Learning Styles that Define Learning

Learning Styles that Define Learning

Learners are allowed to work in teams when performing various tasks. Groups facilitate learning among students and improve understanding of concepts.  Students learn differently according to Kolb stages.  Kolb identified various learning styles that define learning.  Some student learns well when provided with logical theories to consider. Others learn well when provided with an opportunity to apply the concepts and theories learned.

In addition, students learn well when given hands on activities and permitted to observe and collect information.  In this case, we were able to learn the topic using the learning styles above. Working in groups is not easy for many students as they face challenges that affect group performance and individual performance.  Conflicts and lack of collaboration among the group members affects their performance.

We worked on the diagnostic approach to job design (the Hackman and Oldham Model) during the semester and met every Monday to examine the topic.  We examined the Hack man and Oldham model of job design. We gathered information about the model and characteristics that should be considered when developing a job.  The characteristics include a variety of skills, task identity, task importance, independence and feedback.  All group members gathered information about the Hackman and Oldham model and then selected a single characteristic and researched it further.

The members presented one factor to consider when designing a job to the group members. This prevented conflict of roles and ensured all the members participated equally.   The team members discussed their experience when gathering information about Hackman and Oldham model.  This made it easy for members to reflect on their experiences and integrate them on the group.  The members reflected on the importance of their experience to the group and meaning.

This in turn enabled the group to learn and shape itself to respond to the challenges.  The team members acknowledged the differences of other members and created a conducive environment for learning.  This eliminated conflicts and misunderstanding and ensured the team functioned effectively and matured (Marcic & Daft, 2010).

Reference

Marcic, D., & Daft, R.L. (2010). Understanding management. Cengage Learning

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