TUGASAN BERKUMPULAN (MASTER)
SESI 1 2021/2022
SEMESTER
KOD KURSUS D C E 5 2 3 0
NAMA KURSUS TRAINING DESIGN AND MANAGEMENT
PENSYARAH PROF DR. ISMI ARIF ISMAIL
TUGASAN KE / / 5
TAJUK GROUP ASSIGNMENT 1
TUGASAN
NO.MATRIK NAMA
JM41611 NISHALINI A/P SHANMUGAM
JM 41623 VISHNUVARATAN A/L MAKHANDRIN
Pengakuan pelajar : kami mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab kami sendiri
Sila potong di sini setelah disemak dan dicop (Salinan penerimaan pelajar)
………………………………………………………………………………………………………………………………………………................................................................
............................
TUGASAN BERKUMPULAN (MASTER)
KOD KURSUS
D C E 5 2 3 0
TUGASAN KE / 3 / 4 / 5
NO.MATRIK NAMA
JM41611 NISHALINI A/P SHANMUGAM
JM 41623 VISHNUVARATAN A/L MAKHANDRIN
Pengakuan pelajar : kami mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab kami sendiri
COP PUSAT PEMBELAJARAN : COP UPMET :
, Learning style
As the learners have their own preference in learning, trainers should customise their training
programmes and training methods to maximize the outcome of the training. Studies shows
that learning styles must be taken into consideration for better learning outcome. Learning
style is basically one’s approaches or ways of learning. Every individual has his own preferred
way of learning compared to others; therefore, it is important to the trainers and educators
to understand various styles of learning so that they will be able to effectively engage in
transferring knowledge and skills. The early learning research concentrated on the
relationship between memory and oral/visual learning methods (Dunn et al, 1975 & 1989).
Later, the focus shifted to different cognitive styles and strategies that determine a learner’s
mode of receiving, remembering, thinking and problem solving (Messick, 1976). Students’ or
trainees’ preference of learning style should be matched with instructional materials for
better learning outcome (Gregoric, 1985). There were various studies undertaken among the
college students and found that learning styles among the accounting and economic or
finance students differ from marketing and management students (Dunn et al, 1975 & 1989).
The European Commission’s memorandum of lifelong learning urges the trainers and the
training institution to recognise learning diversity and to individualise the approaches. It says
that everyone should be able to follow the learning pathways of their own choice rather than
being obliged to follow predetermined routes to specific destination (EU, 2006). Similarly, the
OECD’s ‘Lifelong Learning for All’ suggests the same approach and encourage to use open-
ended and interconnected learning targets within a system of personal learning plans and
individualised assessment methods (Norman, 2004).
,Learning style is defined as “specific behavioural pattern an individual displays in learning”
(Campbell, et al, 1996). The most used and researched models were developed by Kolb
(1984), Honey and Mumford (1986), Gregorc (1985) and Fleming (1995).
Rationale for Understanding the Learning Styles
Learning style is basically behavioural approach to learning experience and they are influential
in the learning and achievement of learners (O’Conner, 1998). Understanding learning styles
mean:
1. The students will be able to diagnose the need of learning process.
2. The trainers will be able to consider as the foundation for better interaction.
3. It is possible to build strategies for accommodating learning styles.
4. It will allow to prepare student involvement in learning process.
5. It will allow the students to group as per their learning preferences (Kolb, 1984).
Learning strategies could include listening, questioning, thinking, writing and vision or
combination of various strategies. By making the learner aware of the strategies that can be
used for various tasks, they will be able to develop framework for meta-cognition. According
to Bostrom and Lassen (2006), those who can identify their learning style will be able to define
their own progress. Taking full control of learning will lead to self-efficacy. Self-efficacy can
be achieved by understanding previous success and failure, observation of the learning
behaviours of others, persuasion from others and emotional arousal. Understanding the
learning styles make the learner to control internal and external stimuli. Thereby could
motivate the learners and can strengthen the meaningfulness of their investment (Bostrom
& Lassen, 2006)
, Kolb (1984)
Having developed the model over many years prior, David Kolb published his learning styles
model in 1984. The model gave rise to related terms such as Kolb's experiential learning
theory (ELT), and Kolb's learning styles inventory (LSI). Kolb's learning theory sets out four
distinct learning styles (or preferences), which are based on a four-stage learning cycle (which
might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly
elegant, since it offers both a way to understand individual people's different learning styles,
and also an explanation of a cycle of experiential learning that applies to us all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory,
typically expressed as four-stage cycle of learning, in which 'immediate or concrete
experiences' provide a basis for 'observations and reflections'. These 'observations and
reflections' are assimilated and distilled into 'abstract concepts' producing new implications
for action which can be 'actively tested' in turn creating new experiences.
Kolb says that ideally (and by inference not always) this process represents a learning cycle or
spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting,
thinking, and acting. Immediate or concrete experiences lead to observations and reflections.
These reflections are then assimilated (absorbed and translated) into abstract concepts with
implications for action, which the person can actively test and experiment with, which in turn
enable the creation of new experiences.
