Chapter Three
My Learning Style, My Life Path
There is a vitality, a life force, an energy, a quickening, that is translated through you into action, and because there is only one of you in all time, this expression is unique, and if you block it, it will never exist through any other medium and will be lost.
Martha Graham
In this chapter you will examine your unique learning style and its consequences for the path you have taken in your life. You will explore nine different ways of learning, each of which brings its own joys and satisfactions, presents its own challenges, and leads to a different place. You will probably find that one of these ways of learning feels familiar to you, while others will remind you of people you know. Understanding your learning style can help you assess your strengths and weaknesses and understand your preferences. Recognizing the various learning styles can illuminate the communication problems that arise when someone you know is “coming from a different place.” Appreciating the differences between learning styles can strengthen and balance your relationships within organizations, teams, and families as you discover how your weaknesses are covered by another’s strengths and vice versa. You can also embrace learning styles different from your own and expand your capabilities. Together, the nine learning styles present a complete portrait of your total potential. Just as each step in the learning cycle represents partial capabilities of the whole process, the nine learning styles also represent parts of a whole person. In total, the nine learning styles give you access to capabilities that are broad enough to successfully manage any situation and to learn from it.
Learning Style: Your Way of Using the Learning Cycle
Your learning style is your dynamic way of navigating the learning cycle, a way that emphasizes some parts of the learning cycle of experiencing, reflecting, thinking, and acting over others. It also describes the way you approach life in general. Do you prefer to immediately rely on your feelings or stand back to think? Do you tend to watch and listen to others or immediately move to action? Since the cycle contains pairs of opposites—experiencing and thinking, reflecting and acting—few people find that they are automatically able to manage all these ways of learning with equal ease and flexibility. After all, how can you think and feel at the same time? How can you watch and act simultaneously? The way you navigate the learning cycle—where you enter and where you prefer to dwell—determines your learning style.
Your learning style is not a fixed personality trait; it’s more like a steady state. Popular psychology promotes a tendency toward essentialism in our descriptions of others and ourselves. According to this view one is in their essence an introvert or extrovert. This outmoded view promotes both a fixed personal identity and a stereotype of others. It is a shallow portrait of the multidimensional uniqueness of every individual, a portrait that is immune to change, learning, and development.
Figure 3.1 The Nine Learning Styles
Source: Adapted from David A. Kolb PhD and Alice Kolb PhD. The Kolb Learning Style Inventory 4.0. Experience Based Learning Systems, Inc. 2016.
You will notice that the name of each learning style is a gerund: that is, a verb that functions as noun. This emphasizes the in-process nature of a style as opposed to a static trait. Instead of characterizing someone as a thinker, we say he or she has a Thinking learning style. Although people with a Thinking style may prefer the thinking step of the learning cycle, they are capable of using other learning styles, too.
The Kolb Learning Style Inventory
The Kolb Learning Style Inventory 4.0 (KLSI 4.0) defines the nine learning styles. The KLSI 4.0 is the latest of six versions originally developed by David A. Kolb as a self-assessment and a tool for validating Experiential Learning Theory. The KLSI has been continuously refined over forty years and is the basis for the nine learning styles illustrated in Figure 3.1. For more information on the KLSI 4.0, including how to take the assessment online, please see Appendix A. You can also use the quiz in Table 3.1 to determine your learning style.
Most people have a strong preference for one learning style and use backup styles in their repertoire. They also find that they avoid or underutilize certain styles.
In the quiz, rank the style that seems most like you (9 or <9) and the styles that are least like you (1 or >1).
Table 3.1 Identifying Your Learning Style
Read through the full descriptions of the nine learning styles to identify your preferred approach, your backup styles and the styles you avoid. As you spiral around the learning cycle, you tend to start with your preferred approach and default to it when you are on automatic pilot or under stress. You can read more about the capabilities and applications of each style in Appendix B.
The Nine Learning Styles of the KLSI 4.0
The Experiencing style. In the Experiencing style, individuals emphasize primarily the feeling capabilities of the learning cycle while balancing Acting and Reflecting. They pay the least attention to the Thinking style. Their greatest strengths are in their ability to deeply involve themselves in concrete experiences while being equally comfortable in the outer world of action and the inner world of reflection. They are particularly adept in building and being in relationships.
People who prefer the Experiencing style are insightful, empathetic, warm, and engaging. They are comfortable with emotional expression, know how to be mindful and present, use all of their five senses, and trust their intuition. If someone overuses the Experiencing style, he dreads the word objectivity, may become overly emotional, and calls exclusively on his inner circle of friends rather than seeking out critical evaluation.
