Four Learning Preferences

Richard Kusnadi 01120100032
The Four Learning Preferences

LnC - 2010
There are four learning preferences / styles that Honey and Mumford found :
Activist, Reflector, Theorist and Pragmatist. These styles are directly aligned to the
stages in the cycle.
Diagram of Honey and Mumford’s learning styles
The Definition
If you are an Activist -
you will probably want to get involved in a project or specific assignment to develop
the skills on the job. Tackling very practical open and flexible learning programs, or
activity-based training courses will be most suitable for you.
*Activists involve themselves fully and without bias in new experiences. They enjoy the
here and now, and are happy to be dominated by immediate experiences. They are
open-minded, not skeptical, and this tends to make them enthusiastic about anything
new. Their philosophy is: "I’ll try anything once". They tend to act first and consider
the consequences afterwards. Their days are filled with activity. They tackle problems
by brainstorming. As soon as the excitement from one activity has died down they are
busy looking for the next. They tend to thrive on the challenge of new experiences but

LnC - 2010
are bored with implementation and longer term consolidation. They are gregarious
people constantly involving themselves with others but, in doing so, they seek to centre
all activities around themselves.
If you are a Reflector
You will appreciate working closely with someone experienced in this area, and
learning through observation and discussing your reflections and plans with a
mentor. You will also learn much from books, articles and case studies.
Reflectors like to stand back to ponder experiences and observe them from many
different perspectives. They collect data, both first hand and from others, and prefer to
think about it thoroughly before coming to a conclusion. The thorough collection and
analysis of data about experiences and events is what counts so they tend to postpone
reaching definitive conclusions for as long as possible. Their philosophy is to be
cautious. They are thoughtful people who like to consider all possible angles and
implications before making a move. They prefer to take a back seat in meetings and
discussions. They enjoy observing other people in action. They listen to others and get
the drift of the discussion before making their own points. They tend to adopt a low
profile and have a slightly distant, tolerant unruffled air about them. When they act it
is part of a wide picture which includes the past as well as the present and others’
observations as well as their own.
If you are a Theorist
You will most value theory-based courses with well-qualified and experienced
trainers, well-written books and articles.
*Theorists adapt and integrate observations into complex but logically sound theories.
They think problems through in a vertical, step-by-step logical way. They assimilate
disparate facts into coherent theories. They tend to be perfectionists who won’t rest
easy until things are tidy and fit into a rational scheme. They like to analyze and
synthesize. They are keen on basic assumptions, principles, theories models and
systems thinking. Their philosophy prizes rationality and logic. "If its logical its good."
Questions they frequently ask are: "Does it make sense?" "How does this fit with that?"
"What are the basic assumptions?" They tend to be detached, analytical and dedicated

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to rational objectivity rather than anything subjective or ambiguous. Their approach
to problems is consistently logical. This is their ‘mental set’ and they rigidly reject
anything that doesn’t fit with it. They prefer to maximize certainty and feel
uncomfortable with subjective judgments, lateral thinking and anything flippant.
If you are a Pragmatist

You will find that succinct, practical books and open and flexible learning are good
ways of quickly putting new learning to practical use. You will be particularly
attracted to working on real-life projects and appreciate the help of someone who
can give you some valuable feedback and coaching.
*Pragmatists are keen on trying out ideas, theories and techniques to see if they work
in practice. They positively search out new ideas and take the first opportunity to
experiment with applications. They are the sorts of people who return from courses
brimming with new ideas that they want to try out in practice. They like to get on with
things and act quickly and confidently on ideas that attract them. They tend to be
impatient with ruminating and open-ended discussions. They are essentially practical,
down to earth people who like making practical decisions and solving problems. They
respond to problems and opportunities ‘as a challenge’. Their philosophy is "There is
always a better way" and "If it works it's good".
Activist Pragmatist
Suited to experiential rather than lectures Favors independence
Not keen on implementation Could undertake more research
Reflector Theorist
Conscientious but hard to get started Much time spent working it out
Assimilates information Much redrafting
Detailed investigators
3.0 Your Learning Style
Honey and Mumford (1982) devised an influential self-test, which indicates whether
you are predominantly an activist, a reflector, a theorist, or a pragmatist. There are
websites where you can take a test — but you will probably get just as good an idea

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about your learning style (and those of your colleagues) by reading what each type
likes and loathes.
3.1 Activists
Activists learn best from activities in which there are:
• New experiences and challenges from which to learn
• Short ‘here and now’ tasks involving competitive teamwork and problem solving
• Excitement, change and variety
• ‘High visibility’ tasks such as chairing meetings, leading discussions and
presentations
• Situations in which new ideas can be developed without constraints of policy and
structure
• Opportunities for just ‘having a go’.
Activists learn least from, and may react against, activities where:
• They have a passive role (lectures, instructions, reading)
• They are observers
• They are required to assimilate, analyze and interpret lots of 'messy' data
• They must work in a solitary way (reading and writing alone)
• Statements are ‘theoretical’ - an explanation of cause
• There is considerable repetition (practicing the same skill)
• There are precise instructions with little room for man oeuvre
• They must be thorough, and tie up loose ends.
3.2 Reflectors
Reflectors learn best from activities where they:
• Are allowed or encouraged to watch / think / ponder on activities
• Have time to think before acting, to assimilate before commenting
• Can carry out careful, detailed research
• Have time to review their learning

