Trouble shooting and Solving problems (i.e. creativity and improvisation) source from learning, specifically accelerated learning.

In modern times, which is characterized by rapid changes and the accompanied information explosion, it is quite risky to interact with life without the calibrated support of a sound strategic Hazard Identification and Resolution Action Model.

When we know and understand the preferred style in which we are inclined to learn - when dealing with obstacles - new things and profitplugin-autotooltip__small plugin-autotooltip_bigIn other words, to learn lessons from life experiences that we have encountered... the good, the bad and the ugly. from our experiences, will help us to selectively select and utilize our learning opportunitiesplugin-autotooltip__small plugin-autotooltip_bigResulting from everyday problems and challenges that we are confronted with. in such a manner that we could learn productively, effectively and gain much benefit from the learning experiences that we run-into, which allows us a more creative and improvised capability to troubleshoot and solve or overcome the obstacles we are facing. This does not imply that we cannot benefit from actions and activities that are not specifically calibrated to our own personal hazard identification and resolution action model… in fact, it can be beneficial to occasionally select and deal with problematic events outside the scope of our typical model of hazard identification and resolution. When doing so, it creates contextual understanding and balance that assist us to tweak, adapt and sharpen our existing troubleshooting and problem solving style and capabilities.

There are four distinctly identifiable learning/problem solving styles - which in various combinations - yields an individualized, unique and personalized hazard identification and resolution action model. In order for us to learn productively and to become more efficient with troubleshooting and problem solving, utilizing our learning opportunities, should - ideally - be a balanced combination of all four described learning/problem solving dimensions. However, as human beings we tend to favour a particular style, a style which comes naturally and which we tend to apply in the majority of obstacles we are confronted with. These learning dimensionsplugin-autotooltip__small plugin-autotooltip_bigVERY IMPORTANT!

Please keep in mind that learning/problem solving styles are the precursor and SOURCE of our Hazard Identification and Resolution action model. Therefore, learning, troubleshooting and problem solving - although distinguishable - is always dealt with as ONE conceptual unit. Thus, learning complications generally result in a below standard troubleshooting and problem solving style, and a below standard troubleshooting and problem solving style, can often be relate back to an imbalanced and deficient learning style. - in the context of a theoretical-match - can be identified and described as follows…

Activists involve themselves fully and without bias in new experiences. They enjoy the here and now and are quite happy to be dominated by immediate experiences. They are open-minded, not skeptical, and this tends to make them excited and enthusiastic about anything new. Their key philosophy is: “I'll try anything… at least once“. Activists tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the excitement from one activity has died down a bit, they start looking for the next adventure. They thrive on the challenge of new experiences, but are easily bored with implementation and longer-term consolidations. Activists are gregarious people and constantly involving themselves with others. But in doing so; they seek to center all attention and activities on themselves.

Basic description

Reflectors Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to any conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others' observations as well as their own.

Reflector Learning Dimension

The Reflector Learning Dimension allow us to stand back and to ponder our experiences; observe it from many different perspectives and angles. Under these circumstances we collect data - both first hand and from others - and prefer to digest think or reflect about it thoroughly, before coming to any conclusions. The thorough collection and analysis of data regarding experiences and events, is what ultimately counts with the tendency to postpone reaching definitive conclusions for as long as possible, sourcing from a philosophy characterised by to be cautious and rather safe than sorry

The reflector learning dimension fuels a thoughtful approach with an inclination to consider all possible angles and implications before making a move and/or taking action. This results in a preference to take a back seat in meetings and discussions, to observe other people in action, listening to them and get the drift of the discussion, before volunteering any views or offer opinions on the matter. There is a tendency to adopt a low profile, respond slightly in a distant manner, be tolerant and unruffled towards the ideas, views and opinions of others. This learning dimension in action is part of a larger picture which includes past events, as well as the present and the observations of the self and others.

When our learning action model is ruled by the reflector dimension, there is a strong preference to view circumstances, situations and/or a series of events from many different angles, perspectives and points of view. This result in the collection of data, reviewing it and think carefully before coming to any conclusions or take any actions.

The reflector learning dimension is most productive when… observing individuals or groups at work. reviewing what has happened and thinking about what lessons could be learned. producing analyses and reports when doing tasks without tightly scheduled deadlines.

The reflector learning dimension is quite unproductive when… acting as leader in a group discussion or role-playing in front of others. doing things without adequate time to prepare first. being thrown in at the deep end. being rushed or worried by deadlines.