Sophia, a chief nursing officer, is an example of someone who prefers the Experiencing style. She says,
I always wanted to be a nurse—I had a way of connecting with people that seemed to be healing. Now that I have a leadership position, I find that I focus on relationships with my staff just like I did with my patients. I use a team approach to build trust and generate rich conversation so that we can learn about and from each other. How do I make the tough decisions that this role demands? I often use anecdotal information coupled with my intuition and then back it up with data later.
The Imagining style. In the Imagining style, people contemplate experiences and consider a range of possible solutions to create meaning from them. They take in information through Experiencing and process it by Reflecting, paying the least attention to Deciding. Their general approach to situations is to observe rather than take action. People who prefer the Imagining style seek novelty, diversity, and the big picture of what might be possible. They enjoy situations that call for generating a wide range of feelings and ideas, such as brainstorming sessions. They prefer to leave things open; therefore, they can tolerate ambiguity and loose ends in favor of the possibility of finding something better. They are imaginative, sensitive to feelings, have broad cultural interests, and like to gather information.
Those who prefer the Imagining style tend to be caring, trusting, empathetic, and creative. They like personalized attention and working in groups. The Imagining style is inclusive, inviting others in and facilitating situations to meet the needs of others. If someone overuses the Imagining style, she dreads the word choose, may be indiscriminate, and may undervalue the practical results of reaching a goal.
Liam, an organizational development manager, prefers the Imagining style. He says,
I am a big-picture person. In fact, I often think I am standing on the balcony while others are on the dance floor. From there, I can detect patterns of emotional energy and patterns in events, relationships, and interactions—I find that I am always connecting the dots to anticipate the outcomes of any potential decision and immediately trying to improve upon it. People say that I see new possibilities that they could not imagine. I’d say that my strong suit in organizational development is interviewing stakeholders at the beginning of any project, getting everyone’s opinion and perspective about what needs to change. They seem to know I am an empathetic person and want to help.
The Reflecting style. People who prefer the Reflecting style take in information either by Experiencing or Thinking and process it by Reflecting. They postpone Acting until they are sure of success. People who prefer Reflecting dive into feelings and concepts, equally comfortable in reflection on experiencing (feelings) and thinking (concepts). They mull over information from every angle, pause to watch and listen, and then consider multiple perspectives to be thorough. They learn by combining the abilities of creative idea generation and putting ideas into concise, logical form. As a result, they have a rich and intuitive understanding of matters of importance to them. In the Reflecting style, people enjoy exploring “why” things are the way they are, but they also thrive in uncovering “what” makes the world turn. Those who prefer Reflecting style are patient and quiet, allowing others to take center stage. If someone overuses the Reflecting style, he dreads the word urgent, may miss opportunities from trying to get things just right, and may hold back from speaking up.
Jacob, a human resources manager, explains his preferred Reflecting style:
I have always loved taking classes to keep up with the deepest thinking in HR. After any continuing education program, I read all I can on the topic to understand the theory behind it and to figure out how it might impact our employees from every perspective. Then, I still take my time to make decisions about implementing new programs. In fact, I have found that if I partner with a colleague who is more comfortable in the Acting style than I am, she nudges me—I am very deliberate, so this helps to get programs rolled out a little faster. She is actually a good role model for me; I pick up tricks that I can practice in my head before I try them on the job. I especially wish that I could speak up at group meetings like she does. Yet, I find that on those occasions when I do offer my opinion, people really listen to me.
The Analyzing style. In the Analyzing style individuals organize and systematize abundant information into a meaningful whole. They learn primarily through a combination of Thinking and Reflecting, paying the least attention to Initiating. They carefully examine all the details and plan in order to minimize mistakes. Generally they find it more important that a theory have elegance and logical soundness than practical value.
Those who prefer the Analyzing style are structured, methodical, controlled, and precise. Because they place less emphasis on feeling and acting in their style, they may prefer to work alone. They do not make quick decisions; instead, they prefer to think things through. If someone overuses the Analyzing style, she dreads situations that call for improvisation, prefers to micromanage projects, and occasionally misses the forest for the trees.
Xia, a financial planner who prefers the Analyzing style says,
More than anything, I get satisfaction by gathering and organizing information—lots of information—then making sense of it so my clients can be sure I’ve done the research. It’s like solving a huge puzzle that seems unsolvable to others. Honestly, I prefer to work alone more than in groups so I can stick to the processes I know are reliable over time. I have always been able to figure things our on my own, especially where numbers and data are concerned. Clients seem to appreciate the way I am able to put all the information into a logical format so that they can make investment decisions. I am able to explain things well to them, especially if it’s just one on one or in a small group.
The Thinking style. Individuals who prefer the Thinking style prefer logical analysis and abstract reasoning. They balance Reflecting and Acting, avoiding Experiencing. They are deep thinkers who are able to develop a particular concept or idea and deductively evaluate its validity and practicality by testing it in the real world. They can draw on both the rich inner world of reflection and abstraction and the outer world of action. They thrive on creating conceptual models that can be applied or generalized to other situations.