Kolb's model therefore works on two levels - a four-stage cycle:
1. Concrete Experience - (CE)
2. Reflective Observation - (RO)
3. Abstract Conceptualization - (AC)
4. Active Experimentation - (AE)
And a four-type definition of learning styles, (each representing the combination of two
preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated
below), for which Kolb used the terms:
1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE)
SESI 1 2021/2022
SEMESTER
KOD KURSUS D C E 5 2 3 0
NAMA KURSUS TRAINING DESIGN AND MANAGEMENT
PENSYARAH PROF DR. ISMI ARIF ISMAIL
TUGASAN KE / / 5
TAJUK GROUP ASSIGNMENT 1
TUGASAN
NO.MATRIK NAMA
JM41611 NISHALINI A/P SHANMUGAM
JM 41623 VISHNUVARATAN A/L MAKHANDRIN
Pengakuan pelajar : kami mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab kami sendiri
Sila potong di sini setelah disemak dan dicop (Salinan penerimaan pelajar)
………………………………………………………………………………………………………………………………………………................................................................
............................
TUGASAN BERKUMPULAN (MASTER)
KOD KURSUS
D C E 5 2 3 0
TUGASAN KE / 3 / 4 / 5
NO.MATRIK NAMA
JM41611 NISHALINI A/P SHANMUGAM
JM 41623 VISHNUVARATAN A/L MAKHANDRIN
Pengakuan pelajar : kami mengaku bahawa,
1. Nama,No.matrik & Kod kursus adalah BETUL
2. Sebarang kesilapan adalah tanggungjawab kami sendiri
COP PUSAT PEMBELAJARAN : COP UPMET :
, Learning style
As the learners have their own preference in learning, trainers should customise their training
programmes and training methods to maximize the outcome of the training. Studies shows
that learning styles must be taken into consideration for better learning outcome. Learning
style is basically one’s approaches or ways of learning. Every individual has his own preferred
way of learning compared to others; therefore, it is important to the trainers and educators
to understand various styles of learning so that they will be able to effectively engage in
transferring knowledge and skills. The early learning research concentrated on the
relationship between memory and oral/visual learning methods (Dunn et al, 1975 & 1989).
Later, the focus shifted to different cognitive styles and strategies that determine a learner’s
mode of receiving, remembering, thinking and problem solving (Messick, 1976). Students’ or
trainees’ preference of learning style should be matched with instructional materials for
better learning outcome (Gregoric, 1985). There were various studies undertaken among the
college students and found that learning styles among the accounting and economic or
finance students differ from marketing and management students (Dunn et al, 1975 & 1989).
The European Commission’s memorandum of lifelong learning urges the trainers and the
training institution to recognise learning diversity and to individualise the approaches. It says
that everyone should be able to follow the learning pathways of their own choice rather than
being obliged to follow predetermined routes to specific destination (EU, 2006). Similarly, the
OECD’s ‘Lifelong Learning for All’ suggests the same approach and encourage to use open-
ended and interconnected learning targets within a system of personal learning plans and
individualised assessment methods (Norman, 2004).
,Learning style is defined as “specific behavioural pattern an individual displays in learning”
(Campbell, et al, 1996). The most used and researched models were developed by Kolb
(1984), Honey and Mumford (1986), Gregorc (1985) and Fleming (1995).
Rationale for Understanding the Learning Styles
Learning style is basically behavioural approach to learning experience and they are influential
in the learning and achievement of learners (O’Conner, 1998). Understanding learning styles
mean:
1. The students will be able to diagnose the need of learning process.
2. The trainers will be able to consider as the foundation for better interaction.
3. It is possible to build strategies for accommodating learning styles.
4. It will allow to prepare student involvement in learning process.
5. It will allow the students to group as per their learning preferences (Kolb, 1984).
Learning strategies could include listening, questioning, thinking, writing and vision or
combination of various strategies. By making the learner aware of the strategies that can be
used for various tasks, they will be able to develop framework for meta-cognition. According
to Bostrom and Lassen (2006), those who can identify their learning style will be able to define
their own progress. Taking full control of learning will lead to self-efficacy. Self-efficacy can
be achieved by understanding previous success and failure, observation of the learning
behaviours of others, persuasion from others and emotional arousal. Understanding the
learning styles make the learner to control internal and external stimuli. Thereby could
motivate the learners and can strengthen the meaningfulness of their investment (Bostrom
& Lassen, 2006)
, Kolb (1984)
Having developed the model over many years prior, David Kolb published his learning styles
model in 1984. The model gave rise to related terms such as Kolb's experiential learning
theory (ELT), and Kolb's learning styles inventory (LSI). Kolb's learning theory sets out four
distinct learning styles (or preferences), which are based on a four-stage learning cycle (which
might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly
elegant, since it offers both a way to understand individual people's different learning styles,
and also an explanation of a cycle of experiential learning that applies to us all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory,
typically expressed as four-stage cycle of learning, in which 'immediate or concrete
experiences' provide a basis for 'observations and reflections'. These 'observations and
reflections' are assimilated and distilled into 'abstract concepts' producing new implications
for action which can be 'actively tested' in turn creating new experiences.
Kolb says that ideally (and by inference not always) this process represents a learning cycle or
spiral where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting,
thinking, and acting. Immediate or concrete experiences lead to observations and reflections.
These reflections are then assimilated (absorbed and translated) into abstract concepts with
implications for action, which the person can actively test and experiment with, which in turn
enable the creation of new experiences.
Kolb's model therefore works on two levels - a four-stage cycle:
1. Concrete Experience - (CE)
2. Reflective Observation - (RO)
3. Abstract Conceptualization - (AC)
4. Active Experimentation - (AE)
And a four-type definition of learning styles, (each representing the combination of two
preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated
below), for which Kolb used the terms:
1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE)
