The document discusses the Honey and Mumford learning styles model developed by Peter Honey and Alan Mumford. It describes how Honey and Mumford collaborated to develop a learning styles questionnaire after realizing important information about how each manager prefers to learn was missing from existing psychological reports. Their learning styles model proposes four styles - activist, theorist, pragmatist, and reflector - along with the learning activities best suited to each style. The summary concludes by noting the model aims to help people learn in a way best suited to their style and recognize their own preferred style, but that it also has limitations in assessing learning style and applicability across all subjects.

1. PRESENTATION BY GROUP C ON 01ST
MARCH 2022
TUKUNDAANE JOACHIM
AGABA SHIBERT
AVITUS AGARURAHO

2. HONEY PETER AND
MUMFORD LEARNING STYLES

3. HONEY PETER
 He was born in 1933 on 36 Hollywell Street, Oxford in England.
 He studied from King William’s College, Isle of Man from 1951-56.
 Before that he studied from South Oxford Secondary Modern(now converted into flats)
 He attained a doctorate of literature in 1986.
 Best selling publication: Learning Styles, 1982 (co-author, Alan Mumford)
 He became a chartered psychologist in 1967

4. ALAN MUMFORD
 He was born on June 06 1912.
 Birth place ; Adelaide , South Australia, Australia
 Died on September 05 , 1998.

5. How they came up with the learning styles…
 Peter Honey and Alan Mumford are longstanding colleagues who met in the mid-seventies. We
cooperated on a number of management training projects in ICL (International Computers
Limited), before Alan moved to take up a position as the management development advisor in
Chloride. He inherited an office with lots of filing cabinets in a row along one wall, each with
metal bar and large padlock. These cabinets contained confidential reports on all the managers
in Chloride. In those days every manager was put through a series of psychometrics probing
their IQ, their personality, their analytical thinking, their leadership skills – and all the rest of it.
 Alan wondered how he could use the information contained in these reports to help him
produce personal development plans that were tailor-made for each manager. Knowing I was a
chartered psychologist, Alan asked if I could help. I soon realised that, whilst the psychological
reports were very comprehensive, a vital piece of information was missing; how each manager
preferred to learn. In fact, learning was never mentioned in any of the reports.
 The quest was on to fill the gap by finding a way of getting reliable information about each
manager’s learning style preferences. This wasn’t as straightforward as it at first seemed
because, when managers were quizzed about how they preferred to learn, they tended to look
blank and say, ‘I’ve no idea; I just do it’. This led to four years experimentation with different
versions of the learning styles questionnaire which, having been tested and found useful in
Chloride, was self-published in the autumn of 1982.

6. Continued…
 There is an amusing story about how the questionnaire came to be self-published. The original
intention was to send the manuscript (there were such things as manuscripts in those days!) to a
‘proper’ publisher, but I, in a flush of entrepreneurial zeal, managed to persuade Alan that we
could go it alone. We contributed 50/50 towards the printing costs. It was decided that since
this was a specialist publication, aimed a niche market of management trainers, we would print
500 copies. To our surprise, we ran out of stock in just four weeks. We met to decide whether to
print more copies and, if so, how many. Alan was characteristically cautious. He argued that,
whilst the take-up had been astonishing, the market would now be close to saturation so only a
few more copies should be printed. I, always one to take a risk, urged Alan to be bold and print
another 500 copies. They sold out in about eight weeks!
 An interesting aspect of the Honey & Mumford collaboration (learning styles was the first of
many co-authored publications) is that Alan and I have quite different learning style
preferences. Alan is a Reflector/Theorist and I am a Pragmatist/Activist. This means that we have
always worked together in a way where the skills of one make up for the deficiencies of the
other. I encourage Alan to take risks and Alan encourages me to take more care. The
partnership is powerful; an illustration of how the whole equals more than the sum of the parts.

7. LEARNING STYLES IN PERSPECTIVE

8.  We explain this learning style using Kolb’s learning cycle.
 Kolb’s learning style is basically a four stage process which shows how we
acquire and embed knowledge.
 The theory embraces the idea that we change as a result of experience,
reflection, conceptualization and experimentation.
 As u can see from the diagram the learning style are spotted around two
axes . The horizontal axis sis called the processing continuum and refers
to how we approach a task, that is do we prefer by watching or doing. The
vertical axis is called the perception continuum and refers to our
emotional response to the task or how think and feel about it.

