Honey and Mumford.doc

8/10/2019 Honey and Mumford.doc

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Honey and Mumfords learning style questionnaire (LSQ)

- recognizes four types of styles

Learning style Description Caracteristics

Refectors

!e"ectors li#e to stand $ac# to ponder e%periences and o$ser&e

tem from many di'erent perspecti&es ey collect data* $ot +rst

and and from oters* and prefer to tin# a$out it torougly $efore

coming to any conclusion e toroug collection and analysis of

data a$out e%periences and e&ents is ,at counts so tey tend to

postpone reacing de+niti&e conclusions for as long as possi$le

eir pilosopy is to $e cautious ey are tougtful people ,o

li#e to consider all possi$le angles and implications $efore ma#ing a

mo&e

Careful

ood listener

Holds $ac# from participation

Metodical

Does not .ump to conclusions

Slo, to decide

oroug and tougtful

Theorists

eorists adapt and integrate o$ser&ations into comple% $ut

logically sound teories ey tin# pro$lems troug in a &ertical*

step-$y-step logical ,ay ey assimilate disparate facts into

coerent teories ey tend to $e perfectionists ,o ,on/t rest

easy until tings are tidy and +t into a rational sceme ey li#e to

analyze and syntesize ey are #een on $asic assumptions*

principles* teories models and systems tin#ing eir pilosopy

poses rationality and logic 01f it/s logical it/s good0 Questions tey


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frequently as# are2 0Does it ma#e sense30 0Ho, does tis +t ,it

tat3 45at are te $asic assumptions30 ey tend to $e detaced*

analytical and dedicated to rational o$.ecti&ity rater tan anyting

su$.ecti&e or am$iguous

Disciplined

1ntolerant of su$.ecti&e* intuiti&e ideas

Logical

Lo, tolerance of uncertainty* am$iguity

6$.ecti&e

7arental in approac

7ro$ing ,en questioning

!ational

!estricted in lateral tougt

Activists

8cti&ists in&ol&e temsel&es fully and ,itout $ias in ne,

e%periences ey en.oy te ere and no, and are appy to $e

dominated $y immediate e%periences ey are open-minded* not

s#eptical* and tis tends to ma#e tem entusiastic a$out anyting

ne, eir pilosopy is 01/ll try anyting once0 ey tend to act

+rst and consider te consequences after,ards eir days are +lled

,it acti&ity ey tac#le pro$lems $y $rainstorming 8s soon as te

e%citement from one acti&ity as died do,n tey are $usy loo#ing

for te ne%t ey tend to tri&e on te callenge of ne,

e%periences $ut are $ored ,it implementation and longer term

consolidation

9le%i$le

ets $ored ,it consolidation

Happy to gi&e tings a try

6pen minded

6ptimistic a$out cange

!uses into action ,itout preparation

a#es immediate o$&ious action

a#es unnecessary ris#s


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:nli#ely to resist cange

Pragmatists

7ragmatists are #een on trying out ideas* teories and tecniques to

see if tey ,or# in practice ey positi&ely searc out ne, ideas

and ta#e te +rst opportunity to e%periment ,it applications ey

are te sort of people ,o return from management courses

$rimming ,it ne, ideas tat tey ,ant to try out in practice ey

li#e to get on ,it tings and act quic#ly and con+dently on ideas

tat attract tem ey tend to $e impatient ,it ruminating and

open ended discussions ey are essentially practical* do,n-to-

eart people ,o li#e ma#ing practical decisions and sol&ing

pro$lems

;usinessli#e

gets to te point

Does not li#e teory

1mpatient ,it ,a Mumford* ?@@AB Co+eld et

al* AB


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3.0 Your Learning Style

Honey and Mumford (?@EA) de&ised an in"uential self-test* ,ic

indicates ,eter you are predominantly an acti&ist* a re"ector* a

teorist* or a pragmatist ere are ,e$sites ,ere you can ta#e a

test

F

;ut you ,ill pro$a$ly get .ust as good an idea a$out your learning

style (and tose of your colleagues) $y reading ,at eac type li#es

and loates

3.1 Activists

8cti&ists learn $est from acti&ities in ,ic tere are2

G

e, e%periences and callenges from ,ic to learn

G Sort Iere and no, tas#s in&ol&ing

Competiti&e team,or# and pro$lem-sol&ing

G

J%citement* cange and &ariety

G Iig &isi$ility tas#s suc as cairing meetings* leadingdiscussions and

7resentations

G

Situations in ,ic ne, ideas can $e de&eloped ,itout constraints

of policy and structure

G

6pportunities for .ust Ia&ing a go

8cti&ists learn least from* and may react against* acti&ities ,ere2

G


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6/8


7/8

G

Ha&e to participate in situations empasizing emotions and feelings

G

8re in&ol&ed in unstructured acti&ities ,ere am$iguity anduncertainty are ig

G

8re as#ed to act or decide ,itout a $asis in policy* principle or

concept

G

8re faced ,it a otcpotc of alternati&e or contradictory

tecniques or metods ,itout e%ploring any in dept

G

Dou$t tat te su$.ect matter is metodologically sound

G

9eel out of tune ,it oter participants* for e%ample ,en tey are

,it lots of acti&ists

3.4 Pragmatists

7ragmatists learn $est from acti&ities ,ere2

G ere is an o$&ious lin# $et,een te su$.ect matter and a Ireal

life pro$lem

G

ey are so,n tecniques for doing tings ,it o$&ious practical

ad&antages

G

ey a&e te cance to try out and practice tecniques ,it

coacing or feed$ac# from a credi$le e%pert

G

ey see a model tey can emulate* or e%amples K anecdotesG

ey are gi&en tecniques currently applica$le to teir o,n ,or#

G

ey are gi&en immediate opportunities to implement ,at tey

a&e learned

G

ey can concentrate on practical issues* suc as dra,ing up action

plans or gi&ing tips to oters 7ragmatists learn least from* and may

react against* acti&ities ,ere2


8/8

G

e learning is not related to an immediate need tey recognize

G

6rganizers of te learning seem distant from realityG

ere are no clear guidelines

G

ey feel people are going round in circles rater tan getting to

te point

N

G

ere are political* organizational* managerial or personal o$stacles

to implementation

G

ere is no apparent re,ard from te learning acti&ity* for e%ample

iger gradesO

Documents

Honey and Mumford.doc