Those who prefer the Thinking style calculate cost-benefit analysis, rely on contingency flow charts, and look for weakness and inconsistencies in others’ work. Because they place little emphasis on feeling in their style, they value being logical and unemotional. They may be uncomfortable with personal relationships and prefer working alone. These individuals are skeptical, structured, linear, and controlled. If someone overuses the Thinking style, he dreads the word emotional, may be a loner, or live dispassionately.
Olivia, a financial analyst, prefers the Thinking style. She says,
I am good at what I do—solving problems and predicting outcomes with numbers. I like things to be logical and consistent, and I have to take my time to be certain that I am accurate on my conclusions. To do this, I need to know what outcome is expected from my work and who will be judging it. Once I have a clear framework, I can close my door, take my time, and find all the potential problems lurking beneath the surface of the data. I am proud of my record with the company—no one beats my record with precision in reaching independent judgments. However, if I have to rush, I can get stuck between developing alternatives and making a decision, probably because I am so attached to the Thinking style. Maybe that’s the reason that I use “to-do” lists for everything.
The Deciding style. In the Deciding style, people choose a single course of action to solve problems and achieve practical results. They emphasize Thinking and Acting in learning situations, paying the least attention to Imagining. They like to solve problems and make decisions based on finding logical solutions to issues, theories, or problems. In this style, individuals prefer dealing with technical tasks and problems than with social and interpersonal issues.
Those who prefer the Deciding style focus, commit, measure progress toward goals, and drive efficiency. They tend to be realistic, accountable, and direct. These individuals are self-improvement wizards if they see the need to change. If someone overuses the Deciding style, she dreads the word brainstorm and may hold disdain for ambiguity and a lack of focus.
Pierre, a lawyer, describes his preference for the Deciding style:
My clients appreciate the fact that I am always after practical results for them; I keep the bottom line in mind. To do this, I have to be efficient and focused, not distracted by any drama or emotional feelings they may have. It’s easy for me to frame a problem and clearly see the best course of action, so I can get frustrated with people who are wishy-washy. It’s such a waste of time to keep hashing over options once we’re reached a decision. I always work toward meeting a goal—in each case and in life, in general. For instance, I am on track to take my family to all the national parks within the next five years.
The Acting style. In the Acting style individuals take assertive, goal-directed action to get things done. They balance Experiencing and Thinking, while spending the least amount of time on Reflecting. They combine their ability to find solutions based on technical analysis with their attention to the needs of people and sources of information in concrete situations. They are equally comfortable in a practical world that can make use of their feelings and actions as well as in situations that that require their thinking abilities. As a result, they excel in identifying and integrating task and people needs.
Those who prefer the Acting style implement, execute, coordinate, and drive toward the finish line. They lead work teams, rally the troops, and speak up. They are on time, assertive, achievement-oriented, and fearless. If someone overuses the Acting style, he dreads the word wait and takes risks to be successful, even while sometimes aiming at the wrong target or clinging to one way of getting things done without reflecting about whether a different approach might be better.
Miguel, a manufacturing manager, prefers the Acting style. He says,
I definitely use Acting to approach life—at work and at home, I get right to the task at hand. I like to get things done. That means that I jump in and take some risks. When I have an order to produce, I mobilize all resources to get things moving. Time is money! If it’s a new order and we have to reconfigure our line, I have my go-to people who will interpret the important information I need to make decisions. Whether on the manufacturing floor or in the office, I can switch gears quickly to get the order out on time. My team kids me that my favorite line during any team meeting is, ‘OK, who’s doing what by when?’ as I tap my watch. As long as I surround myself with people who make sure that we are aiming at the right target, I am the go-to guy to get to things done.
The Initiating style. Those who use the Initiating style strive to complete projects and then seek new opportunities. They learn primarily through Acting and Experiencing (feeling), paying the least attention to Analyzing. They enjoy achieving goals and involving themselves in new and challenging experiences. Their tendency may be to act on intuitive “gut” feelings rather than on logical analysis. In solving problems, individuals who prefer an Initiating style rely heavily on other people for information than on their own technical analysis.
Those who prefer the Initiating style think on their feet, back a hunch, network, and influence. They are outgoing, spontaneous, and able to shrug off losses or “failure” in favor of trying again. If someone overuses the initiating style, she dreads the words status quo and may be impulsive, pushy, and impatient.