Reflective - Reflective learners observe and consider. They like to be thoroughly briefed, and reflect on what they have learned. They also like to take time over their studying.

Reflectors: Reflectors often enjoy Distance Learning because they have time to absorb information. Their main danger is getting too bogged down with theories, spending time surfing the internet for more information rather than buckling down to studying or writing assignments. If you are a reflector, set yourself start and end times for your study periods.

REFLECTORS: Reflectors learn best from activities where: ­

  • They are allowed or encouraged to watch/think/chew over activities.
  • They are able to stand back From events and listen/observe, i.e. observing a group at work, taking a back seat in a meeting, watching a film or video.
  • They are allowed to think before acting, to assimilate before commencing, i.e. time to prepare, a chance to read in advance a brief giving background data.
  • They can carry out some painstaking research, i.e. investigate, assemble information, and probe to get to the bottom of things.
  • They have the opportunity to review what has happened, what they have learned.
  • They are asked to produce carefully considered analyses and reports.
  • They are helped to exchange views with other people without danger, i.e. by prior agreement, within a structured learning experience.
  • They can reach a decision in their own time without pressure and tight deadlines.

Reflectors learn least from, and may react against, activities where: ­ • They are “forced” into the limelight, i.e. to act as leader/chairman, to role-play in front of on-lookers. • They are involved in situations which require action without planning. • They are pitched into doing something without warning, i.e. to produce an instant reaction, to produce an off-the-top-of-the-head idea. • They are given insufficient data on which to base a conclusion. • They are given cut and dried instructions of how things should be done. • They are worried by time pressures or rushed from one activity to another. • In the interests of expediency they have to make short cuts or do a superficial job. Summary of strengths:

  • Careful.
  • Thorough and methodical
  • Thoughtful
  • Good at listening to others and assimilating information.
  • Rarely jump to conclusions.

Summary of weaknesses:

  • Tendency to hold back from direct participation.
  • Slow to make up their minds and reach a decision.
  • Tendency to be too cautious and not take enough risks.
  • Not assertive - they aren't particularly forthcoming and have no "small talk".

Key questions for reflectors:

  • Shall I be given adequate time to consider, assimilate and prepare?
  • Will there be opportunities/facilities to assemble relevant information?
  • Will there be opportunities to listen to other people's points of view - preferably a wide cross section of people with a variety of views?
  • Shall I be under pressure to be slapdash or to extemporise?

Basic description

Theorists Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won't rest easy until things are tidy and fit into a rational scheme. They like to analyse and synthesise. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. “If it's logical it's good”. Questions they frequently ask are: “Does it make sense?” “How does this fit with that?” “What are the basic assumptions?” They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their “mental set” and they rigidly reject anything that doesn't fit with it. They prefer to maximise certainty and feel uncomfortable with subjective judgments, lateral thinking and anything flippant.

Theorist Learning Dimension

The Theorist Learning Dimension adapts and integrate observations into complex, but logically sound theories. Thus, thinking through problems in a logical, vertical, step-by-step rational manner and assimilating disparate facts into coherent theories. This dimension is driven by a perfectionist inclination that won’t rest easy until all things are neat, tidy and fit into a rational scheme of things.

The Theorist Learning Dimension is based on a preference to analyse, synthesize and a keenness for basic assumptions, principles, theoretical models and systems thinking. It is sourcing from a philosophy that favours rationality and logic: If its logical its good and frequently give rise to questions such as… Does it make sense? How does this fit with that? and What are the basic assumptions?

When our learning action model is ruled by the theorist dimension, there is an inclination to be detached, analytical and dedicated to rational objectivity, rather than anything subjective or ambiguous. Approaching problems is in a consistently logical manner accompanied by a mindset which rigidly reject anything that doesn’t fit the paradigm of logic. The theorist learning dimension also imply a preference to maximize certainty and a noticeable discomfort with subjective judgements, lateral thinking and anything frivolous.

A Theorist Learning Dimension adapt and integrate observations into complex and logically sound theories, think problems through step-by-step and a tendency to be a perfectionist when fitting things into a rational scheme or a logic system.\

The theorist learning dimension is most productive when… put in complex situations where analytical skills and knowledge are required. in structured situations with a clear and definite purpose, objectives or goal in mind. interesting ideas or concepts are presented, even though it may not be of immediate relevance. having the chance to question and probe ideas or views.

The theorist learning dimension is quite unproductive when… participating in situations which emphasize emotion and feelings. the activity and/or task is unstructured or briefing is poor. doing things without knowing the principles or concepts involved. out of tune with the other participants, for example people with a different learning style or problem solving action model.

