Honey Mumford Learning Styles Essay Example

Honey Mumford Learning Styles Essay Example Honey Mumford Learning Styles Paper Honey Mumford Learning Styles Paper Honey and Mumford Learning Styles Questionnaire This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning habits that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style. There is no time limit to this questionnaire. It will probably take you 10 15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick ( ( ) by it. If you disagree more than you agree, put a cross by it (x). Be sure to mark each item with either a tick (( ) or a cross (x). 1. I have strong beliefs about what is right and wrong, good and bad. A 2. I often act without considering the possible consequences. D 3. I tend to solve problems using a step-by-step approach. D 4. I believe that formal procedures and policies restrict people. A 5. I have a reputation for saying what I think, simply and directly. A 6. I often find that actions based on feelings are as sound as those based on careful thought and analysis. A 7. I like the sort of work where I have time for thorough preparation and implementation. D 8. I regularly question people about their basic assumptions. D 9. What matters most is whether something works in practice. A 10. I actively seek out new experiences. A 11. When I hear about a new idea or approach I immediately start working out how to apply it in practice. A 12. I am keen on self discipline such as watching my diet, taking regular exercise, sticking to a fixed routine, etc. D 13. I take pride in doing a thorough job. A 14. I get on best with logical, analytical people and less well with spontaneous, â€Å"irrational† people. D 15. I take care over the interpretation of data available to me and avoid jumping to conclusions. D 16. I like to reach a decision carefully after weighing up many alternatives. D 17. I’m attracted more to novel, unusual ideas than to practical ones. A 18. I don’t like disorganised things and prefer to fit things into a coherent pattern. D 19. I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done. D 20. I like to relate my actions to a general principle. D 21. In discussions I like to get straight to the point. A 22. I tend to have distant, rather formal relationships with people at work. D 23. I thrive on the challenge of tackling something new and different. A 24. I enjoy fun-loving, spontaneous people. A 25. I pay meticulous attention to detail before coming to a conclusion. D 26. I find it difficult to produce ideas on impulse. D 27. I believe in coming to the point immediately. A 28. I am careful not to jump to conclusions too quickly. A 29. I prefer to have as many sources of information as possible the more data to think over the better. D 30. Flippant people who don’t take things seriously enough usually irritate me. D 31. I listen to other people’s point of view before putting my own forward. D 32. I tend to be open about how I’m feeling. D 33. In discussions I enjoy watching the maneuverings of the other participants. A 34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance. A 35. I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning, etc. D 36. It worries me if I have to rush out a piece of work to meet a tight deadline. D 37. I tend to judge people’s ideas on their practical merits. A 38. Quiet, thoughtful people tend to make me uneasy. D 39. I often get irritated by people who want to rush things. D 40. It is more important to enjoy the present moment than to think about the past or the future. A 41. I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition. D 42. I tend to be a perfectionist. D 43. In discussions I usually produce lots of spontaneous ideas. A 44. In meetings I put forward practical realistic ideas. A 45. More often than not, rules are there to be broken. D 46. I prefer to stand back from a situation and consider all the perspectives. D 47. I can often see inconsistencies and weaknesses in other peoples arguments. A 48. On balance I talk more than I listen. D 49. I can often see better, more practical ways to get things done. D 50. I think written reports should be short and to the point. A 51. I believe that rational, logical thinking should win the day. D 52. I tend to discuss specific things with people rather than engaging in social discussion. A 53. I like people who approach things realistically rather than theoretically. A 54. In discussions I get impatient with irrelevancies and digressions. A 55. If I have a report to write I tend to produce lots of drafts before settling on the final version. D 56. I am keen to try things out to see if they work in practice. A 57. I am keen to reach answers via a logical approach. A 58. I enjoy being the one that talks a lot. D 59. In discussions I often find I am the realist, keeping people to the point and avoiding wild speculations. A 60. I like to ponder many alternatives before making up my mind. D 61. In discussions with people I often find I am the most dispassionate and objective. D 2. In discussions I’m more likely to adopt a â€Å"low profile† than to take the lead and do most of the talking. D 63. I like to be able to relate current actions to a longer term bigger picture. A 64. When things go wrong I am happy to shrug it off and â€Å" put it down to experience†. A 65. I tend to reject wild, spontaneous ideas as being impractical. D 66. It’s best to think carefully before