Noor, a marketing executive, identifies with the Initiating style:
My ability to see opportunities and move to action immediately has served me well in marketing for our organizaiton. Our business environment changes so quickly that if we hesitate, we lose. Yes, sometimes we goof, but we recover quickly, and, just as often, we have big wins, so it’s well worth taking some riskes in the end. I often have to remind myself that other people just don’t process things as quickly as I do, so I tap my persuasiveness to get them on board when I spot a good opportunity. I must admit that I can get impatient when others on my team are indecisive or want to spend too much time checking facts. After all, we can always tweak things once we get going, right?
The Balancing style. The Balancing style manages to stay away from the extremes of Acting, Reflecting, Experiencing, or Thinking by finding a middle ground between them. Taking this central position allows them to see many different perspectives on issues and bridge differences between people with different styles. They are often creative but may experience difficulty in making decisions.
Those who prefer the Balancing style weigh the pros and cons of the other learning styles to become a jack-of-all-trades. They are aware, adaptive, and resourceful; they tend to fill in the gaps and pursue a variety of situations. In a team they often adapt to fill in the missing style needed to get the task done. If someone overuses the Balancing style, he dreads the word commit and may risk becoming a chameleon that adapts dutifully to the situation at hand without forming an opinion of his own.
Charlotte, a mediator, describes her realization that she prefers the Balancing style:
I agree that I prefer a Balancing style since I have trouble coming down on one side or the other—I even had trouble answering the questions on the KLSI. That’s actually a quality that makes me pretty good at what I do as a mediator. I can always see another side to an issue, and I probably found the one career that plays to my strengths. I like the variety of meeting new people and moving on to a new challenge every few days, and I am creative in coming up with new ideas or solutions to almost any problem. I’m not sure what I would do otherwise. Sometimes I think that I just have too many interests, so novelty is more important to me than mastery. I am adaptable to situations, so I learn quickly. One of my strong suits is teamwork: I can relate to people with different style preferences, so I bridge gaps between them. Because I can see everyone’s perspective, it is sometimes hard for me to to commit to one of my own.
Learning Style and Life Path
Your learning style has influenced the path you have taken in your life. You have developed a learning style like a habit because it works for you in dealing with challenges of all kinds. Culture, personality, educational specialization, career choice, and the immediate demands of your life situation influence which learning style you develop. Early in life we begin to specialize in a particular learning style through a process of accentuation. We find a sweet spot in the learning cycle and continue to develop that approach. Because we like to play to our strengths, we like to choose situations where our style works and avoid situations that require a different style.
An active child, for example, may have trouble sitting still in a traditional classroom. Yet, she finds happiness outdoors where she can explore and take initiative. Finding success in these activities leads to the development of greater skills in these areas and a desire to pursue this path of living further. She practices Initiating until it is a habitual way of approaching any situation. Eventually, this child may build a career that allows her to take initiative, perhaps by becoming an entrepreneur who is a courageous risk-taker.
As Myles Horton said “We make the road by walking.”1 In other words, our learning style and life path are not preordained. They shape each other and are based on the choices we make. When our life situation changes, we can respond by developing other styles to expand our learning power.
The relationship between learning style and life path can be shown in the case of Ken. From a young age, Ken loved to work with numbers, preferred to work alone, and found math to be an elegant language. He was successful in high school advanced placement courses, scored off the charts in standardized college entrance exams, and was accepted at the college of his choice. Ken loaded his schedule with as many finance and accounting classes as he could, finally deciding on an accounting major. This meant that Ken did not take many humanities or social science courses, but they did not interest him anyway. Now Ken is a successful accountant who practices with a large prestigious firm. He is skilled in developing a strategy to make sure that his clients pay just the taxes that they owe. His ability to focus on complex data and then apply the most advantageous accounting framework has made Ken the most renowned specialist at his firm. Because of this ability, Ken was not surprised to learn that his learning style was Analyzing. The style describes his preferences well: structured, methodical, and precise. He would rather be working with his computer than dealing with people, and he is likely to avoid situations that call for teamwork, mentoring associates, or having difficult conversations. Ken has developed his approach and specialized role in the accounting firm over time by finding an organized way of approaching most situations. For instance, Ken chose situations that allowed him to concentrate on numbers for long periods of time rather than unpredictable situations that required him to improvise without careful planning. So Ken’s learning style strengths supported his career choice, and this career choice reinforced his learning style strengths through consistent practice.
Styles Run Deep in Our Approach to Life
Learning styles can become deeply engrained habits that are evident not just in how we think but also in our whole being: our emotions, perceptions, behaviors, and even in physical movements. We develop an approach and skills that are attuned to the life that we have chosen. Our learning style becomes our way of processing possibilities; when possible, we pursue situations that will allow us to be successful while others never “dawn” on us as options. Because they are holistic, learning styles guide us in all arenas of learning and life: the way we manage our careers and relationships, our beliefs and mindset, and the way we spend our leisure time.