Theorist - Theorists want to understand underlying concepts and theories. They need to be convinced, wanting models, theories and facts and they like to probe ideas and concepts.

Theorists: Theorists like models and applying theories. They like to have a whole structure and to be able to probe issues. They tend to love statistics, models and applying concepts theoretically. They often find it easier to learn the whole module before starting any assessments.

THEORISTS: Theorists learn best from activities where: ­

  • What is being offered is part of a system, model, concept, theory
  • The have time to explore methodically the associations and inter-relationships between ideas, events and situations.
  • They have the chance to question and probe the basic methodology, assumptions or logic behind something, i.e. by taking part in a question and answer session, by checking a paper for inconsistencies.
  • They are intellectually stretched, i.e. by analysing a complex situation, being tested in a tutorial session, by teaching high calibre people who ask searching questions.
  • They are in structured situations with a clear purpose.
  • They can listen to or read about ideas and concepts that emphasise rationality or logic and are well argued/elegant/watertight.
  • They can analyse and then generalise the reasons for success or failure.
  • They are offered interesting ideas and concepts even though they are not immediately relevant.
  • They are required to understand and participate in complex situations.

Theorists learn least from, and may react against, activities where: ­

  • They are pitch-forked into doing something without a context or apparent purpose.
  • They have to participate in situations emphasising emotions and feelings.
  • They are involved in unstructured activities where ambiguity and uncertainty are high, i.e. with open­ended problems, on sensitivity training.
  • They are asked to act or decide without a basis in policy, principle or concept.
  • They are faced with a hotchpotch of alternative/contradictory techniques/methods without exploring any in depth, i.e. as on a "once over lightly" course.
  • They find the subject matter platitudinous, shallow or gimmicky.
  • They feel themselves out of tune with other participants, i.e. when with lots of Activists or people of lower intellectual calibre.

Summary of strengths:

  • Logical "vertical" thinkers.
  • Rational and objective.
  • Good at asking probing questions.
  • Disciplined approach.

Summary of weaknesses:

  • Restricted in lateral thinking.
  • low tolerance for uncertainty, disorder and ambiguity
  • Intolerant of anything subjective or intuitive.
  • Full of "shoulds, oughts and musts".

Key questions for theorists:

  • Will there be lots of opportunities to question?
  • Do the objectives and program of events indicate a clear structure and purpose?
  • Shall I encounter complex ideas and concepts that are likely to stretch me?
  • Are the approaches to be used and concepts to be explored "respectable", i.e. sound and valid?
  • 	Shall I be with people of similar calibre to myself?

Basic description

Pragmatists Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sorts of people who return from management courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth pile who like making practical decisions and solving problems. They respond to problems and opportunities “as a challenge”. Their philosophy is: “There is always a better way” and “if it works it's good”.

Pragmatist Learning Dimension

The Pragmatist Learning Dimension are characterised by a keenness for trying out ideas, theories and techniques to see if it would work in practice… real life. It fuels a constant searching for new ideas and taking the first opportunity to experiment with “discovered” applications. Thus, a preference to get on with things and act quickly and confidently on ideas. This often tend to result in impatience with ruminating and open-ended discussions, specially due to a practical, down to earth decision making and problem solving inclination. When our learning action model is “ruled” by the pragmatist dimension, there is a tendency to respond to and deal with problems and opportunities as a challenge originating from a philosophy that there is always a better way of doing things and when it works, it work and is good. The Pragmatist Learning Dimension is based on an eagerness to try things out, a preference for concepts that can be applied to improve practical situations and a tendency to be impatient with lengthy discussions.

The pragmatist learning dimension is most productive when… there is a noticeable link between learning materials and the practical application thereof. presented with the chance to try out and experiment with various techniques. exposed to techniques with obvious advantages, such as systems for saving time. shown a model that can be copied.

The pragmatist learning dimension is quite unproductive when… there is no obvious or immediate recognizable practical benefits. there is no practice or guidelines on how to do it. there is no apparent benefit to the learning materials. the situation, event or learning is all theory in nature.

Pragmatic - Pragmatists want to see how to put their learning into practice in the real world. Uninterested in abstract concepts, they like see demonstrations of real world application.

Pragmatists: Pragmatists need to see a link between what they are learning and the real world. If you are a pragmatist, look for examples, both in your reading and by going outside your learning environment. Remember that you are learning for long-term benefits, so while you may not be able to apply your learning now, it will be relevant in the future. Pragmatists also need clear guidelines for assessments, and to be clear what is required.

