Learning Styles of Honda Cars Pangasinan, Inc. Associates
Kristina Grace P. Tabladillo, RN
Abstract Associates at Honda Cars Pangasinan, Inc. are diverse: raging ages, backgrounds, experiences, interests and learning styles. This diversity presents employee training with an increasing challenge to motivate and promote learning. The aim of this study is to describe the learning styles of the HCPA associates and use these findings as a basis for the adaptation of training methods that is befitting their learning needs. Results revealed that 33% (f=7) of the associates used the Assimilating learning style and an equal number of employees use the Converging learning style which accounted another 33%. Not far behind is the Diverging learning style with 24% (f=5) of the respondents and the least learning style used is the Accommodating learning style with only 10% (f=3) of the respondents. Most employees would learn best through lectures, group discussion and practical sessions which are already the predominant teaching strategies at HCPA. Associates of HCPA are diverse creatures with differing abilities and mode for learning. There is no single right way to present material but by providing several different approaches the differing learning styles of the associates can be accommodated. Introduction Associates at the Honda Cars Pangasinan, Inc. (HCPA) are diverse: ranging ages, backgrounds, experiences, interests and learning styles. This diversity presents employee training with an increasing challenge to promote learning and steady motivation that will increase employee productivity and ultimately, produce positive business results. Developing knowledge of different learning styles among HCPA employees is important in constructing modules and training materials and adopting training methods that are apt to the learning needs of the employees ensuring money and effort spent for the training would be worthwhile. Background Prominent 20th century scholars like John Dewey, Kurt Lewin, Carl Rogers and Jean Piaget shared the same proposition- that learning is not an outcome, but a process (Kolb, et al., 2005). According to Kolb’s Experiential Learning Theory, learning is a movement between dialectically opposed modes of adaptation: reflection, action, observation and thinking. He then simplified it as a recursive process of K.Tabladillo © 2010 grasping experience- Concrete Experience (CE) and Abstract Conceptualization (AC) and transforming experience- Active Experimentation (AE) and Reflective Observation (RO). He elucidates: Immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new experiences (Kolb et al., 2005). Learners develop a preferred way of choosing among the four learning modes on the basis of their hereditary facility, associated lived experiences and contextual demands. These differences of preference in employing different phases of the learning cycle form individual learning styles which are further divided into four: (1) diverging, (2) assimilating, (3) converging and (4) accommodating. A person whose dominant learning abilities are CE and RO has a diverging learning style. They gather ideas like pieces in a puzzle and put them together to form a general conclusion. Page 1
People with this learning style are predominantly interested with people, tend to be emotional and artistic, and have broad cultural interests. These characteristics make them thrive in learning situations such as group discussions and group activities, where they can listen to varying viewpoints and receive feedbacks to their own ideas (Kolb, et al., 2005). A person whose dominant learning abilities are AC and RO has an assimilating learning style. People with this learning...