taking action. D 67. On balance I do the listening rather than the talking. A 68. I tend to be tough on people who find it difficult to adopt a logical approach. D 69. Most times I believe the end justifies the means. A 70. I don’t mind hurting people’s feelings so long as the job gets done. D 71. I find the formality of having specific objectives and plans stifling. D 72. I’m usually one of the people who puts life into a party. A 73. I do whatever is expedient to get the job done. A 74. I quickly get bored with methodical, detailed work. A 75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events. D 76. I’m always interested to find out what people think. A 77. I like meetings to be run on methodical lines sticking to a laid down agenda, etc. D 78. I steer clear of subjective or ambiguous topics. D 79. I enjoy the drama and excitement of a crisis situation. D 80. People often find me insensitive to their feelings. D Scoring The Questionnaire You score one point for each item you ticked (( ). There are no points for items you crossed (x). Simply circle the items you ticked on the lists given below. For each column, add up the number of items circled and enter in the total box at the bottom of each column. You should have four separate scores at the end. Guidelines for interpretation can be found overpage. |ITEMS |ITEMS |ITEMS |ITEMS | | |2 |7 |1 |5 | | |4 |13 |3 |9 | | |6 |15 |8 |11 | | |10 |16 |12 |19 | | |17 |25 |14 |21 | | |23 |28 |18 |27 | | |24 |29 |20 |35 | | |32 |31 |22 |37 | | |34 |33 |26 |44 | | |38 |36 |30 |49 | | | |39 |42 |50 | | |43 |41 |47 |53 | | 45 |46 |51 |54 | | |48 |52 |57 |56 | | |58 |55 |61 |59 | | |64 |60 |63 |65 | | |71 |62 |68 |69 | | |72 |66 |75 |70 | | |74 |67 |77 |73 | | |79 |76 |78 |80 | |TOTALS | | | | | | |Activist |Reflector |Theorist |Pragmatist | Understanding Your Results Since the maximum score for each style is 20, at first sight you might conclude that the highest of your four scores indicates your predominant learning style. This however is not necessarily so. Before coming to a conclusion you need to view your scores in relation to those obtained by other people who have completed the questionnaire. Norms, as they are called, have been calculated for various groups of people and you need to decide with which group to compare your scores. If in doubt use the general norms below which are based on the scores obtained by well over a thousand people. The Norms are calculated on the scores obtained by: A: The highest scoring 10% of people B: The next 20% of people C: The middle 40% of people D: The next 20% of people E: The lowest scoring 10% of people Norms for specific groups are detailed over page. |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. 3 | | | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | Activity Using the table at the bottom of this page shade in the appropriate boxe s according to the scores you obtained for the Learning Styles Questionnaire. An example is given to guide you. For example if you had the following results: Activist 14, Reflector 15, Theorist 8 and Pragmatist 12 your table would look like this: |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. 3 | | | |REFLECTOR 18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | | | | |mean 12. 5 | | | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | | | | |mean 13. 7 | | | This demonstrates that even though the raw score for Reflector was the highest, in terms of the norm table the score for Activist indicates that this is the dominant style of learning for this individual. | |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. | | | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | | | | |mean 12. 5 | | | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | | | | |mean 13. 7 | | | Activity Now read the descriptions given for the four styles. You will find these in the Resource Pack section on Learning. We will explore the implications of learning styles in more depth at the first workshop. Learning Styles Questionnaire Cross As indicated earlier there are norms for specific groups. The mean scores are given for each learning style for the various groups below. You can plot your own scores against these mean scores on the LSQ Cross. Instructions are provided on the next page. | |Activist |Reflector |Theorist |Pragmatist | |Sales People |13. 3 |11. 5 |11. 4 |14. | |Trainers |11. 2 |12. 9 |11. 4 |12. 4 | |Marketing |9. 3 |13. 8 |12. 5 |13. 6 | |Eng/Science Grads |8. 6 |14. 2 |12. 2 |12. 7 | |RD Managers |8. 0 |14. 5 |13. 1 |13. 4 | |Production Managers |7. 4 |12. 7 |15. 2 |16. | |Finance Managers |7. 0 |14. 9 |14. 5 |15. 3 | |Female Managers |10. 3 |13. 4 |12. 7 |12. 6 | The above table is adapted from norms provided by Honey and Mumford (1986) A useful way to present your results using the norms given on the previous page is on the LSQ Cross. An example is given below. The solid line represents your scores and the dotted line the scores for a particular norm. This will be useful for activities covered in the first workshop. Here is an example based upon the general norms. In this case the Activist score of 15 is the only one to go outside the dotted line and this immediately indicates a very strong preference for the Activist style. The Pragmatist score of 14 nearly coincides with the dotted line and therefore emerges as a moderate preference. Both the Reflector and Theorist scores of 8 and 7 respectively are well inside the dotted line showing a low preference for those styles. Activity Construct your own LSQ crosses using the general norms and if appropriate norms for a specific group. PRAGMATIST 5 10 15 20 20 15 10 5 5 10 15 20 20 15 10 5 THEORIST REFLECTOR ACTIVIST PRAGMATIST 5 10 15 20 20 15 10 5 5 10 15 20 20 15 10 5 THEORIST REFLECTOR ACTIVIST