PRAGMATIST: Pragmatists learn best from activities where:­

  • There is an obvious link between the subject matter and a problem or opportunity on the job.
  • They are shown techniques for doing things with obvious practical advantages, i.e. how to save time, how to make a good first impression, how to deal with awkward people.
  • They have the chance to try out and practice techniques with coaching/feedback from a credible expert, i.e. someone who is successful and can do the techniques themselves.
  • They are exposed to a model they can emulate, i.e. a respected boss, a demonstration from someone with a proven track record, lots of examples/anecdotes, and a film showing how it’s done.
  • They are given techniques currently applicable to their own job.
  • They are given immediate opportunities to implement what they have learned.
  • There is a high face validity in the learning activity, i.e. a good simulation, 'real" problems.
  • They can concentrate on practical issues, i.e. drawing up action plans with an obvious end product, suggesting short cuts, giving tips.

Pragmatists learn least from, and may react against, activities where: ­

  • The learning is not related to an immediate need they recognise/they cannot see, an immediate relevance/practical benefit.
  • Organisers of the learning, or the event itself, seems distant from reality, i.e. "ivory towered", all theory and general principles, pure "chalk and talk".
  • There is no practice or clear guidelines on how to do it.
  • They feel that people are going round in circles and not getting anywhere fast enough.
  • There are political, managerial or personal obstacles to implementation.
  • There is no apparent reward from the learning activity, i.e. more sales, shorter meetings, higher bonus, promotion.

Summary of strengths:

  • Keen to test things out in practice.
  • Practical, down to earth, realistic.
  • Businesslike - gets straight to the point.
  • Technique oriented.

Summary of weaknesses:

  • Tendency to reject anything without an obvious application.
  • Not very interested in theory or basic principles.
  • Tendency to seize on the first expedient solution to a problem.
  •  Impatient with waffle.
  • On balance, task oriented not people oriented.

Key questions for pragmatists:

  • Will there be ample opportunities to practice and experiment?
  • Will there be lots of practical tips and techniques?
  • Shall we be addressing real problems and will it result in action plans to tackle some of my current problems?
  • Shall we be exposed to experts who know how to/can do it themselves?

Learning Style,Type of Learner,Learning preference Activists Hands on Trial and error Reflectors Tell me Briefed before proceeding Theorists Convince me Clarity – Does this make sense? Pragmatists Show me Likes an expert to demonstrate

???????????????????????????????????????????????????????????????——————- If you prefer Watching and Feeling then this puts you in the reflecting category:

  Prefers to learn from activities that allows watching, thinking, and to review what has happened, such as brainstorming and cooperative groups.
  Lectures may be helpful but only if they provide expert explanations and analysis.
  Likes innovative and imaginative approaches to doing things.
  Prefers to view situations from many perspectives.
  Interested in people and tends to be feeling-oriented.

If you prefer Watching and Thinking then you are in the philosophy category:

  Prefers to pull a number of different observations and thoughts into an integrated whole in a step-by-step manner (go from details to big-picture).
  Prefers to reason logically and design models, theories, and projects.
  Likes lectures, analogies, systems, and case studies.
  Talking with experts is normally not helpful.

If you prefer Doing and Thinking then you are in the analyzing category:

  Prefers the practical application of ideas, solving problems, feedback, and decision-making (obvious links between the task-on-hand and a problem).
  Prefers technical problems over interpersonal issues.
  Prefers to apply new learning's to actual practice to see if they work.
  Likes laboratories, field work, observations, and coaching.

If you prefer Doing and Feeling then you are in the organizing category:

  Good at adapting to changing circumstances and solves problems in an intuitive, trial-and-error manner, such as discovery learning.
  Tends to be at ease with people.
  Prefers the challenges of new experiences, involvement with others, assimilation, and role-playing.
  Likes anything new, problem solving, and small group discussions.
  

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Your result may show that you have a particular learning style preference.

It may be useful to bear this in mind as you approach coaching relationships. How does the approach you adopt impact your thoughts and actions?  How might learning style theory impact your coaching relationships?  How can you best support a coachee with another learning style to improve their performance?

At this point you may also find it helpful to read through the ‘Learning Styles – General Descriptions’ which follow. This provides more detail and should help you clarify your sense of your own preferred style(s).

In descending order of likelihood, the most common combinations are:

­1st	Reflector/Theorist

2”d Theorist/ Pragmatist 3rd Reflector/Pragmatist 4th Activist/Pragmatist