This document provides a template for a training plan on the Honey & Mumford Learning Model. The plan includes sections on introduction, objectives, process, experience, application, guided learning, practice and progress monitoring, recap, review, and application. The guided learning section would discuss the four learning preferences identified in the model (activist, reflector, theorist, pragmatist) and have learners match them to Kolb's learning cycle. Learners would then practice applying the model and be assessed on their understanding.

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Training Plan Template
Name: Cairo Okba – Training Coordinator / KCH Session Title: The Honey & Mumford Learning Model
Introduction Section
Trainer questions and instructions Learner responses and actions
Materials
eg Slides,
Flipcharts etc
Purpose: The title of the session Slide/flip 1
Info In this session we will learn about the four
learning preferences identified within the
Honey & Mumford Learning Model.
Slide 1
Objective:Mustcontain a behaviour, standard and
condition. You may invite a volunteer to read it.
Slide/flip 2
Info By the end of this session you will be able
to:
 Name Honey & Mumford’s four
learning preferences and list two
characteristics of each without
reference to notes.
Volunteer reads out the objective. Slide 2
Process: How long the session will be,learning
methods used,practice,recap, individual exercise, and
handout.
Slide/flip 3
Process
 The session will last 20 minutes.
 We will discuss the Honey-Mumford
Model and the learning preferences
identified within.
 As a practice exercise, you will
match each learning preference
with its characteristics
Slide 3

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 This will then be followed by a
quick recap.
 Finally, you will all individually
complete a short assessment.
 A hand-out will be provided at the
end of the session as well as a
Honey & Mumford self-assessment
questionnaire to take away with
you.
Trainer questions and instructions Learner responses and actions
Materials
eg Slides,
Flipcharts etc
Experience:A question to establish your learners’
experience - specific to the topic. Use an open question
to avoid ‘yes’ / ‘no’ answers (ie startyour question with
“What….” Or “How…” rather than “Have you…” or “Can
you…”) that is specific to the topic.
Relay  What experience do you have of
using the Honey & Mumford model
or other learning models?
Various
Application: Use an open question to encourage
learners to identify the benefits of the learning (you may
need to add a clue to help them) or provide information
aboutthe key benefits.
Relay How can this learning model help you as a
trainer and as a learner?
 Assess own and others learning
preferences.
 Identify strengths and weaknesses of
a learner.
 Customise training on the go to
appeal to the learner’s preferred style.
 Develop oneself to become a well-
rounded learner (i.e. adopting all four
preferences).
 Apply different learning styles to
different learning situations.

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Learning Section – Guided Learning
Trainer questions and instructions Learner responses and actions
Materials
eg Slides,
Flipcharts etc
This detailed section should contain all ofthe questions
/ information /instructions required to guide your
learners through the content of the session. Use open
questions. The questions should have information or
clues in them to guide the learners to the correct
answer.
Info
SS
The Honey& Mumford model is based on
Kolb’s theory of experiential learning. In
Kolb’s theory he developed a learning
cycle.
On the slide I am about to show you there
are four parts to the cycle. I will then show
you the four learning preferences of the
H&M model and ask you questions on how
they relate to the cycle.
Slides 4 - 5
O/H What do you think activist as a learning
preference means?
Active, gets involved, participates, like to do
things
O/H And what part of the cycle does that match
up to?
Concrete Experience
O/H How about reflectors, how do they like to
learn?
Observe situations, review a task after
completion, reflect on the outcome and use
hindsight
O/H Where on the cycle would you place a
reflector learner?
Reflective observation
O/H What are theorists likely to do in a learning
situation?
Want more information, to understand the
theories and concepts, rely on logic rather than
impulse feelings
O/H And where would you match them up to
on the cycle?
Abstract conceptualisation

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Learning Section – Guided Learning
O/H Lastly we have pragmatists, how do you
think they prefer to learn?
Understand how it applies in the workplace,
hands-on practical experience. Not interested
in theories or concepts
Info So of course they would match to the
Active Experimentation part of the cycle.
Info So now that we know what the learning
preferences are and what each one means,
let’s have a look at the strengths and
weaknesses of each one.
Slides 6-9
Instruction So as you can on the slide activists like to
dive into situations. I’ve given some
examples of their strengths and
weaknesses.
Would someone like to read out the points
on the slide?
Volunteer reads points
O/H What other strengths might an activist
have?
Enjoys challenges, not afraid to make a
mistake, a lot of personal experience
O/H What about other weaknesses? Poor time management, doesn’t think before
acting, may not learn from mistakes.
Instruction Who wants to read the next set of points? Volunteer reads points
O/H Can you tell me one other strength and
weakness of a reflector?
High level of self-awareness, researching
Can be indecisive, forget important details
O/H Now without looking at the next slide, who
can give me three strengths of a theorist?
Planning, working with facts and data, solving
problems
O/H Someone else give me three
weaknesses…
Reluctant to try new untested methods of
working, overcautious, need a lot of info to act.

