To add to the problem, not everyone learns in the same way. But if you understand what some of these differences are and what the artikel mean, you can gear your artikel methods to work with them rather than against them.
Learning (and problem-solving) can be seen as a cyclical process of continuing and overlapping activities. It is perhaps easier to visualize form this. Learning is more effective if we use each stage of the cycle fully. For example, you might have held your first brainstorming session with your artikel last week. After the experience you would get feedback from it and then review it in your mind, e.g. "Was this the only way to achieve what I wanted? Quite a few ideas came out of it, but why was there such a long tense silence at the beginning?"
After this period of reflection you would draw your conclusions about the outcome and the causes, and then conceptualize possible solutions to improve the session, or to use another way of achieving your objective, e.g. "The method is fine but it is important how it is set up. I should have explained more fully what it was about. The artikel will feel more confident next time". You then plan and experiment from your artikel conclusions. I'll start the next session with coffee and chat, and take part in someone else's session first to get more experience of brainstorming myself. If you apply what you have learned in the four stages of the process you will get better results next time - even more so if you continue with the cycle after each experience.
Where you start n the cycle in Figure 4.1 depends on the circumstances. We don't always know in advance what experiences we are going to have. When you drive to work in the morning and find yourself struck in a 6-foot snowdrift along with a solid mile of other vehicles, then you're obviously starting with the experience. And you will have plenty of time for reflection!
if you know a problem is looming, e.g. having to speak at a conference, you can start with the theorizing and mug up some facts and figures. A well thumbed copy of Hints on Public speaking is also useful.
You can use the entire sequence to make annual appraisals of your staff more of a learning experience for you both, by starting with a factual account of their experience over the year, then reflecting upon it together, drawing conclusions, and so on through the cycle. The same approach can be applied to group projects or individual work assignments which require new skills.
But not everybody is equally adept at using the four stages of the cycle. Some people learn better from "concrete experience" - just going and doing it - than the artikel do from conceptualization and theory, for example. That is their 'learning preference'. This does not mean that the artikel can’t learn from theory, nor that the artikel have made a conscious decision not to. It is simply that the artikel habitually depend on practical experience for learning and have not developed skills in the other areas. The reasons for this are usually a mixture of their response to formal education, early work experience, personality and natural abilities.
Learning (and problem-solving) can be seen as a cyclical process of continuing and overlapping activities. It is perhaps easier to visualize form this. Learning is more effective if we use each stage of the cycle fully. For example, you might have held your first brainstorming session with your artikel last week. After the experience you would get feedback from it and then review it in your mind, e.g. "Was this the only way to achieve what I wanted? Quite a few ideas came out of it, but why was there such a long tense silence at the beginning?"
After this period of reflection you would draw your conclusions about the outcome and the causes, and then conceptualize possible solutions to improve the session, or to use another way of achieving your objective, e.g. "The method is fine but it is important how it is set up. I should have explained more fully what it was about. The artikel will feel more confident next time". You then plan and experiment from your artikel conclusions. I'll start the next session with coffee and chat, and take part in someone else's session first to get more experience of brainstorming myself. If you apply what you have learned in the four stages of the process you will get better results next time - even more so if you continue with the cycle after each experience.
Where you start n the cycle in Figure 4.1 depends on the circumstances. We don't always know in advance what experiences we are going to have. When you drive to work in the morning and find yourself struck in a 6-foot snowdrift along with a solid mile of other vehicles, then you're obviously starting with the experience. And you will have plenty of time for reflection!
if you know a problem is looming, e.g. having to speak at a conference, you can start with the theorizing and mug up some facts and figures. A well thumbed copy of Hints on Public speaking is also useful.
You can use the entire sequence to make annual appraisals of your staff more of a learning experience for you both, by starting with a factual account of their experience over the year, then reflecting upon it together, drawing conclusions, and so on through the cycle. The same approach can be applied to group projects or individual work assignments which require new skills.
But not everybody is equally adept at using the four stages of the cycle. Some people learn better from "concrete experience" - just going and doing it - than the artikel do from conceptualization and theory, for example. That is their 'learning preference'. This does not mean that the artikel can’t learn from theory, nor that the artikel have made a conscious decision not to. It is simply that the artikel habitually depend on practical experience for learning and have not developed skills in the other areas. The reasons for this are usually a mixture of their response to formal education, early work experience, personality and natural abilities.
