Learning Style

Learning Style indicate that every person learns differently. It refers to the way in which an individual prefers to absorb, process, comprehend, and retain information.

For instance, when learning to build a clock, some people may understand the process simply by following verbal instructions while others may need to physically manipulate the clock with their own two hands. This notion of individualised learning styles has gained widespread recognition in education theory and classroom management strategy as individual learning styles depend on cognitive, emotional, and environmental factors as well as past experiences. In other words: everyone is different.

As two-time winners of the Best Sales Training Provider at the HR Vendor of the Year Awards 2018 & 2019, Maslow is poised to take your organisation to greater heights of teamwork, management, and communication

Learning Style Solutions

What you will learn?

Our Learning Style programme covers:

• The seven ways to shift the mindset
• The Millenia Learning methodology
• From Library to Digital
• The Principles of Modern Learning
• An understanding of the VARK model of learning styles
• Gluing the Learning
• Technology utilisation
• Exploring solutions and benchmarks

Why you should learn it?

Although “What’s in It for Me?” (WIIFM) features prominently in instructional design discussions, it is overlooked or improperly implemented in many cases. So, how can you ensure that learners are receptive to the learning experience that you have so painstakingly put together? Get this one thing right, and you will have learners hanging on to your every word.

Make an Emotional Connection - Joy, sorrow, challenge, competition, surprise, suspense, fear, anger, trust etc; these are just some of the emotions that we will teach you to draw upon in our course to keep your learners coming back for more.

Address Needs - Your course needs to, ultimately, help learners get better at something useful. More specifically, it should deliver what it promised to deliver in the WIIFM stage above. A classic example of this is YouTube videos. Regardless of how good or bad a video is, if it addresses a momentary need, “How to fix a washing machine” for instance, viewers will watch it over and over until they get the information right.

Make it Byte Size - No one has the time or the inclination to go through a long-winded course that covers every little obscure detail of a policy that you are trying to cover. So, get to the point and learners are much more likely to be receptive to the experience.

Make It Optional – Individuals; especially adults; who do not feel in control of their circumstances are very unlikely to have an open and receptive mind that is conducive for learning. Therefore, you need to explain the benefits, sell them the idea, and leave it to them to decide whether to take the course.

Making the Mindset Change Move - If you have ever had goals and dreams of wanting to be better and achieve greater heights in your learnings ability and in life, you need to make a decision to change the way that you think. The fact is, no matter where you are in life or where you came from, you’ve got the ability to set big goals and achieve them. After all, it is all in the mind.

How will it help you?

In designing learning experiences, we engage in an all-out effort to convince learners of the value of a topic and, therefore, our programme. In fact, the acronym WIIFM; which stands for ‘What’s in It for Me?’; is so deeply ingrained in our minds that it is not uncommon to hear statements such as “Give them a strong WIIFM, and you will have them sold.” What this, and other similar, statements mean is that a convincing argument will motivate learners to go through a course in an attentive manner and will, hopefully, also motivate so that they are able and willing to put into practice what they have learned.