evaluate the skills and learning
level of employees.
Feedback and review are to be provided to employees and staff including in the strategy of
learning. Testing such as question and answers can be done by the managers in healthcare
settings. Direct observation will also be the criteria to assess the learners (Durlak, et al.
2011). Projects, the presentation can be asked to prepare to employees and staff as per
National Occupational Standards.
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4.1 EXPLAIN THE BARRIERS TO LEARNING BY YOUR STAFF AND THE
SERVICE USERS IN THE CARE HOME THAT MAYBE EXPERIENCED AT WORK
SENSORY IMPAIRMENT: partial or temporary weakening in one of the senses such as sight,
hear, taste, and spatial awareness is sensory impairment (Thistlethwaite, 2012). One or
multi-sensory impairments results weakening that is deafness, visual impairment, hearing
impairment and Deafblindness. It does not include smell or touch which as often included in
senses.
DYSPRAXIA: it is a form of developmental coordination disorder that affects fine, gross or
both motor coordination in children as well as adults. It is referred to a brain-based
condition where it is difficult for the brain to develop the coordination to transmit messages
to the body.
ATTENTION DEFICIT: it is a neurobiological disorder that affects the old people and even
children in such a way that it becomes difficult for them to control their behaviour or pay
attention or both leading to difficulties, impulsivity and hyperactivity (Mezirow and Taylor,
2011).
DYSLEXIA: it is a common learning difficulty causing the problem to old people with reading,
writing and spelling. It can cause problems with certain abilities used to learn such as read
and write.
LITERACY: lack of literacy affects the learning ability of the staff and services users. Proper
educational qualification is essential for both service user and healthcare staff (Hoole and
Morgan, 2011).
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4.2 DESCRIBE THE DIFFERENT METHODS YOU MAY USE TO IDENTIFY THE
LEARNING NEEDS OF YOUR STAFF OR SERVICE USERS
It is also the basic foundation of learning which is needed to be evaluated by the manager.
The literacy and numeracy levels of the staff or service users need to be considered to
identify their learning needs. No appropriate educational qualification leads to higher
degree of learning needs among the staff and service users (Harris and Leather, 2011). Oral
assessment or test is to be conducted by the manager at regular interval to identify the
learning needs of the staff and services users. This can be considered as best assessment as
the manager can evaluate the learning needs by directly asking the questions to staff or
services users.
Paper-based or written assessment is to be carried out by the manager at regular interval to
assess the learning needs of the staff and service users. Descriptive assessment is to be
undertaken to understand the degree of understanding of the staff and service users. Online
test can be undertaken by the manager to assess the needs for learning among the staff and
services users (Harris and Leather, 2011). It will comfortable for the staff to carry out tests
from different locations. These are the diagnostic tools used by the manager to assess the
needs for learning in the staff members and service users.
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4.3 EVALUATE DIFFERENT APPROACHES THAT COULD BE ADOPTED TO
SUPPORT THE INDIVIDUAL LEARNING NEEDS OF HEALTH AND SOCIAL
CARE WORKERS
Appropriate teaching strategies can be selected by the manager as per the needs and want
of the care workers in the health and social care settings. Technical aid and support are to
be provided in carrying out the online test and accessing study material needed by learners
(Bowling, 2014). Learning materials such as books, notes, audio-visuals, online study
material and sources can be provided to the people who support to enhance their learning.
A proper plan is to be devised for the individual who needs to support to learn new skills or
ability.
Proper teaching is to be provided by selecting effective teaching method by analysing the
learning styles of the individuals. Assessment of the learning of the individual is to be
undertaken by the manager to provide feedback and review on their learning needs
(Bowling, 2014). Quality assurance is to be provided by providing required learning material
to the individuals in order to support their learning needs.
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CONCLUSION
Thus it can be concluded that proper learning domain and learning style of care worker can
be analysed through Bloom's Taxonomy of learning and VAK or honey and Mumford's
learning styles in order to make an effective contribution in health and social care settings.
