Compare and contrast the four differences in learning styles. Propose ways a trainer can help each type of learner.
The initial learning style is sensing vs. intuitive learning style. Sensing learners like learning details and solving problems by well-known approach. Different from intuitive learners, sensor learners show antipathy towards testing on information that has not been obviously covered in training (Blanchard/Thacker, 2010).
Intuitive learners ever so often favor discovering new relationships and can be pioneering in their line of attack to problem solving. They dislike recurrence and are enhanced at grasping ideas than sensor learners. Different from sensors, intuitive ...view middle of the document...
Sequential learner’s vs. global learners. Sequential learners gain comprehension in linear phases, and each subsequent pace logically from the prior one. Sequential learner is able to learn and use information even if they do not comprehend the whole picture and the still has to be presented in rationale order.
Helpful technique is that sequential present’s trainee with a copy of the lecture information with open space for important terms and definitions. This can assist in strengthening the trainee’s global thinking skills.
Global learners cannot soak up the details until they comprehend the whole picture. They tend to learn in large jumps, absorbing information almost randomly without seeing the connections. Global leaner, also tend to solve complicated issues fast or put things together in unique way and they might have a hard time explaining it.
At the start of each module, indicate how fits the overall objective of the training. This is useful to the global learner in putting fresh topic into a well-known context and sees the connections (Blanchard/Thacker, 2010).
Active versus Reflective Learners; active have the tendency to retain and understand material best by doing something active such as discussing to others. Most trainees prefer to test it and see how it operates because this is how successful information is process (e.g., symbolic coding, cognitive organization, and symbolic rehearsal) because this information is process externally. Active learners develop time for group problem solving activities this part of training consists outside classroom work in groups (Blanchard/Thacker, 2010).
Reflective learners prefer to think about the new information prior to applying it. They are at peace with processing new material internally, prior to using it externally. Reflective learners prefer working alone, so that they can finish their internal processing of the material. Reflective Learners prior to moving to team activities, have the trainees engrossed in single thinking. At the conclusion of each module, question trainees about the information and think about the possible application. It will be useful if the trainees take notes about the material in their words (Blanchard/Thacker, 2010).
One of the most frequently used training methods is on the job training (OJT).
Compare and contrast the characteristics of an informal OJT program with that of a formal one.
The most frequently used method in smaller organizations that is on the job training. This approach of training uses more well-informed, experienced and skilled workers, such as mangers, supervisors to give training to less knowledgeable, skilled, and experienced workers. OJT can be delivered in classrooms as well. This type of training often held in place at the work place in informal method.
It is done on ad-hoc method with no formal process, or matter. At the start of training, or during the training, no particular goals or objectives are created. Trainers normally...