9. EXPLAININGTHEPROCESS
 ACTIVISTS
 These are people who learn best by doing. They like to get their hands
dirty and are enthusiastic about being thrown in at the deep end and love
trying new things. They love to tackle problems using brainstorming
sessions with others to figure things out.
 They are more than happy to lead the sessions by themselves and when
their enthusiasm for an experience begins to wain, they immediately begin
to start to look for a new challenge.
 Activists learn best when thrown in at the deep end, working with others
and trying new experiences.
 Activists learn least well when listening to lectures, group discussions,
puzzles and brainstorming.

10. THEORISTS
Theorists are people who learn best by understanding the theory behind why something is the way it is. They need models,
concepts, and facts to be able to learn effectively.
They enjoy analyzing and assimilating information to form their own theories. They value logic and rational thinking.
What they are learning must have a logical purpose in order for them to engage with it. They like to be able to ask questions so
that they can form their own opinions.
Theorists learn best when:
 There is a theory or logical model behind everything that they learn.
 They have the opportunity to ask questions.
 They can see the purpose behind everything they learn.
Theorists learn least when:
 Conclusions are ambiguous, Feelings and emotions are involved, Asked to jump in at the deep end without
understanding the underlying theory
Activities suited to theorists:
 Models, Facts and figures, quotes, applying a theory , story telling.

11. 3. PRAGMATIST
Pragmatists learn best when they can see how what they are learning can be put into practice in the real world.
They like to take a new idea they have learned and immediately try to put it into practice. They want to seek out
new ways to use what they have learned in practice.
They are practical, down-to-earth types who like to get on and get things done.
Pragmatists learn best when:
 They can see the connection between what they are learning and its use in practice.
 What they are learning is practically superior to their current way of doing things.
 They can get feedback on how they are doing from an expert.
 There is a practical example they can copy or build on.
Pragmatists learn least when:
 They can’t see a practical application for what they are learning.
Activities suited to pragmatists:
 Case studies, Problem solving, Discussing how to translate the theory into practice

12. 4. REFLECTOR
Reflectors are people who learn best when they can observe others and think about what they have just observed. They
avoid jumping straight in and prefer to watch first.
They like to collect data from many sources and perspectives, then think about it thoroughly before reaching any
conclusion. They are cautious and like to consider all the angles before committing to action.
Reflectors learn best when:
 Given time to think before they have to take action.
 Given time to investigate before they have to take action.
Reflectors learn least when:
 Aggressive deadlines rush them.
 They have to do things without having adequate time to prepare.
 Forced to take the lead in a group situation.
Activities suited to reflectors:
 Observing others perform activities.
 Paired discussions, Receiving feed back from others , coaching

13. ADVANTAGES
Some of the benefits of the model include:
Learning using the most suited style to you can
make learning easier, faster, more effective, and
more fun.
By increasing your awareness of how you like to
learn, you create the foundation for improving
your learning skills. You can’t address your weak
areas to become a more well-rounded learner.

14. DISADVANTAGES
Several criticisms have been leveled at the Honey and
Mumford learning styles model.
It is inconclusive whether the questionnaire really
measures your preferred learning style or whether it is
merely a personality test.
It is not always easy to learn a subject in the manner
that is most suited to you. For example, it’s difficult to
learn the law by merely doing, and it’s difficult to learn
to become a carpenter by watching.

15. SUMMARY

16. SUMMARY CONTINUED…
 The Honey and Mumford learning styles model is based on
Kolb’s work and proposes that there are four different
learning styles and provides the learning activities best suited
to each learning style. According to the theory, each of us will
prefer one or at maximum two learning styles.
 Can you recognize which of the Honey and Mumford learning
styles is best suited to you?

17. REFERENCES
 https://expertprogrammanagement.com/2020/10/honey-and-mumford/.
 https://www.amazon.com/Manual-Learning-Styles-Peter-Honey/dp/0950844470.
 Effective learning by Allan Mumford
 The learning skills questionnaire by Honey Peter and Allan Mumford

18. THANK YOU SO MUCH……..