Montgomery Bus Boycott Timeline

Montgomery Bus Boycott Timeline On December 1, 1955, Rosa Parks, a seamstress and secretary of the local NAACP, refused to give up her seat on the bus to a white man. As a result, Parks was arrested for violating a city law. Parks’ actions and subsequent arrest launched the Montgomery Bus Boycott, pushing Martin Luther King Jr. into the national spotlight. Background Jim Crow Era laws segregating African-Americans and whites in the South was a way of life and upheld by the Plessy v. Ferguson Supreme Court decision. Throughout southern states, African-Americans could not use the same public facilities as white residents. Private businesses reserved the right not to serve African-Americans. In Montgomery, whites were allowed to board the bus through the front doors. African-Americans, however, had to pay in the front and then go to the back of the bus to board. It was not uncommon for a bus driver to pull off before an African-American passenger could board through the back. Whites were able to take seats in the front while African-Americans had to sit in the back. It was at the discretion of the bus driver to identify where the â€Å"colored section† was located. It is also important to remember that African-Americans could not even sit in the same row as whites. So if a white person boarded, there were no free seats, an entire row of African-American passengers would have to stand so that the white passenger could sit. Montgomery Bus Boycott Timeline 1954 Professor Joann Robinson, president of the Women’s Political Council (WPC), meets with Montgomery city officials to discuss changes to the bus system- namely segregation. 1955 March On March 2, Claudette Colvin, a fifteen-year-old girl from Montgomery, is arrested for refusing to allow a white passenger to sit in her seat. Colvin is charged with assault, disorderly conduct, and violating segregation laws. Throughout the month of March, local African-American leaders meet with Montgomery city administrators concerning segregated buses. local NAACP president E.D. Nixon, Martin Luther King Jr., and Rosa Parks are present at the meeting. However, Colvin’s arrest does not ignite anger in the African-American community and a boycott plan is not devised. October On October 21, Eighteen-year-old Mary Louise Smith is arrested for not giving up her seat to a white bus rider. December On December 1, Rosa Parks is arrested for not allowing a white man to sit in her seat on the bus. The WPC launches a one-day bus boycott on December 2. Robinson also creates and distributes flyers throughout Montgomery’s African-American community concerning Parks’ case and a call to action: boycott the bus system of December 5. On December 5, the boycott was held and almost all members of Montgomery’s  African-American community participate. Robinson reached out to Martin Luther King, Jr. and Ralph Abernathy, pastors at two of the largest African-American churches in Montgomery. The Montgomery Improvement Association (MIA) is established and King is elected president. The organization also votes to extend the boycott. By December 8, the MIA presented a formal list of demands to Montgomery city officials. Local officials refuse to desegregate buses. On December 13, the MIA creates a carpooling system for African-American residents participating in the boycott. 1956 January King’s home is bombed on January 30. The following day, E.D. Dixon’s home is also bombed. February   On February 21, more than 80 leaders of the boycott are indicted as a result of Alabama’s anti-conspiracy laws. March King is indicted as the boycott’s leader on March 19. He is ordered to pay $500 or serve 386 days in jail. June   Bus segregation is ruled unconstitutional by a federal district court on June 5. November   By November 13, the Supreme Court upheld the district court’s ruling and struck down laws legalizing racial segregation on buses. However, the MIA will not end the boycott until the desegregation of buses was officially enacted. December   On December 20, the Supreme Court’s injunction against public buses is delivered to Montgomery city officials. The following day, December 21, Montgomery public buses are desegregated and the MIA ends its boycott. Aftermath In history books, it is often argued that the Montgomery Bus Boycott placed King in the national spotlight and launched the modern Civil Rights Movement. Yet how much do we know about Montgomery after the boycott? Two days after the desegregation of bus seating, a shot was fired into the front door of King’s home. The following day, a group of white men assaulted an African-American teenager exiting a bus. Soon after, two buses were fired at by snipers, shooting a pregnant woman in both of her legs. By January 1957, five African-American churches were bombed as was the home of Robert S. Graetz, who had sided with the MIA. As a result of the violence,  city officials suspended bus service for several weeks. Later that year, Parks, who had launched the boycott, left the city permanently for Detroit.