VARK, MMDI, and Belbin Tests to Define Learning Styles - Research Paper Example

Introduction This report presents an overview of the various learning styles available in the world where the author discusses the question: Who I am as a learner? A brief discourse about psychometrics is presented with a clear illustration of what the VARK, MMDI, and Belbin tests as well as profiling mean and their respective applications in the learning styles. The second part of this section presents the implications for career choice touching on lifelong learning. The author attempts to identify the various areas through the use of all the tests mentioned above that must be focused on, and how they could be improved. Section A Part 1: Who I am as a learner? From the outset, works by Fontana (2000) indicates psychometrics as the area of study dealing with the methods and practice of measuring education and psychological issues. The author further argues that the structuring and justification of quantifying parameters including surveys, assessments, and personality tests are the principal concerns of psychometrics. From the olden days, it has been demonstrated that a great deal of substantial research work in psychometrics attempted to determine the level of intelligence in individuals (Toplis et al, 2005). This is illustrated through the works of Francis Galton, who is most researchers claim to be the founder psychometrics when he included mental tests among his adventures as cited in Moskal and Leydens (2000). Recent studies by Siadaty et al (2007) have shown that psychometric theory has been instrumental in the measurement of personality, attitudes and beliefs as well as academic achievement. Moreover, recent research work has overly shown that the quantification of invisible attributes in individuals is very challenging and alternatives must be sought to properly define and quantify such phenomena, as cited in Walter et al (2009). In the same vein, numerous research works have demonstrated that psychometrics has been extensively applied in educational assessment to measure abilities in certain fields like reading, writing and mathematics (Toplis et al, 2005). Walliman (2001) further claim that personality testing has emerged as another key concern of psychometrics as demonstrated in Walter et al (2009). To support this view, numerous hypothetical methods have been advanced to internalize and fully understand personality as illustrated by the availability of numerous techniques. Critical among these methods as remarked by Siadaty et al (2007) include the widely used tools like the VARK model, MBTI test, the MMDI and the Belbin Test as well as instruments such as the MMPI and the Five-Factor Model as cited by Fontana (2000). According to the simplistic VARK model proposed by Fleming, there are four major learning styles namely Visual, Auditory, Reading/Writing and Kinesthetic (Fleming et al, 2006). Fleming et al (2006) further explain that each child as a learner tends to manifest one of these four styles as the primary inbuilt learning method. In relation to this, it has been argued by Walter et al (2009) that visual learners tend to have a preference for seeing and memorising the visual aspects such as overhead slides, diagrams and handouts during their learning process (Walter et al, 2009). Similarly, auditory learners prefer to learn best through listening, remembering and accurately following instructions as stated by Walter et al (2009). The reading-writing preferential style is common in the child who is comfortable with reading, a lot of referencing and writing down information collected during a learning experience (Walter et al, 2009). Fleming et al (2006) further argue that the kinesthetic learner, otherwise referred to as the tactile learner prefers to learn through hands on experience. This learning style involves active exploration of the world (Merriam et al, 2007), doing experiments as well as carrying out science projects. Research works by Walter et al (2009) have variously demonstrated that the model can be used by teachers in preparing their teaching-learning sessions in regards to the highlighted diversities. Equally, students can make use of the VARK model and discover the type of learning style inherent them and probably get the best they can from their educational endevours (Walter et al, 2009). From this definition, it emerges that the VARK Model is best used in teaching children because a good percentage of research work indicate that children are more teachable than adults. The findings of the results indicate that the VARK scores were: Visual: 2 Aural: 3 Read/Write: 6 Kinesthetic: 5 This kind of score demonstrates that the researcher’s inclination towards learning is on two styles, (RK) and therefore has a multimodal learning preference (Walter et al, 2009). Since the two variables have nearly the same scores (6/5), the VARK guide can be used to provide an insight on the lists and combinations present in the multimodal study strategy as laid down by Fleming