All the techniques, approaches, concepts, style and strategies need to be associated with
the employed learner in healthcare (Munn-Giddings and Winter, 2013). Teaching strategy
and learning approaches are to be devised and used by senior medical practitioners to
develop understanding and skills within the staff to perform well in adverse conditions
without any biasness.
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REFERENCES
1. Bachmann, C., Abramovitch, H., Barbu, C.G., Cavaco, A.M., Elorza, R.D., Haak, R.,
Loureiro, E., Ratajska, A., Silverman, J., Winterburn, S. and Rosenbaum, M., 2013. A
European consensus on learning objectives for a core communication curriculum in
health care professions. Patient education and counseling, 93(1), pp.18-26.
2. Baid, H. and Lambert, N., 2010. Enjoyable learning: the role of humour, games, and
fun activities in nursing and midwifery education. Nurse Education Today, 30(6),
pp.548-552.
3. Bowling, A., 2014. Research methods in health: investigating health and health
services. McGraw-Hill Education (UK).
4. Busse, H., Aboneh, E.A. and Tefera, G., 2014. Learning from developing countries in
strengthening health systems: an evaluation of personal and professional impact
among global health volunteers at Addis Ababa University’s Tikur Anbessa
Specialized Hospital (Ethiopia). Globalization and health, 10(1), p.64.
5. Chen, B.H. and Chiou, H.H., 2014. Learning style, sense of community and learning
effectiveness in hybrid learning environment. Interactive Learning Environments,
22(4), pp.485-496.
6. Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. and Schellinger, K.B., 2011.
The impact of enhancing students’ social and emotional learning: A meta analysis of‐
school based universal interventions. Child development, 82(1), pp.405-432.‐
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learning styles among Saudi undergraduate nursing students. Nurse education today,
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8. Eraut, M., 2012. 1 Transfer of knowledge between education and workplace settings.
In Knowledge, values and educational policy (pp. 75-94). Routledge.
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violence: Evidence from a sample of UK social care staff. British Journal of Social
Work, 42(5), pp.851-869.
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10. Hoole, L. and Morgan, S., 2011. ‘It’s only right that we get involved’: service user‐
perspectives on involvement in learning disability services. British Journal of Learning
Disabilities, 39(1), pp.5-10.
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from community, workplace, and higher education. John Wiley & Sons.
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and social care. Routledge.
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APPENDIX1
Learning Styles Questionnaire
Name: _______________________________________
This questionnaire is designed to find out your preferred learning style(s). Over the years you
have probably developed learning "habits" that help you benefit more from some experiences
than from others. Since you are probably unaware of this, this questionnaire will help you
pinpoint your learning preferences so that you are in a better position to select learning
experiences that suit your style and having a greater understanding of those that suit the style
of others.
This is an internationally proven tool designed by Peter Honey and Alan Mumford.
There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The
accuracy of the results depends on how honest you can be. There are no right or wrong
answers.
If you agree more than you disagree with a statement put a tick by it.
If you disagree more than you agree put a cross by it.
Be sure to mark each item with either a tick or cross.
 1. I have strong beliefs about what is right and wrong, good and bad.
 2. I often act without considering the possible consequences
 3. I tend to solve problems using a step-by-step approach
 4. I believe that formal procedures and policies restrict people
 5. I have a reputation for saying what I think, simply and directly
 6. I often find that actions based on feelings are as sound as those based on careful
thought and analysis
 7. I like the sort of work where I have time for thorough preparation and implementation
 8. I regularly question people about their basic assumptions
 9. What matters most is whether something works in practice
 10. I actively seek out new experiences
 11. When I hear about a new idea or approach I immediately start working out how to
apply it in practice
 12. I am keen on self-discipline such as watching my diet, taking regular exercise, sticking
to a fixed routine, etc.
