Activists, theorists, pragmatists and reflectors
Activist
Activists are known for their free expression and their great communication skills. They enjoy all forms of social interaction and can become demotivated if working without interaction with other learners.
They like meeting new people, exploring new places, creatively developing new concepts and coming up with new ideas.
Activists thrive on variety and change, but can become bored easily. When bored, the activist may like to try and start some action by making a controversial statement or asking an unusual question. Activists typically hold little back, and can be quite impulsive.
To keep the activist learner engaged and motivated, be sure to include plenty of “hands-on” activities in your training, include them in discussion, remember to ask their opinions wherever appropriate, and give them a role – something like a group leader – so the activist feels valued and part of the process.
Theorist
Theorists are analytical and introspective. They need structure and systems and rely upon them to complete jobs.
They work evenly and are generally self paced, preferring to analyse things carefully before making a decision. The right decision is what is important, not the seemingly fair one, not the expedient one or the decision that is most popular.
The theorist is quiet and logical, thorough and distant, reserved and dependable, but dislikes inaccuracy.
Theorists can frustrate the more action-orientated learning styles such as the activist, so be aware of this in-group learning situations.
Pragmatist
Pragmatists are characterised by a low need for close interpersonal relationships and by a high activity level. Their greatest asset is their desire to excel in competitive situations.
Objective and decisive, the pragmatist is the “get on with it” type of learner – focused on results rather than the process itself.
Pragmatists are the people that read the instruction manual only after they have spent two hours trying to figure out how to work the VCR. Experiential learning is the key – provide an environment where risk taking is supported through opportunities for hands-on experience and the pragmatist will be quite happy.
The pragmatist (who just wants to get on with things) is the least likely to get on with the theorist (who needs to discuss, think and reflect) – so watch out for the dynamics in a group-learning situation.
Reflector
Reflectors often have a high level of interpersonal warmth and compassion towards others. They are generally very patient and consistent, thinking things through carefully before taking action.
Their strength is in being able to review (or reflect on) a situation and use it as a learning opportunity. Predictable in their work and behaviour, reflectors enjoy relationships that are open and honest. They are service motivated and their sense of achievement will be based on how good the other person feels.
They enjoy listening more than talking; serving more than leading, and their helpful and supportive approach encourages friendship - they generally put their loved ones first. Reflectors are kind, helpful, willing and careful, non-competitive, easy going and responsive.
Don’t be surprised if the reflector style of learner is very quiet in your session one day then comes in first thing the next morning full of questions and opinions – they just needed some time in between to reflect and process…that’s how they learn.