et al (2006). Studies have shown that those learners with a multimodal learning preference tend to be well versed than those with a single learning preference. Further, works by Allinson et al (2001) illustrate that those individuals with the reading-writing preferential style are avid readers and thus prefer writing and referencing, and most probably earn high marks in the read and write subjects. The chosen career path of becoming a financial advisor on one hand requires someone who is very good with figures. Moreover, the researcher’s score on the kinesthetic variable is also very high indicating that the learner is inclined to learning through experience and experimentation-good for the chosen career path (Armstrong, 2005). The MMDI test on the other hand is a contraction for “Mean Median Divergence Indicator” according to the views of David Varadi as cited in Allinson et al (2001). He pointed out that the model can be an effective replacement to the standard MACD. The MMDI test is also similar to the Myers Briggs Type Indicator (MBTI) test which based on Jung’s Theory of Personality Types according to Thomas et al (2007). The model was developed by Katherine Briggs and Isabel Myers in 1985 as cited by Scott and Eugene (2000) and was meant to study the four dimensions of a personality. The various personalities identified using this test is subsequently accorded a 4-letter type and the ensuing combinations give rise to 16 personality types (Toplis et al, 2005). Examples of such personality types may include INFP described as either Introvert/Intuitive/Feeling/Perceiving (Merriam et al, 2007) or ESTJ standing for Extrovert/Sensing/Thinking/Judging. Similarly, INTP and INTJ are described as Introvert/Intuitive/Thinking/Judging and Introvert/Intuitive/Thinking/Perceiving respectively (McKeachie et al, 2006). Based on the MBTI test results presented, it is indicated that the author has two differing personality types. These two personality types record the same percentage value shown as INTJ 76% and INTP 76%. Siadaty et al (2007) illustrate the presence of type INTJ in a personality as a pathetic follower disinterested in people and more inclined towards ideas and the inner reflections (Scott and Eugene, 2000). At the same time, the individual is found to be an improviser rather than following a planned way of dealing with problems (Sprenger, 2003). Moreover, INTJ type is described by Armstrong (2005) as a little bit cold and reserved, but capable of valuing harmonious relationships and receptive of other people’s opinions. It is further demonstrated that there is no main difference between the two personality types INTJ and INTP because the dominant function on last two letters in the type code are much more the same according to Allinson et al (2001). From the interpretation of the results presented, it is in order to state that the dominant function for INTJ personality type is Intuition (Scott and Eugene, 2000), with more inclination towards ideas and the inner reflections. The author has thus always been a conserved individual concerned only with organising, planning and controlling of personal affairs as held by Thomas et al (2007). This in reality indicates that the author is meticulous in work planning and organization. For INTP on the other hand, the author’s dominant function is ‘Thinking’ with full inclinations towards inner reflections. It is therefore noticed that the author is capable of making decisions based purely on logic (Toplis et al, 2005). This is characteristic of a person who is serious in life and is capable of meeting targets. Looking at the two personality types INTJ and INTP, they are found to differ in the factor of Perception and Judgment respectively (Fontana, 2000). But this preference is very much in line with the requirements of the chosen career path. According to Belbin (2003), a Belbin test is concerned with team roles and particularly considers an individual’s preference for the role played when interacting with other people. In the views of Belbin (2003), a team role is defined as the tendency of individuals to behave, contribute and interrelate with others in a particular manner. This definition is in agreement with other study findings that report Belbin Tests as being basically concerned with teams and those roles played by individuals in their respective groups (Belbin, 2003). In addition, works by Belbin (2003) explain that a Belbin test report can also be used to compare an individual’s profile to an ideal profile for a particular job. Studies done on team performance have discovered that when a team is performing at its best, it is obvious that each team member has clear cut job descriptions (Belbin, 2003). Similarly, it has also been variously demonstrated that every role necessary to achieve the team’s goal must be performed fully and effectively (Thomas et al, 2007). In spite of the presence of clear roles and responsibilities, researchers have found out that a team will always fall short of its full potential (Belbin, 