Handout 4.4: Learning Styles Which One Are You?

HANDOUT 4.4: LEARNING STYLES – WHICH ONE ARE YOU?

Part One:

Think about the style which most reflects your own learning style:

Reflectors

Reflectors like to stand back and look at a situation from different perspectives. They like to collect information and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own.

Activists

Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards. They like working with others but tend to hog the limelight.

Theorists

Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step by step way. They tend to be perfectionists who like to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive in their thinking.

Pragmatists

Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down the earth

Part Two:

How do I relate to others?

Read the statements below and using the scale provided, indicate the extent to which you agree that these statements reflect your own patterns of relating to others.

Once completed, reflect on this individually and then in pairs to discus and compare your scores with someone else.

Behaviours that are essential to relating to others are listed below.

Rate yourself on these behaviours, using the following scale:

1 2 3 4 5 6 7 8 9 10

Strongly DisagreeNeither agree AgreeStrongly

Disagreeor AgreeAgree

Feelings: I am not afraid to deal directly with emotion whether it is my own or others. I allow myself to feel and give expression to what I feel

Initiative: In my relationships I act rather than react by going out and contacting others without waiting to be contacted

Respect: I express that I am respectful of others even if I do not necessarily approve of what they do

Genuineness: I do not hide behind roles or facades. I let others know where I stand

Concreteness: I am not vague when I speak to others. I do not beat around the bush in that I deal with concrete experiences and behaviour

Immediacy: I deal openly and directly with others. I know where I stand with others and they know where they stand with me

Empathy: I see the world through the eyes of others by listening to cues, both verbal and nonverbal and I respond to those cues

Confrontation: I challenge others responsibly and with care.

Self-disclosure: I let others know the person inside but I am not exhibitionist. I am open without being a secret-revealer.

Self-exploration: I examine my lifestyle and behaviours and want others to help me to do so. I am open to change.

HANDOUT 4. 5 Effective facilitation:

tips for dealing with difficult dynamics

Problem / Typical Mistake / Effective response
Domination by
a highly vocal
member of the
group / Inexperienced facilitators often try to control this person. “Excuse me X, do you mind if I let someone else take a turn?” Or, even worse, “Excuse me X, you are taking up a lot of the group’s time.” / When one person is over-contributing, everyone else is under-participating. To resolve this, focus your efforts on the passive majority – encouraging them to participate more. Trying to change the dominant person merely gives that person all the more attention.
Messing about
in the middle
of a discussion / It’s tempting to try to ‘organise’ people by getting into a power struggle with them. “OK everyone, let’s get refocused.” This only works when the problem isn’t very serious. / Aim for a break as soon as possible. People are likely to have become undisciplined because they are overloaded or worn out. After a breather, they will be able to focus much better.
Low participation
by the entire
group / Low participation can create the impression that a lot of work is getting done in a hurry. This leads to one of the worst errors a facilitator can make – that is, assuming that silence means consent and doing nothing to encourage greater participation. / Switch from large-group open discussion to a different format that lowers anxiety levels. If feeling safe and secure is a major concern, small group activities are very important. Ideas-listing can also work very well when participation is low.
Two people
locking horns / A lot of time can be wasted trying to resolve a conflict between two people who have no intention of reaching agreement. People often use each other as sparring partners in order to clarify their own ideas. / Reach out to other people in the group by asking, “Who else
has an opinion on this issue?” or “Let’s step back for a minute and see if there are other issues that need to be discussed.” Remember not to focus your attention on the dominant minority but spend your energies encouraging the passive majority.
One or two
silent members
in a group
of otherwise
active
participants / Asking “X, you haven’t said much today, is there anything you’d like to add?” may work when a shy member of the group has non-verbally indicated a desire to speak. However, all too often the quiet person feels put on the spot and withdraws even further. / You could say, “I’d like to get opinions from those who haven’t talked for a while.” Breaking into small groups works even better as small groups allow shy people to speak up without having to compete for ‘air time.’
A participant is visibly upset / Ignoring the participant hoping he/she will regain composure or not wishing to put the person in the spotlight / Offer private space and support. Have a nominated helper who is available to provide support. Listen, reassure, and don’t rush. Have tissues and refreshment and space arranged outside the room

Taken from: The facilitators toolkit: tools, techniques and tips for effective facilitation, NHS Institute for Innovation and Improvement (2009).

HANDOUT 4.6.2 Active listening

Reflective listening phrases

Simple phrases for when you think your perceptions are accurate

I understand the problem is...
I’m sensing...
I wonder if...
I get the impression that...
As I hear it, you....
From your point of view...
In your experience...
As you see it...
You believe...
I’m picking up that you....
Where you’re coming from....

You mean....
I see the situation as....
Could it be that....
Correct me if I’m wrong...
Let me see if I understand. You....
You feel....
It seems to you...
You think....
What I hear you saying....
I really hear you saying that....
You figure....

Phrases to use when you have difficulty understanding

Could it be
I’m not sure if I’m with you, but...
What I guess I’m hearing is
Is it possible that
Could this be what’s going on, you..
This is what I think I hear you saying
It appears you
I somehow sense that maybe you feel
Maybe you feel
Maybe this is a long shot, but
Do you feel a little
I’m not certain I understand, you’re feeling
As I hear it, you
....is that what you mean?

Let me see if I understand you; you
I get the impression that
I wonder if
Could you buy this idea
Correct me if I’m wrong but
Does it sound reasonable that you
From where I stand you
You appear to be feeling
Perhaps you’re feeling
Is there any chance that you
Is it conceivable that
Maybe I’m out to lunch, but (!!!)
I’m not sure I’m with you, but do you mean
It seems that you
...is that the way you feel?
...is that the way it is?
Let me see if I’m with you; you
I guess that you’re...

Active Listening:

You are listening actively when:

You give your full attention to the speaker
You reflect back what they have said to you
You can pick out the important points from what is said
You can identify the areas that need further clarification
You can respond appropriately

HANOUTOUT 4.7 “my Action plan”

my action plan for what happens next…

who will i contact for support?
when do I hope to achieve this by?