LnC - 2010
• Need to produce carefully considered analyses and reports
• Are helped to exchange views with other people without danger, by prior
agreement, within a structured learning experience
• Can reach a decision without pressure and tight deadlines.
Reflectors learn least from, and may react against, activities where:
• They feel ‘forced’ into the limelight
• They must act without time for planning
• They are asked for an instant reaction, or ‘off the cuff’ thoughts
• They are given insufficient data on which to base a conclusion
• In the interests of expediency, they have to make short cuts or do a superficial job.
3.3 Theorists
Theorists learn best from activities where:
• What is being offered is part of a system, model, concept or theory
• They can explore methodically the associations and interrelationships between
ideas, events and situations
• They can question and probe the basic methodology, assumptions or logic
• They are intellectually stretched, e.g. by being asked to analyze and evaluate, then
generalize
• They are in structured situations with a clear purpose
• They see interesting ideas and concepts, whether or not they are immediately
relevant.
Theorists learn least from, and may react against, activities where they:
• Have no apparent context or purpose
• Have to participate in situations emphasizing emotions and feelings
• Are involved in unstructured activities where ambiguity and uncertainty are high
• Are asked to act or decide without a basis in policy, principle or concept

LnC - 2010
• Are faced with a hotchpotch of alternative or contradictory techniques or methods
without exploring any in depth
• Doubt that the subject matter is methodologically sound
• Feel out of tune with other participants, for example when they are with lots of
activists.
3.4 Pragmatists
Pragmatists learn best from activities where:
• There is an obvious link between the subject matter and a ‘real life’ problem
• They are shown techniques for doing things with obvious practical advantages
• They have the chance to try out and practice techniques with coaching or feedback
from a credible expert
• They see a model they can emulate, or examples / anecdotes
• They are given techniques currently applicable to their own work
• They are given immediate opportunities to implement what they have learned
• They can concentrate on practical issues, such as drawing up action plans or giving
tips to others.
Pragmatists learn least from, and may react against, activities where:
• The learning is not related to an immediate need they recognize
• Organizers of the learning seem distant from reality
• There are no clear guidelines
• They feel people are going round in circles rather than getting to the point
• There are political, organizational, managerial or personal obstacles to
implementation
• There is no apparent reward from the learning activity, for example higher grades!

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References
1. http://en.wikipedia.org/wiki/Learning_styles#Honey_and_Mumford.E2.80.9
9s_model
2. http://docs.google.com/viewer?
a=v&q=cache:JfiKpCWtaugJ:www.studyskills.soton.ac.uk/studyguides/Learn
ing
%2520Styles.doc+honey+and+mumford+styles&hl=en&pid=bl&srcid=ADGE
EShANTRBFq9s-day8gLfApHZo2iTw53-
q0nFi187YvLrdsuQokBLbj_MMXlhr_avddnYsbBY3NXvGS62QYFICCL6tCgRI9J
zZV9szz1FV2yfZurkLxh5D36rLrAcbsYGTViFH-
O7&sig=AHIEtbROZ6yX1Z7RuDOhRgAtAQy4oQe6Xw
3. http://www.pd-how2.org/2_8.htm
4. http://www.learningandteaching.info/learning/experience.htm
5. http://docs.google.com/viewer?
a=v&q=cache:S2XQc_T4ezoJ:www.heacademy.ac.uk/assets/hlst/documents/
johlste/vol6n02/154_huang_vol6no2.pdf+activist+reflector+theorist+pragm
atist+chart&hl=en&pid=bl&srcid=ADGEEShz_q0q-
nRoTXZ_01tUuyUwpkJmL8mhuNcgJJ4OQeYAjYiLRK7SrPADZ_bHAxg3Ok-
FmifhCx4S9uDqPKaubxL2bpeT3Gpr4RupW5EAUFFwRiUwbDKCV-
s_V5q9ZuPOcqj1eRfh&sig=AHIEtbQIivmKgahHv8u9zm10p8lnPrwxL

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http://docs.google.com/viewer?
a=v&q=cache:GG144GYa8EQJ:www.cusu.cam.ac.uk/academic/exams/learningstyles.pdf+ac
tivist+reflector+theorist+pragmatist+chart&hl=en&pid=bl&srcid=ADGEESjNlf1gtO9uNd4E
ROOiKZ9QZsgUYdHEHOodmtN8xj-NXj9R2-
m1ARfX29E2TP5Jqof4Y2koTJ_rwwpoI_8P4SXLAarp8O4nRyXB0rnwOtnvYO6VF8swB7_BzR
QSDd1F3BoHZW4m&sig=AHIEtbSzkebzWektUDGoPsJuGE22v9-HtA

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Richard Kusnadi 01120100032

The Four Learning Preferences

The Four Learning Preferences

The Four Learning Preferences

If you are a Pragmatist

The Four Learning Preferences

The Four Learning Preferences

The Four Learning Preferences

The Four Learning Preferences

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