2003). Research work by Allinson et al (2001), Dr Meredith Belbin identified nine team roles that are critical to team success. The nine team roles were summarised into three main categories namely the action oriented roles composed of the shaper, the implementer and the completer finisher (Toplis et al, 2005). The people oriented roles on the other hand have the coordinator, the team worker and the resource investigator according to Armstrong (2005). Finally, Belbin (2003) states that the thought oriented roles have the plant, the monitor-evaluator and the specialist. Based on this categorisation therefore, it is easy to analyse the author’s personality in accordance to the Belbin Test results provided. From this conceptualization, the author’s personality is found to suit various preferred and manageable roles in a team setting (Belbin, 2003). The results indicate that the author is an introvert and an optimistic person (Belbin, 2003) who is socially withdrawn. As far as work performance is concerned, the author has a drive and courage to overcome obstacles. This is true as far as the Self-Perception Team Role Profile is concerned (Belbin, 2003). Another important point of consideration is that the author’s introvert behaviour is an impediment to developing new contacts (Belbin, 2003), although not in itself a hindrance to work performance. To conclude, it is clear that these results are in line with research findings elsewhere (Belbin, 2003) and confirms the suitability of the author’s ambitions to join the chosen career path of a financial advisor, who is supposed to be a confident person above all things. Profiling in the researcher’s views can be taken to mean the process of presenting the attributes of an individual against the demands or requirements of a certain job profile. But (Revell, 2005) on the other hand describes profiling as the act of analyzing the performance of an individual in work execution. It is thus the investigation of a person’s behaviour using information gathered through the execution of certain activities. The tool is useful in determining how an employee performs in work execution (Honey and Mumford, 2006). Similarly the tool can be used to increase an individuals overall speed and efficiency. From the results presented in the report, it is evident that the author’s personality is strong on compliance and dominance and very weak on influence and steadiness. This realization is found to be in line with the author’s personality based on earlier tests. Honey and Mumford (2006) argue that this kind of personality is falling short of the requirements of the chosen career path. After carrying out the various personality tests and performing the relevant analysis, the author wanted to have the findings verified in accordance with study results by Bolles (2008). This was thus done by interviewing family members and close friends. It is reported that the opinions of the interviewed were in agreement with the outcome of the study test results. But it is too surprising that the author found out that some of those interviewed disagreed on the author’s self perception of being an introvert, although the deviation was quite insignificant (Earl, 2003). In considering the psychology behind modeling and Social Learning (Thomas et al, 2007), it becomes clear that a person learns to reproduce behaviour exhibited by a model as cited in Bolles (2008). It also becomes clear that family background is very crucial in shaping the character of an individual as strongly stressed by Walliman (2001). The presence of over-domineering parents is reported to result in the production of introverted children. This is the case illustrated in the results posted by the author. Part 2: Implications for career choice From the results of the overall three tests discussed above, it is evident that the current author is a multimodal learner. For this reason, the author need to read and utilize the Multimodal Study Strategies (Jackson, 2009) that are critical in achieving better outcome of an individual by utilizing any hidden strengths based on the preference on the individual’s learning. Since the author’s personality is an introvert, it becomes necessary for such personalities to be left alone to exploit their full potential according to Armstrong (2005). This is especially so in a group setting when the author should be left alone during key decision making. Furthermore, the author is found to be improvisatory rather than analytical (Revell, 2005) when dealing with problem solving. This personality type is very common in research findings. In regards to lifelong learning, proponents argue that this is a very interesting concept in today’s the world particularly as it concerns the current radical changes found in the job market (Thomas et al, 2007). This is so especially when employers are keenly looking for employees with academic achievements in today’s job market as illustrated by Remenyi et al, (2007). In view of this therefore, it is the author’s belief that there is