Charlotte’s story reveals how a person’s learning style influences her way of being in the world. Charlotte had a strong preference for the Initiating style. Although she had practiced as a psychologist, she quickly became bored with seeing individual patients and focusing on their problems, especially since change happened so slowly. She preferred to make use of her Initiating skill of adapting to changing conditions. She learned that she could apply this skill to the organizational arena, where she coached teams on group dynamics. The work suited her because it allowed her to actively participate in situations using an improvisational approach. She focused on the big picture, motivating and inspiring her teams to reach new goals. Charlotte never shied away from a straight-shooting approach of naming the “elephant in the room.” Her clients loved her! She could keep things moving because she was so good “on her feet.” In groups, she clicked with one or two others who were quick studies, and the more deliberate people seemed to admire her moxie. Once she started working with an organization, she could always discover a new opportunity through the many relationships she built. Although Charlotte never measured the actual impact of her work with teams, she collected many testimonials about her impact in the moment. She knew that she left people feeling good after providing a positive experience during her group programs, but she sometimes wondered about the lasting impact she was having.
While others seemed to be exhaused by her pace, Charlotte thrived on the hustle and bustle of business travel and meeting new clients in new settings. To keep her business running smoothly and because she got lost in details, Charlotte hired a subcontractor to do her administrative work. Her husband, Laith, managed their home while she traveled. His work in pharmaceutical research was a perfect fit for his Analyzing style. He could focus deeply on an issue for months at a time, investigating the details from every angle. He admired Charlotte for her easy-going sociability and leadership. He called her his “ready, fire, aim” partner. In reality, Charlotte’s quick decision making and Laith’s deliberate approach to decisions caused some temporary friction at times, but Charlotte brushed it off to avoid any lasting rift.
They noticed other differences, too. Charlotte loved praise, but, since Laith valued constructive criticism, that’s what he dished out. When they played golf together, Charlotte found pleasure in simply being outdoors with him; the competition of the game was an added benefit. Laith, on the other hand, took his game seriously. He was methodical in his approach to every shot and took great care to critique the condition of the greens and the length of the rough. When another twosome would play up close to them, Charlotte’s first instinct was to ask them to join them. She loved meeting new people and making fresh connections. This was painful for Laith. His approach would have been to speed up to avoid contact. He would rather endure playing quickly to avoid two things that he detested even more: meeting someone new or pressuring himself to perform well with strangers. They knew each other well enough to accept and cover for each others’ challenges.
Like Charolotte, whose Initiating style showed up in her feelings, perceptions, thoughts, and behaviors, learning style preferences guide you at your most basic level. The following comments illustrate how a strong preference in one learning style can impact choices in all arenas of life and can leave people unaware of other options that correspond to unfamiliar learning styles.
Experiencing: “I always perfer face-to-face meetings instead of phone calls or emails. It never dawns on me that others may find this ineffecient, unnecessary, or even painful.”
Imagining: “My first instinct is to help my clients reach their goals. I automatically scan for ways to support them to become successful. Can I introduce them to someone, share a tip, or do something extra? It never dawns on me to do the same for myself.
Reflecting: “When I prepare for a presentation, I procrastinate. I will spend 99 percent of my time mulling over the content, and I leave only 1 percent of the time to actually practice. It never dawns on me to start with a presentation that is not absolutely perfect and to improve it through practice.”
Analyzing: “I only answer email when I have the answer ready for the client. It so important to me to get the details of the issue right that it never dawns on me to let the client know that I am in the process of getting the answer for her.”
Thinking: “I see problems everywhere. I search for what is wrong and offer critical feedback, even to my spouse. It never dawns of me to notice what is right or to offer praise.”
Deciding: “I have a goal for everything I do. It’s almost a game with me to see how efficient I can be. Maybe that’s why I hate teamwork. Working with other people slows me down. It never dawns on me that the end product may be better than the status quo or that I might help someone else learn through the experience.”
Acting: “I keep a checklist so that I get everything done. I work at lightening speed to tie up loose ends; even then, I am often railroaded by millions of demands. I am sometimes so busy that it never dawns on me to pause to make sure I am actually effective and not just busy.”
Initiating: “My ability to seize on opportunities works to my benefit most of the time. It sure did when I recognized that I was not happy in my job. I immediately jumped ship to another company. It never dawned on me to do nothing or to wait to see what would happen next.”
Balancing: “I can always react to what is what is needed or missing to keep things going smoothly. I scan for it all the time. But it never dawns on me to take the lead in making a decision or steering the course.”
A specialized learning style can support you to be successful in one path. It also limits what you see as possible for others. The learning styles model and the influence of others with different style preferences than your own can be helpful in opening your eyes to transformative opportunities.
