3. Providing training for the next generation of workers will require considerably flexibility. All three generations ( baby boomers, Gen Xers, and millennials ) still require training, but each has its own focus, perspective, and expectations about that training. Additionally each generation will be performing slightly different roles in the coming years of the workforce. To successfully manage this multigenerational workforce, workplace learning and performance professionals will need to provide training and technology that fits both the learning styles and lifestyles of the diverse workforce. Learning Styles (Ware, April 2007, Training & Development)
4. My theory research on transitional learning in work situations focuses on concepts such as ‘productive learning’ and ‘andragogy of vocational learning’. In investigating what makes learning productive and what learning styles enhance this, there is a tendency to take the notion of learning at work as unproblematic. My theory paper recognizes that much writing on learning styles is strongly shaped by people’s understandings of learning in traditional and formal education settings. Such assumptions distort attempts to understand transitional learning at work. Furthermore, the main focus of my theory is to represent a concept of ‘learning styles’ and to identify the implications of this for attempts to understand transitional learning at work and the conditions that enhance it. In addition, The development of using learning styles that promises to do more justice to the richness of learning and evidence why learning styles are important in adult learning and training in the working-class life… Learning at Work
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8. Kolb (1995) Research Theories Kolb’s Experiential Learning Cycle
16. Boyle, R. A. (2005). Applying Learning-styles Theory in the Workplace: How to maximize Learning-Styles Strengths to Improve Work Performance in law Practice. St Johns Law Review, Vol 79(97), pp. 97-125. Cuthbert, P. F. (2005. The student learning process: Learning Styles or Learning Approaches? Teaching in Higher Education, Vol. 10, No 2, pp. 235 -249. Dunn, R. (1990). Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription, Journal of Reading, Writing & Learning Disabilities, Vol 6(3), pp. 231-254. Engerstrom, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization, Journal of Education and Work , 14(1), 133-156. Hager, P. (2004). Conceptions of learning and understanding learning at work. Studies in Continuing Education , Vol 26, No 1, March 2004 Hall, E. & Moseley, D. (2005). Is there a role for learning styles in personalized education and training? International Journal of Lifelong Education, Vol 24, no 5. pp.243-256. Illeris, K. (2003), Workplace Learning and Learning Theory. Journal of Workplace Learning , 2003, Volume 15 Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, D. A. (1984). Experimental Learning. Englewood Cliffs, NJ Prentice-Hall. Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning, in C. Cooper (ed.) Theories of Group Process , London: John Wiley. Marsick, V. J. & Watkins, K. E. (2001). Informal and Incidental Learning. New Directions for Adult and Counseling Education, No 80 Jossey- Bass & Sons Inc. Pumphrey, J. & Slater, J. (2002). An Assessment of Generic Skills Needs, (Nottingham: D(ES). Sayer, K. & Studd, R. (2006). Matching Learning Style Preferences with suitable Delivery Methods on Textile Design Programs. International Journal of Technology and Design Education, Vol. 16 pp. 163-176, Smith S. & Smith P. J. (2004). Strategies for accommodating individuals’ styles and preferences in flexible learning programs. British Journal of Educational Technology , Vol 35, No 4 pp. 395-412. Ware, J., Craft, R., Kerschenbaum, S. (2007). Training tomorrow’s Workforce. Training & Development, Vol April 2007, pp. 58-60. References
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