need to develop and equip himself with knowledge and transferable skills and have a proactive approach towards the career path chosen (Siadaty et al, 2007). Moreover, learning can assist in building up a positive attitude so that one becomes tougher and gains the ability to deal with the difficulties of life (Remenyi et al, 2007). Bolles (2008) states that learning is a lifelong process, and lasts as long as the life last and as such, attitudes of individuals should be focused towards the same. This is the tenet of the author who is fully in agreement with the statement (Thomas et al, 2007). Research findings have indicated that adult learning is different from teaching children (Armstrong, 2005) because adults have different levels of motivation and experiences to a learning situation. Adult learners for instance identify their need and motivation to learn through enhancement of their learning motivation (Jackson, 2009). This is based on their self-directed goals set with reference to their real-life experience and problem (Parkinson, 2000). In view of this, it is inherent that lifelong learning must be applicable. This argument is strongly supported by works of Walliman (2001) cited in Thomas et al (2007) by stating that a high level of motivation to learn for the adults produces dramatically higher learning results and the performance achieved. The results of MBTI and Belbin tests depict that the author is an introvert with motivation to learn from personal experiences and exploring opportunities (Nilson, 2007). Based on the results of the findings, it can be firmly stated that the author is a lifelong learner (Remenyi et al, 2007). According to the MBTI test results, the author is seen as an active role player in team setting taking the total ownership of a learning process and becoming more of an independent learner (Sprenger, 2003). The chosen career path of the author is to becoming a financial advisor after graduating from the university. To fulfill this ambition, the author must think in terms of the skills that must be attained prior to this dream job (Allinson et al, 2001). To begin with, a financial advisor is generally required to have good communication and report writing skills to be more effective in the job handling (O’Connor and Jackson, 2008). Subsequently, the need arises to specialize in writing skills and computer skills which are both necessary for a financial advisor. Another important point is the fact that a financial advisor is a very key person involved in executive meetings and briefing sessions in an organisation. In line with the same, it is crucial for the author to do all takes to improve his transferable skill of team working, interpersonal skill, customer orientation and oral presentation (Honey and Mumford, 2006). The computer skills and figure manipulation skills which the author has already acquired provides him with a strong foundation to build upon (O’Connor and Jackson, 2008). But the writing skill on business reporting and mathematics seems to be one of the author’s weaknesses, so learning in logical and clearly expressional ability needs to be developed (O’Connor and Jackson, 2008). In accordance with the author’s results on Beblin test, he has good interpersonal skills, implying that he can patiently listen to opinion of other people, comprehend, understand and explain (Thomas et al, 2007). As of now, the author thinks of himself to fit well to the requirements of the chosen career path. In the justification of my chosen career path, I need to get good marks because a financial advisor is a very competitive and demanding job. In analyzing the chosen career path vis-à-vis my personality traits, I feel that I adequately fulfill the required criterion (Honey and Mumford, 2006). Thus based on the outcome obtained from the MBTI test, my personality has been identified as an introvert who is result oriented and a critical thinker. My traits include being moderately lively, reserved and result oriented. Additionally, the Belbin test result shows that I am a resource investigator, who loves to explore opportunities and develops harmonious contacts with others (Earl, 2003). Therefore, I can fulfill most of the requirements as stated by the job description (O’Connor and Jackson, 2008). 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Appendix 1 Islamic Banks Holdings increased by 28.6% to $822 billion between 2007 and 2009 Suffered close to $3 trillion in losses from the downturn by mid 2009 Real economic growth slowed down slightly from 7.3% to 4% between 2007 and 2009 Unemployment rate increased slightly Conventional Banks Holdings increased by 22.8% to $655 billion the same period Suffered over $5.3 trillion in losses from the crisis by the same period Real economic growth slowed down drastically from about 10% to a mere zero between 2007 and 2009 Unemployment rate increased substantially Source: Aamir A. Rehman, “The Commercial Impact of Islamic Finance: Industry Overview and Implications, Cited in Mahlknecht (2009). Read More