Questionnaire Results For Active 5 Sensing 7 Visual 3 Sequent ✓ Solved

What do my results mean? According to the model on which the ILS is based, there are four dimensions of learning style, with each dimension having two opposite categories (such as active and reflective). The reported score for a dimension indicates your preference for one category or the other. If your score for a dimension is 1 or 3, you are fairly well balanced on the two categories of that dimension, with only a mild preference for one or the other. If your score for a dimension is 5 or 7, you have a moderate preference for one category of that dimension. You may learn less easily in an environment that fails to address that preference at least some of the time than you would in a more balanced environment. If your score for a dimension is 9 or 11, you have a strong preference for one category of that dimension. You may have difficulty learning in an environment that fails to address that preference at least some of the time. We suggest that you print this page so that when you look at the explanations of the different dimensions you will have a record of your preferences.

The company culture allowed the use of evolving technology, although they did not mention the particulars. This could have also been among a significant reason as to why most of the people in the organization, especially in the surgical department, were reluctant to go for the changes. There are some of the issues that I had identified to be the reasons why organizational learning was not successful at the moment. Most of the employees seem to be resistant to the changes being imposed. To begin with, the surgical department, they did not want the employment of the new technology. There was no leadership training in the company, and this turned out to be a problem. Organizational learning is mainly cheered by training from the leaders. If they are not trained, then it became difficult for organizational learning.

Many employees had a lack of regard for the team's success. Workers were not adequately prepared for embracing changes and other forms of knowledge. An internal training method is vital as it ensures expertise develops and delivers specific training to their colleagues in the workplace. This method is cost-effective since the facilitators of lessons are within the organization. One of the norms that should be changed is that learning is only for new trainees. This is a challenge that the organization faced. Learning should be made available to all employees, not just those new to the organization. The company had the wrong choice of learning time; it is only enabled when the organization is learning something new.

Learning should be ongoing so that employees can continuously learn new things. Unless the organization imposes these changes, improvements will suffer. The organization can enhance learning by using human resources, which plays a vital role in achieving efficiency. Human resource personnel assist within the organization and can greatly impact by introducing new business strategies. Since the human resources play a crucial role in the hiring process, they can also ensure alignment with company goals. It is essential to involve HR professionals in the design and implementation of organizational changes.

An additional approach to improving organizational learning is emphasizing education and growth. Leadership must take active measures to interact with diverse groups and individuals. As a leader, it is crucial to understand the strengths and weaknesses of all employees. This understanding aids in providing learning activities tailored to individuals within the organization. Identifying the strengths and weaknesses of professionals with various backgrounds will enable the organization to develop teams that enhance and improve each other’s abilities.

Furthermore, utilizing technology can significantly enhance organizational learning. Technology has simplified and facilitated more effective ways of learning, promoting a more adaptable and efficient workplace. By integrating advanced technology, organizations can create a more receptive learning atmosphere, overcoming previous resistance to change and fostering a culture of continuous improvement.

Paper For Above Instructions

The Index of Learning Styles (ILS) offers a valuable insight into individual learning preferences across four dimensions: Active, Reflective, Sensing, Intuitive, Visual, Verbal, Sequential, and Global learning. The results of one such questionnaire reveal preferences indicative of an Active score of 5, Sensing score of 7, Visual score of 3, and Sequential score of 5. Understanding these scores is crucial for deciphering how one learns best and how to navigate educational and organizational environments effectively.

From the results, it’s apparent that the individual exhibits a moderate preference for sensory learning (Sensing) compared to other styles. This indicates a propensity toward experiential, hands-on learning rather than theoretical or abstract concepts. In professional settings, such as a surgical department, this can represent a challenge when new technologies are introduced. Many experienced professionals, often resistant to technological advancements, prefer traditional methods which they deem reliable, thus leading to resistance against progress.

The reluctance to adopt new technologies stems from fear—fear of inadequacy compared to newer methods, and fear of being replaced in their roles due to automation. This creates an environment ripe for conflict during transitions, suggesting that organizational leaders must approach change management delicately. Employees must feel assured that new technologies are not here to replace them but to enhance their capabilities. Training and reassurance from leadership become paramount in these settings.

A reflective approach toward learning plays a pivotal role here, too. While the individual's active score is moderate, creating a balance and incorporating reflective practices can pave the way for better understanding and adaptation to new technologies. Reflective practices, such as feedback sessions and debriefings after training, can provide employees space to voice their concerns, reflect on their experiences, and absorb new information effectively. This nuanced approach can alleviate some of the resistance encountered in learning and applying new systems.

Training should not only focus on new technological skills but should incorporate team-building exercises that foster collaboration and communication within the workplace. By integrating soft skills training, organizations can help their employees grow as a unit, enhancing learning through peer interactions. Sequential learning, as indicated by the score, suggests that individuals prefer material to be presented in a logical, organized fashion. Structure in training sessions can alleviate anxiety over adopting new technologies. Offering modules that proceed step-by-step, while incorporating hands-on practices, will cater to both the sequential and sensory preferences of many employees.

Furthermore, organizations can benefit from leveraging internal training resources. Using seasoned employees as mentors can help bridge the gap between old and new methods. These mentors can provide tailored guidance, ensuring that learning is relevant to the organization’s context and culture, while allowing for the practical application of knowledge (Neto et al., 2020). Such strategies not only promote knowledge transfer but also build morale and foster a sense of community within the workplace.

Leadership must initiate and facilitate communication about the necessity of changes and technology adoption. By understanding the diverse learning styles of employees, leaders can tailor their approach to change management. Establishing an open forum for discussing fears associated with new systems can make employees feel valued and part of the decision-making process (Gandini & Horák, 2020). This collaborative approach can soften the blow of necessary changes and position employees to embrace the challenges of a dynamic workplace.

In conclusion, understanding one’s learning preferences, as exposure through tools like the ILS, can significantly influence efficacy in both personal and organizational learning settings. Employees with varied learning preferences must have access to diverse training methods that accommodate their specific styles. Bridging the gap between traditional practices and modern technology requires strong leadership, effective communication, and structured learning opportunities that address both team dynamics and individual strengths. As organizations adapt to evolving educational demands, a comprehensive focus on these dimensions will foster a culture of continuous improvement and innovation.

References

• Alohali, M., Carton, F., & O’Connor, Y. (2020). Investigating the antecedents of perceived threats and user resistance to health information technology: a case study of a public hospital. Journal of Decision Systems, 29(1), 27-52.
• Gandini, E. A., & Horák, T. (2020). Promoting a complimentary wash forward through personalized test feedback and other benefits: Piloting a computer-based testing system. Language Learning in Higher Education, 10(1).
• Gomes, G., Seman, L. O., & De Montreuil Carmona, L. J. (2020). Service innovation through transformational leadership, work-life balance, and organizational learning capability. Technology Analysis & Strategic Management, 1-14.
• Loon, M., Otaye-Ebede, L., & Stewart, J. (2020). Thriving in the new normal: The HR micro-foundations of capabilities for business model innovation. An integrated literature review. Journal of Management Studies, 57(3).
• Neto, J. H. F., Tibana, R. A., de Sousa, N. M. F., Prestes, J., Voltarelli, F. A., & Kennedy, M. D. (2020). Session Rating of Perceived Exertion Is a Superior Method to Monitor Internal Training Loads of Functional Fitness Training Sessions Performed at Different Intensities When Compared to Training Impulse. Frontiers in Physiology, 11.