Using Your Learning Style Awareness
Understanding your unique learning preferences and capabilities provides a new lens of self-awareness. It allows you to match your style preference to the demands of any situation to increase learning effectiveness. Your learning style can also provide clues to why your performance might not be as strong as it could be in certain situations and suggest strategies for improvement. Learning style preferences help explain why some topics and tasks are interesting and others painful. Learning styles can also help explain why some people develop a fixed view of their ability to learn. Many people who did not do well in school develop the belief that they are stupid, but becoming aware of their learning style helps them realize that they simply learn in a different way than schools teach. Early research shows that teachers tend to teach the way they learn, and many teachers were drawn to teaching because of their abstract learning styles (Analyzing, Thinking, or Deciding). Students whose learning styles do not match the styles of their teachers may find themselves swimming upstream.
Learning Styles to Help Understand Others
The learning styles help to explain why we click with some people and not with others. For instance, Ethan prefers to work with colleagues who pay attention to the factual details that his Thinking style craves rather than those colleagues who “shoot from the hip” without regard for numbers and facts. Fatima, who prefers an Experiencing style, finds it impossible to connect with people who do not make eye contact when they speak. Christopher’s Acting style allows him to kick into action as soon as a decision is made rather search for problems in the plan.
Learning styles can also help us interpret differences in the way people communicate. Individuals who prefer the Experiencing style speak about feelings and share stories while those who prefer the Thinking style will stick to the facts and hard data, keeping their emotions out of the equation. Likewise, the orientation of the message is different, even opposite, in various styles. For instance, those who prefer the Deciding style target their messages for practical results while those who prefer the Imagining style slow things down as they brainstorm new ideas. No wonder colleagues with those styles often feel at odds.
Timing and tone differ, too. People with a preference for the Acting style are quick to respond, usually in a commanding voice. When Maria, who prefers the Reflecting style, received the following email from Sarah, an Acting learner, she could feel herself closing down:
Subject: Tomorrow’s Meeting
Message: Meet in the conference room at 12 to discuss new client approach! Budget attached.
How could Maria possibly offer her opinion when it seemed like the decisions regarding the new client had already been made? The exclamation mark alone left her feeling anxious. Maria prefers to take her time approaching tasks, while Sarah drives to achieve her goals in record time. Once Sarah and Maria were able to appreciate that their communication was related to their learning style preferences, they were more likely to read between the lines. They even tried to launch conversations in a way that promoted connection instead of friction.
Feedback preferences differ by learning style, too. People who prefer concrete experience—Initiating, Experiencing, and Imagining—thrive with appreciation of their positive accomplishments and what’s going well, whereas those with abstract styles—Analyzing, Thinking, and Deciding—request critical evaluation for what is lacking and could be improved. Both approaches are needed over time, and neither is complete on its own.
Understanding other learning styles can help you approach people whose communication style differs from your own. You can bridge communication gaps by anticipating how people with different learning styles prefer to communicate. Table 3.2 provides general communication patterns for each learning style. It also includes addressing a conflict with someone who prefers that style and suggests the approach to take when things get tense.
Table 3.2 Communication Preferences by Learning Style
Connecting the Nine Learning Styles to the Learning Cycle
The nine learning styles connect to nine steps in any process or project—problem solving, decision-making, and even teamwork. By expanding the four-step learning cycle process to the new nine-step full cycle, you will have more detail to walk you through any situation successfully. Since the learning cycle process is holistic, each step in the process relates to a portion of you as a fully developed person. Review Figure 3.2 to see which steps in this expanded learning cycle process you use and which you avoid. The figure adds the styles of Imagining, Analyzing, Deciding, Initiating, and Balancing to the four-step learning cycle of Experiencing, Reflecting, Thinking, and Acting.
Figure 3.2 Learning Styles as Steps in the Learning Cycle Process
Using Learning Styles with High Performance Teams
When individuals have an awareness of each other’s learning styles, they can work together on high performance teams that achieve exceptional results. Members’ preferred styles correspond to a step in the learning cycle process.
Lisa and her team of nurses quickly understood the value of using the concepts of the learning cycle and learning styles. Already aware of her affinity for getting things accomplished, Lisa recognized her preference for the Deciding style, yet she could identify times when she used other ways of learning, too. Lisa found it easier to work with people who shared a preference for the Deciding style, but she realized that teamwork was more successful when she worked with people who had different style preferences from her own. When a diverse team was able to use the strengths of all of their styles as they spiraled around the learning cycle to complete their work, Lisa felt a synergy that she did not feel when she worked with colleagues whose styles were similar to her own.