 13. I take pride in doing a thorough job
 14. I get on best with logical, analytical people and less well with spontaneous, "irrational"
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 15. I take care over the interpretation of data available to me and avoid jumping to
conclusions
 16. I like to reach a decision carefully after weighing up many alternatives
 17. I'm attracted more to novel, unusual ideas than to practical ones
 18. I don't like disorganised things and prefer to fit things into a coherent pattern
 19. I accept and stick to laid down procedures and policies so long as I regard them as an
efficient way of getting the job done
 20. I like to relate my actions to a general principle
 21. In discussions I like to get straight to the point
 22. 1 tend to have distant, rather formal relationships with people at work
 23. I thrive on the challenge of tackling something new and different
 24. I enjoy fun-loving, spontaneous people
 25. I pay meticulous attention to detail before coming to a conclusion
 26. I find it difficult to produce ideas on impulse
 27. I believe in coming to the point immediately
 28. I am careful not to jump to conclusions too quickly
 29. I prefer to have as many resources of information as possible - the more data to think
over the better
 30. Flippant people who don't take things seriously enough usually irritate me
 31. I listen to other people's points of view before putting my own forward
 32. I tend to be open about how I'm feeling
 33. In discussions I enjoy watching the manoeuvrings of the other participants
 34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out
in advance
 35. I tend to be attracted to techniques such as network analysis, flow charts, branching
programs, contingency planning, etc.
 36. It worries me if I have to rush out a piece of work to meet a tight deadline
 37. I tend to judge people's ideas on their practical merits
 38. Quiet, thoughtful people tend to make me feel uneasy
 39. I often get irritated by people who want to rush things
 40. It is more important to enjoy the present moment than to think about the past or future
 41. I think that decisions based on a thorough analysis of all the information are sounder
than those based on intuition
 42. I tend to be a perfectionist
 43. In discussions I usually produce lots of spontaneous ideas
 44. In meetings I put forward practical realistic ideas
 45. More often than not, rules are there to be broken
 46. I prefer to stand back from a situation
 47. I can often see inconsistencies and weaknesses in other people's arguments
 48. On balance I talk more than I listen
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 49. I can often see better, more practical ways to get things done
 50. I think written reports should be short and to the point
 51. I believe that rational, logical thinking should win the day
 52. I tend to discuss specific things with people rather than engaging in social discussion
 53. I like people who approach things realistically rather than theoretically
 54. In discussions I get impatient with irrelevancies and digressions
 55. If I have a report to write I tend to produce lots of drafts before settling on the final version
 56. 1 am keen to try things out to see if they work in practice
 57. I am keen to reach answers via a logical approach
 58. I enjoy being the one that talks a lot
 59. In discussions I often find I am the realist, keeping people to the point and avoiding wild
speculations
 60. I like to ponder many alternatives before making up my mind
 61. In discussions with people I often find I am the most dispassionate and objective
 62. In discussions I'm more likely to adopt a "low profile" than to take the lead and do most of
the talking
 63. I like to be able to relate current actions to a longer term bigger picture
 64. When things go wrong I am happy to shrug it off and "put it down to experience"
 65. I tend to reject wild, spontaneous ideas as being impractical
 66. It's best to think carefully before taking action
 67. On balance I do the listening rather than the talking
 68. I tend to be tough on people who find it difficult to adopt a logical approach
 69. Most times I believe the end justifies the means
 70. I don't mind hurting people's feelings so long as the job gets done
 71. I find the formality of having specific objectives and plans stifling
 72. I'm usually one of the people who puts life into a party
 73. I do whatever is expedient to get the job done
 74. I quickly get bored with methodical, detailed work
 75. I am keen on exploring the basic assumptions, principles and theories underpinning
things and events
 76. I'm always interested to find out what people think
 77. I like meetings to be run on methodical lines, sticking to laid down agenda, etc.
 78. I steer clear of subjective or ambiguous topics
 79. I enjoy the drama and excitement of a crisis situation
 80. People often find me insensitive to their feelings
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Scoring And Interpreting The Learning Styles Questionnaire
The Questionnaire is scored by awarding one point for each ticked item. There are no points for
crossed items. Simply indicate on the lists below which items were ticked by circling the
appropriate question number.
2 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80
TOTALS 16 19 14 19
Activist Reflector Theorist Pragmatist
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