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Theory of Transitional Learning in the Workplace ,[object Object],[object Object],[object Object],[object Object],Why Learning Styles are Important for Adult Learners in the Workplace? presented by:
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Theory Paper Presentation
Providing training for the next generation of workers will require considerably flexibility.  All three generations ( baby boomers, Gen Xers,  and  millennials ) still require training, but each has its own focus, perspective, and expectations about that training.  Additionally each generation will be performing slightly different roles in the coming years of the workforce.  To successfully manage this multigenerational workforce, workplace learning and performance professionals will need to provide training and technology that fits both the learning styles and lifestyles of the diverse workforce.  Learning Styles   (Ware, April 2007, Training & Development)
My theory research on transitional learning in work situations focuses on concepts such as ‘productive learning’ and ‘andragogy of vocational learning’.  In investigating what makes learning productive and what learning styles enhance this, there is a tendency to take the notion of learning at work as unproblematic.  My theory paper recognizes that much writing on learning styles is strongly shaped by people’s understandings of learning in traditional and formal education settings.  Such assumptions distort attempts to understand transitional learning at work.  Furthermore, the main focus of my theory is to represent a concept of ‘learning styles’ and to identify the implications of this for attempts to understand transitional learning at work and the conditions that enhance it.  In addition, The development of using learning styles that promises to do more justice to the richness of learning and evidence why learning styles are important in adult learning and training in the working-class life… Learning at Work
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Theory Paper Study
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Theory Paper Study
Weas (2008) Theory Review on Learning Styles ,[object Object],[object Object],[object Object],[object Object],[object Object]
Kolb (1995)  Research Theories Kolb’s Experiential Learning Cycle
Jarvis (1994) Research Theories Kolb’s Cycle Developed – Jarvis’ (experiential) Learning
Research Theories Dunn & Dunn (1995) Dunn and Dunn Learning Styles Model ,[object Object],[object Object],[object Object],[object Object],[object Object],A model of learning styles that incorporates a wider range of dimensions than most. They have 21 separate scales that are subdivided into five separate categories:
Dunn & Dunn (1995) Research Theories Dunn and Dunn Learning Styles Model – 21 Elements
Research Theories Smith (2004) The Relationships Between Teaching, Learning & Support Strategies
Research Theories Marsick & Watkins (2001) Marsick’s Informal & Incidental Learning Theory
Weas (2008) Dubin’s Method for Developing a Theory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Weas (2008) Theory of Transitional Learning
Boyle, R. A. (2005).  Applying Learning-styles Theory in the Workplace: How to maximize Learning-Styles Strengths to Improve Work Performance in law Practice.  St Johns Law Review, Vol 79(97), pp. 97-125.  Cuthbert, P. F. (2005.  The student learning process: Learning Styles or Learning Approaches?  Teaching in Higher Education,  Vol. 10, No 2, pp. 235 -249.  Dunn, R. (1990). Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription,  Journal of Reading, Writing & Learning Disabilities,  Vol 6(3), pp. 231-254.  Engerstrom, Y. (2001).  Expansive learning at work: toward an activity theoretical reconceptualization,  Journal of Education and Work , 14(1), 133-156.  Hager, P. (2004).  Conceptions of learning and understanding learning at work.  Studies in Continuing Education , Vol 26, No 1, March 2004 Hall, E. & Moseley, D. (2005).  Is there a role for learning styles in personalized education and training?  International Journal of Lifelong Education,  Vol 24, no 5. pp.243-256.  Illeris, K. (2003), Workplace Learning and Learning Theory.  Journal of Workplace Learning , 2003, Volume 15 Jarvis, P. (1995)  Adult and Continuing Education. Theory and practice  2e, London: Routledge. Kolb, D. A. (1984).  Experimental Learning.   Englewood Cliffs, NJ Prentice-Hall.  Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning, in C. Cooper (ed.)  Theories of Group Process , London: John Wiley. Marsick, V. J. & Watkins, K. E. (2001). Informal and Incidental Learning.  New  Directions for Adult and Counseling Education,  No 80 Jossey- Bass & Sons Inc.  Pumphrey, J. & Slater, J. (2002).  An Assessment of Generic Skills Needs,  (Nottingham: D(ES). Sayer, K. & Studd, R. (2006).  Matching Learning Style Preferences with suitable Delivery Methods on Textile Design Programs.  International Journal of Technology and Design Education,  Vol. 16 pp. 163-176,  Smith S. & Smith P. J. (2004).  Strategies for accommodating individuals’ styles and preferences in flexible learning programs.  British Journal of Educational Technology , Vol 35, No 4 pp. 395-412.  Ware, J., Craft, R., Kerschenbaum, S. (2007).  Training tomorrow’s Workforce.  Training & Development,  Vol April 2007, pp. 58-60.  References
Thank You! Questions or Comments?

