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Strengthening Organizations, Strengthening Communities
Using the Learning, Thinking, Working, Styles
Facilitation Guide
Purpose
Use this simple inventory to:
1. Learn about the different ways individuals learn, work, and make decisions
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Understand yourself and your natural strengths
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Understand others and why they do what they do
2. Better understand how your learning and working styles influence the ways you interact with
others and function in groups
3. Improve your capacity to work effectively with others and your community
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Reduce the common tendency to blame others when things go wrong
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Create the best group result possible
4. Create/strengthen group involvement and ownership
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Benefits
This inventory, created by David Kolb, resembles Myers-Briggs and True Colors in purpose; however, this
inventory is simpler and quicker to administer and is less labeling. Kolb’s inventory is more useful when
working in real life communities because it more thoroughly addresses the question “How do we work
together?”
The Learning, Thinking, Working Styles Inventory is not intended to put people in boxes, suggest that people
don’t stretch, or suggest that one style is better than another. In fact, the inventory helps identify and
capitalize on each team member’s strengths.
Background
It is common when working with others to experience situations where it seems no amount of talking will
create a connection. In situations like these, it is sometimes difficult to work together smoothly and
effectively.
Using Learning, Thinking, Working Styles can make these situations seem less troublesome. By using this
inventory, you can find new communication solutions and learn to work together.
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Needed Materials
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Flipchart paper (to record ah-ha’s and other discussion notes)
Masking tape measuring 1 to 2 inches in width (if using self-sticking flipchart paper, you will not
need tape)
One set of markers in bright colors
Flipchart of Learning Styles quadrant grid for participants to write their name in their quadrant
Quotations for posting around the room, as cards on tables, or as slides:
o "A trifling matter and silly of me, but we all have our little ways." A.A. Milne
o "Learning is the making of meaning." Robert Kegan
o "Different learners, different gifts." Bernice McCarthy
o "If it isn't used it isn't learned." Alaksandr Luria
o "If a man does not keep pace with his companions, perhaps it is because he hears a different
drummer. Let him step to the music he hears, however measured or far away." Henry David
Thoreau
o "Try to see it my way, only time will tell if I am right or I am wrong. While you see it your
way, there's a chance that we might fall apart before too long. We can work it out. We can
work it out." John Lennon & Paul McCartney
o "We cannot take any credit for our talents. It's how we use them that counts." Madeline
L'Engle
o "Some people will never learn anything because they understand everything too
soon." Alexander Pope
o "I desire that there be as many different persons in the world as possible; I would have each
one be very careful to find out and preserve his own way." Henry David Thoreau
o “When you can’t change the direction of the wind, adjust your sails.” Max DePree
o “What matters is not so much where we are, but in what direction we are moving.” Oliver
Wendell Holmes
One copy per participant:
o Learning Styles Inventory
o List of definitions
o Scoring Grid
o Learning Styles Quadrant Grid
o Learning Styles: Working with Others Handout
o Egg Diagram
o If using slide presentation, be sure to also have:
o Overhead/LCD projector
o Screen/display surface
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Room arrangement
Arrange the room with round or rectangular tables that seat 4-8 people. If the facility does not allow for this
kind of setup, you can also use a casual setting.
Frequently Asked Questions
How can I respond to the perfect diamond? There are two alternatives to results that are strongly plotted
in one quadrant: a diamond in the rough and the perfect diamond. A diamond in the rough is an actual
diamond-like shape while the perfect diamond is a participant who plots equally in all four quadrants.
For the perfect diamond, there’s nothing distinguishing about the way he or she takes in and uses
information. They try to decide how they are going to use the information and which group they are going to
sit in, but there is no discernable characteristic. If a participant’s results indicate he or she is a perfect
diamond, check the math first. It is possible that a simple error changed the results.
The Learning Styles tool says not to put people in boxes. Those whose tests result in a perfect diamond are in
no particular area and may approach the test results as lacking an identity. Only 1% of those who take the
Learning Styles inventory typically get perfect diamond results; however, it is possible that a person simply
related to all quadrants. Nonetheless, it is important to recheck the addition on the assessment tool.
Typically, those who truly are perfect diamonds make good entrepreneurs, having a business sense and
preferring autonomous functioning; however, a true perfect diamond may also be flexible in a team and may
still thrive on teamwork. If a perfect diamond is on a team that lacks a particular quadrant, the perfect
diamond can express those missing learning, thinking, and working styles.
What happens if results seem strange? If a participant insists that the results of the inventory are
inaccurate or unusual, recalculate the totals. A simple mathematical error could place a participant in a
quadrant that does not accurately reflect his or her learning, thinking, and working style.
If the results have been accurately calculated, consider other possibilities:
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Some people tend to score differently than they see themselves because their score reflects their response
to a need in their organization, meeting a need to be more in a quadrant other than the one in which they
feel most comfortable.
Participants' feelings or the environment could influence their responses.
An instrument cannot entirely define a person.
No test is perfect. The greatest value of this and other tools is to start the conversation. You have to
decide if the results are accurate based on your life experience.
Have the participants really responded to the inventory on a gut level or have they thought too much
about the response? Are they responding with a socially acceptable response? If so, these influences may
affect the inventory results.
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Class Outline
Do learning styles change? According to David Kolb, your learning style does not change. In our
experience, people test differently at different times because people change. The roles we play on a daily basis
can change our learning styles. In short, learning styles can change as we aspire to be different, as we aspire to
grow, as we learn more, and as our job and life roles change. These shifts toward different learning styles
reflect our new activities and roles. The possibility of changing learning styles also explains why a score might
deviate from what a participant expects.
How should I respond to those who compare Learning, Thinking, Working Styles to Myers-Briggs?
Myers-Briggs is a much more detailed personality inventory that, while useful in certain settings, is not easily
used or administered. As a result, you may have limited access to it, lack the budget to use it, and may have
difficulty remembering what the results mean.
If you do have access to it and can afford Myers-Briggs, it is a very valuable tool and can be very beneficial to
groups.
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Class Outline
Who
Time/Format
I.
Introduction
II.
Gathering Activity
III.
Explanation of Learning, Thinking, Working Styles
A. Benefits
B. Purpose
C. Objectives
D. Inventory and Definition List
IV.
Take Inventory
V.
Determine Learning Style
A. Total Scores
B. Plot Scores on Diagram
C. Connect the Dots
VI.
Explain Learning Styles Egg
A. How We Take In Information
B. How We Use Information
C. The Whole Picture
VII.
Application Exercises
A. Focused Quadrant Exercises
B. Plan a Party
C. Apply Learning Styles to your Work Together
VIII.
Truth in Advertising
IX.
Teaching Learning Styles
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