The learning styles model helped Lisa to see the natural tensions on her team: James valued process, a hallmark of his Reflecting style; Ava and Pierre’s Initiating style preference showed up when they pushed for quick outcomes and getting the work accomplished on time. Rachel preferred the Imagining style, which put her directly opposite Lisa’s preference on the learning cycle. While Rachel preferred to generate lots of ideas and gather more information, Lisa wanted to focus on one option. This can put them at odds. Lisa could recognize her own preference for task over relationship. As she reflected on her previous experiences with teams, she realized that she found them to be inefficient and exhausting. When she could judge so early and commit to action, what took others so long?
As she looked at the learning styles model, Lisa recognized that she often skipped over the Experiencing, Imagining, and Reflecting ways of learning. Also, she could draw parallels about the ways in which her profession had changed over the past two decades. She wondered whether a focus on data-driven electronic medical records encouraged nurses to underfocus on relationships and patient experience, empathy, and taking time with patients, in general. Lisa hoped that an intentional focus on learning styles would allow her team to be more innovative and effective.
Lisa’s entire team identified their learning style preferences and mapped them out around the learning cycle. This allowed everyone to see which parts of the learning cycle the other team members preferred and which they avoided, as you can see in Figure 3.3.
The team’s learning strengths and challenges became clear, and the steps of the learning cycle that did not correspond to anyone’s learning style required careful attention. For instance, Lisa noticed that no one on the team had a preference for Experiencing, Analyzing, Thinking, or Acting styles. She would need to pay special attention to these steps in the team process since no other member would necessarily focus on them. Lisa was hoping that some of her colleagues would have strengths in areas that she had not yet developed so that she could share leadership at critical junctures. For instance, Rachel’s Imagining style preference would allow her to take the lead to generate new ideas before the team committed to one course of action. Lisa’s Deciding style would ensure that the team did not linger in the Imagining step for too long. Pierre’s Initiating style could also move the team to action when they got stuck.
Figure 3.3 Lisa’s Team Map of Learning Styles
Lisa used the learning cycle as a process guide for every meeting: Experiencing, Imagining, Reflecting, Analyzing, Thinking, Deciding, Acting, and Initiating were steps associated with tasks and behaviors. At any moment in the work of the team she could identify where they were on the learning cycle. This allowed the team to stay on task and know what to do next. It also helped to keep them on the same page as they worked together. Lisa found that when she referred to the learning cycle, team members were able to get back on track and did not take things personally. They also seemed to enjoy paying attention to how their styles served them well or not. For instance, Ava, who preferred the Initiating style, could notice when she was impatient to get things started even when the team was still creating a solid plan. Also, when Rachel, an Imagining learner, wanted to reopen a discussion after a decision was made, she remembered where the team was on the learning cycle and assured herself that she could revisit the need for information gathering after the team finished implementing the current full cycle.
Lisa began each meeting in the Experiencing mode by checking in with the members in order to build relationships and trust. Next, Lisa reviewed the agenda to see if anyone had additional items and to set ideal outcomes for the meeting using the Imagining mode. She encouraged the Reflecting mode by taking time for discussion and asking incisive questions that allowed them to take many perspectives and to minimize mistakes. Next, the team used the Analyzing mode by organizing the information so they could begin to make a plan. Lisa included time for the Thinking mode in the meeting agenda so the members could critically evaluate all the options before making a decision. Once the team used the Deciding mode to commit to a focused goal, Lisa switched to the Acting mode. She always said, “OK, who does what by when?” They would set a date for their next meeting and leave with clear accountability for implementation.
Lisa encouraged team members to pay attention to their learning style, use the learning cycle intentionally as they completed their individual work between meetings, and share key learning points with colleagues. When team members acknowledged having difficulty with a step in the process, other members felt empowered to offer assistance.
Learning styles provide a foundation for team members to understand their preferences when working individually and together. As members create a map of their learning style preferences, teams can see which of the portions of the learning cycle they have covered and which portions they might be prone to skip. As head of a team of intensive care unit nurses, Pierre, true to his Initiating style, could not wait to introduce the learning styles model to all the unit’s nursing staff. After mapping their learning style preferences, the staff realized that they largely favored Deciding, Acting, and Initiating styles. By exploring their learning styles and the learning cycle, the staff members recognized that their styles supported their quickly moving to action to achieve exceptional results in urgent situations. However, they also acknowledged that when they were on automatic pilot, they could overlook how they related to patients, their families, and each other; ignore others’ opinions; or discount the importance of the processes they used.