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Theory Paper Presentation for Ed. D. Program

  • 1.
  • 2.
  • 3. Providing training for the next generation of workers will require considerably flexibility. All three generations ( baby boomers, Gen Xers, and millennials ) still require training, but each has its own focus, perspective, and expectations about that training. Additionally each generation will be performing slightly different roles in the coming years of the workforce. To successfully manage this multigenerational workforce, workplace learning and performance professionals will need to provide training and technology that fits both the learning styles and lifestyles of the diverse workforce. Learning Styles (Ware, April 2007, Training & Development)
  • 4. My theory research on transitional learning in work situations focuses on concepts such as ‘productive learning’ and ‘andragogy of vocational learning’. In investigating what makes learning productive and what learning styles enhance this, there is a tendency to take the notion of learning at work as unproblematic. My theory paper recognizes that much writing on learning styles is strongly shaped by people’s understandings of learning in traditional and formal education settings. Such assumptions distort attempts to understand transitional learning at work. Furthermore, the main focus of my theory is to represent a concept of ‘learning styles’ and to identify the implications of this for attempts to understand transitional learning at work and the conditions that enhance it. In addition, The development of using learning styles that promises to do more justice to the richness of learning and evidence why learning styles are important in adult learning and training in the working-class life… Learning at Work
  • 5.
  • 6.
  • 7.
  • 8. Kolb (1995) Research Theories Kolb’s Experiential Learning Cycle
  • 9. Jarvis (1994) Research Theories Kolb’s Cycle Developed – Jarvis’ (experiential) Learning
  • 10.
  • 11. Dunn & Dunn (1995) Research Theories Dunn and Dunn Learning Styles Model – 21 Elements
  • 12. Research Theories Smith (2004) The Relationships Between Teaching, Learning & Support Strategies
  • 13. Research Theories Marsick & Watkins (2001) Marsick’s Informal & Incidental Learning Theory
  • 14.
  • 15. Weas (2008) Theory of Transitional Learning
  • 16. Boyle, R. A. (2005). Applying Learning-styles Theory in the Workplace: How to maximize Learning-Styles Strengths to Improve Work Performance in law Practice. St Johns Law Review, Vol 79(97), pp. 97-125. Cuthbert, P. F. (2005. The student learning process: Learning Styles or Learning Approaches? Teaching in Higher Education, Vol. 10, No 2, pp. 235 -249. Dunn, R. (1990). Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription, Journal of Reading, Writing & Learning Disabilities, Vol 6(3), pp. 231-254. Engerstrom, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization, Journal of Education and Work , 14(1), 133-156. Hager, P. (2004). Conceptions of learning and understanding learning at work. Studies in Continuing Education , Vol 26, No 1, March 2004 Hall, E. & Moseley, D. (2005). Is there a role for learning styles in personalized education and training? International Journal of Lifelong Education, Vol 24, no 5. pp.243-256. Illeris, K. (2003), Workplace Learning and Learning Theory. Journal of Workplace Learning , 2003, Volume 15 Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, D. A. (1984). Experimental Learning. Englewood Cliffs, NJ Prentice-Hall. Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning, in C. Cooper (ed.) Theories of Group Process , London: John Wiley. Marsick, V. J. & Watkins, K. E. (2001). Informal and Incidental Learning. New Directions for Adult and Counseling Education, No 80 Jossey- Bass & Sons Inc. Pumphrey, J. & Slater, J. (2002). An Assessment of Generic Skills Needs, (Nottingham: D(ES). Sayer, K. & Studd, R. (2006). Matching Learning Style Preferences with suitable Delivery Methods on Textile Design Programs. International Journal of Technology and Design Education, Vol. 16 pp. 163-176, Smith S. & Smith P. J. (2004). Strategies for accommodating individuals’ styles and preferences in flexible learning programs. British Journal of Educational Technology , Vol 35, No 4 pp. 395-412. Ware, J., Craft, R., Kerschenbaum, S. (2007). Training tomorrow’s Workforce. Training & Development, Vol April 2007, pp. 58-60. References
  • 17. Thank You! Questions or Comments?