Application of Learning Style Research in the Supervisory Process (From Perspectives in Professional Child and Youth Care, P 143-155, 1990, James P. Anglin, et. al., ed. -- See NCJ-125552)

• NCJ Number: 125561
• Author(s): C Ing
• Date Published: 1990
• Length: 13 pages
• Sale Source: Haworth Press, Inc
• Publication Type: Survey
• Language: English
• Country: United States of America

Annotation

Through becoming aware of learning styles and how these styles influence the supervisory process, a supervisor can individualize supervision, thereby increasing both the quality of supervision and the skill level of the child and youth care practitioner.

Abstract

Effective supervisors must integrate both interpersonal processes and concrete tasks to maximize the learning and growth of their child care workers. By paying attention to learning styles, supervisors can become attuned to their staff's learning processes. Thus, learning styles can help supervisors to individualize supervision and better influence worker's attitudes, development, and performance. The four basic modes of learning are concrete experience, abstract conceptualization, active experimentation, and reflective observation. These four learning modes are combined to create four learning styles: (1) converger or the application of abstract tasks and ideas; (2) diverger or personalized feedback and shared feelings; (3) accommodator or action-oriented atmosphere; and (4) assimilator or abstract thinking mode. 21 references. (Author abstract modified)