Pierre’s own style preference of Initiating supported him as a leader who could institute a team learning approach, yet he recognized that he often skipped over other steps in the learning cycle. To include these missing steps in the team process Pierre planned time for the Experiencing mode to build relationships and trust. He used the Imagining mode by making sure to include the opinions of all team members and allowing time to consider new possibilities rather than deciding on outcomes too early. To encourage the Reflecting mode, Pierre and the team took time to discuss their process and check their assumptions at regular intervals. During one of these meetings, David, who was a notable exception with his Analyzing preference, felt comfortable enough to share his idea for a new approach to a quality control issue. This information was pivotal to the team’s success in solving the problem and inspiring innovation for the entire unit. David then led the team during the Reflecting and Analyzing steps: he made sense of the information from many perspectives, synthesized information, and created a plan. In addition, David experienced an entirely new level of engagement and loyalty after having a direct impact on the team’s outcome. He even led the group’s effort to publish their findings.
As Lisa and Pierre discovered, learning styles offer insight regarding who might share leadership at various steps of the learning process. For instance, a Reflecting learner may guide the team during the problem analysis phase while an Acting learner can step into a leadership role during the implementation phase. Table 3.3 illustrates the typical strengths of each learning style when working within a team.
Table 3.3 Learning Styles to Guide Shared Leadership on Teams
Applying Your Knowledge of Learning Styles
As you learn how understand yourself as a learner, you can be aware of how your style preference impacts your own success. You can become so deeply attached to doing what you do best that you unconsciously screen out possibilities to practice different styles, limiting the opportunities for growth that exist outside your comfort zone.
The awareness of the parts of the learning cycle that you favor and those that you don’t can lay a framework for your development. As a coach Madeleine used her awareness of learning style to increase her effectiveness with clients. Her preference for the Experiencing style and backup styles in Imagining and Reflecting allowed her to connect with her client, establish trust, show empathy, identify an ideal outcome, and inquire patiently during their session. However, her attachment to feelings and intuition sometimes left her short in planning, identifying patterns, and locking in to a goal for long-term achievement and change. To manage these potential downsides, Madeleine was careful to attend to goal setting early in the session and to pay attention to the time so that the client would leave with clear measures of accountability.
Madeleine’s coaching colleague, Ron, found that his Deciding style kept him on time and task, but sometimes he judged too early. He managed his tendency to drive to practical outcomes by carving out ten minutes of every session to explore possible outcomes and to inquire carefully. Interestingly, his reputation for being a strict performance-oriented coach seemed to attract different clients from Madeleine. She seemed to work with more clients who were managing difficult relationships or seeking work-life balance.
If you have never thought about your approach to learning, you are not alone. Learning seems so automatic that few people consider what the learning process is or how they approach it. As you recognize your learning style and your distinctive strengths and challenges, you will also recognize the ways of learning that are not yet in your comfort zone.
Entrenchment occurs when you habitually cling to your preferred learning style. Studies have shown that when people specialize in one field, especially highly technical or abstract fields like science, medicine, law, or engineering, they tend to be more rigidly attached to one learning style. This may make them more successful in their specialty, but it leaves them with less flexibility to use other learning styles. What makes the specialist successful in his or her chosen career may contribute to less overall flexibility in life. Building learning flexibility, the next step in the learning way, is the antidote.
Learning Style Checklist for Action
Use the following checklist to remind you how to build self-awareness through understanding your learning style.
Identify your learning style preference by taking the KLSI 4.0 (see Appendix A).
Monitor the way you navigate the learning cycle, paying attention to the learning ways that you use and the ones that are unfamiliar.
On a team, map the learning style preferences of your team members. Use the steps in the learning cycle to guide a team activity or decision, and describe the team process and outcome in terms of the nine steps of the full learning cycle process.
Identify the learning styles of your coworkers, friends, and family members and compare their strengths to the skills that you need to succeed.
Practice
Several times throughout the day, pay attention to the situation and notice how your learning style is guiding you. When trying to solve a problem or make a decision, notice which step of the process is required and how you adapt to address each step.
Reflection
You may find it helpful to journal about your preferred learning style. Below you will find prompts for your reflections:
What are the strengths and challenges of your learning style?
How has your learning style supported you in your life path?
Describe a typical “day in your life.” Identify your typical learning approach by highlighting the part of the learning cycle process that you seek out as you note the activities you prefer and the ones you avoid. Include information about how you approach
Time and obligations
People and relationships
Work, home, and family
Emotions
Communication and feedback
Create a personal portfolio that represents your preferred learning style. This can include poetry, personal photos, journal entries, writings about interactions and relationships, favorite activities, and lists of strengths and personal challenges. Notice the many ways in which your style impacts your feelings, perceptions, thoughts, and actions.
Compose an email. Now try to assume different learning styles and alter the message to reflect the orientation of each of the styles.
Make a list of the strengths of your personal style. Consider how you use these every day at work and play. Then make a list of the strengths of the style opposite to yours. Write a brief statement on how the acknowledgment of this interdependent opposite can be useful and supportive.
Think of a character in a novel or a movie that has always resonated with you. Determine the learning style of the character. How does this compare to your learning style? Is it similar to your own or completely opposite?