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Learning Section – Guided Learning
O/H And finally can someone give me one
strength and one weakness of a
pragmatist?
Problem solving, decision making, applying
theory in practice
Not interested in concepts, lack of imagination
Learning Section – Practice and Progress Monitoring
Trainer questions and instructions Learner responses and actions
Materials
eg Slides,
Flipcharts etc
Skills and Knowledge Practice:An activity to
give the learners a chance to practise before being
tested and providing you with an opportunityto observe
and coach if required.
Practice To practice what we have just learnt, I am
going to split you into pairs. I am going to
give each pair a set of cards with the four
learning preferences and their
characteristics and what you’ll have to do
is match each learning preference to its
characteristics. I’ll give you a couple of
minutes and then I will come and check
how you are getting on.
Observe each learner/pair
Work in pairs to match the cards Slide 10
Cards

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Learning Section – Practice and Progress Monitoring
Trainer questions and instructions Learner responses and actions
Materials
eg Slides,
Flipcharts etc
Recap: These questions check the learners’
understanding ofthe key learning points and can be
combined with,or be separate from,the skills and
knowledge practice above.
Process We are now going to quickly recap on
what we have covered today. I am going to
ask a question that I would like you all to
think about and then I will nominate
someone to answer.
Slide 11
Relay What are the four different learning
preferences of the model?
(Pause) Name…..(Pause) Name…..etc.
PPP What are two strengths of an activist
learner?
(Pause) Name…..
Enjoys a challenge, able to make fast
decisions
PPP What are two characteristics of a reflector
learner?
(Pause) Name…..
High self-awareness
PPP From where did Honey & Mumford derive
their learning model?
(Pause) Name…..
Kolb’s theory of experiential learning/ Kolb’s
learning cycle
PPP Which part of Kolb’s learning cycle would
best describe a theorist learner?
(Pause) Name…..
Abstract conceptualisation
Relay What are the other three parts of the
cycle?
(Pause) Name….. (Pause) Name….. etc..
Concrete Experience
Reflective Observation
Active Experimentation

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Relay If four people each with a different
learning preference were shipwrecked on
a deserted island, what would each one
start to do?
(Pause) Name….. activist?
(Pause) Name….. theorist?
(Pause) Name….. pragmatist?
(Pause) Name….. reflector?
Explore the island
Give data and statistics of survival chances…
Build shelter
Observe everybody else and the environment
PPP If a person likes to learn things that they
can apply in practice, what is their
learning preference?
(Pause) Name…..
Pragmatist
Info Memory Aid
Here is a hand-out that explains the
characteristics of each learning preference
and a self-assessment questionnaire to
take away with you.
Hand-out

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Review Section
Trainer questions and instructions Learner responses and actions
Materials
eg Slides,
Flipcharts etc
Valid Test:This mustbe an individual exercise
matching the objective. You mustbe able to check the
test quickly and easilyduring the session.
Instruction You will not complete the short
assessment provided, where you will
name each of the four learning
preferences and list two characteristics for
each without referring to your notes. So
please put away the hand-out I have just
given you and begin the assessment. You
have 3 minutes to complete it.
Observe learners and coach if necessary.
Slide 12
Assessment
paper
Achievement/Action Plan: Re-displaythe
objective and congratulate learners on their
achievement.
Revisit
objective
VE
Coming back to the objective, it was to be
able to:
 Name Honey & Mumford’s four
learning preferences and list two
characteristics of each without
reference to notes.
Slide 13
Application Confirmed: An open question
encouraging learners to explain how the learning will be
used by them.
Relay How will you use what you have learnt
today when planning and delivering
training sessions in the future?
 Assess others learning preferences.
 Identify strengths and weaknesses of a
learner.
 Use training aids that appeal to all
learning preferences.
 Develop learners to become well-
rounded (i.e. adopting all four

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preferences) so they can apply different
learning styles to different learning
situations.
Next Step: Title of the next session.
Info The next session will be on the VAKS
learning model.

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