LIFO ® LEARNING STYLES APPLICATIONS

The LIFO Learning Styles questionnaire can be a valuable instrument for any organization involved in training. It provides two major benefits:

1. Determines the trainee's preference as to his/her best-suited learning environment.

2. Allows the trainer to tailor the learning environment and training methods to accommodate the trainee's optimum learning style.

A sound understanding of the LIFO principles will help develop an instructional staff that can readily recognize the different orientations and can adjust training methods accordingly. The learning environment can be structured flexibly enough to cater to all orientations.

The following is a brief overview of the four basic LIFO styles as they relate to training applications:

Supporting/Giving Learner

looks at the long-range benefits of the training
values patience in an instructor
wants an instructor who provides coaching and guidance, helps with understanding and gives encouragement
needs to see the instructor as a "reliable" source in order to accept new material or ideas; wants a "professional" as a teacher
wants teacher to take an interest in him/her
the ability to accept direction helps in learning
is serious in the approach to learning
likes the use of examples
uses an idealistic and nonlinear thinking mode
may sometimes be too dependent on others for assistance
may tend to get perfectionistic about own learning; can become discouraged by failures and feel unable to learn
if frustrated in learning will complain about the teaching

Controlling-Taking Learner

needs to see the personal advantages from the learning -"What am I going to get out of it?"
wants a learning environment that provides for trial and "hands-on" experience
prefers briefer explanations that emphasize guiding principles and relations to consequences - tightly organized and focused
prefers teachers who are confident, experienced and expert
desires immediate feedback - either from the instructor or the experience
likes expanding area of knowledge to test mastery
examples that are specific and successful are valued
willingness to assume responsibility creates respect
very elaborate, complex and detailed learning experiences may reduce willingness to learn
needs to see progress
will question teacher, probe for needed information and even challenge teacher if results do not follow as expected
may get distracted too easily and be impatient to follow disciplined training
largely intuitive and linear in thinking modes

Conserving-Holding Learner

needs overall framework
structure for learning is important - prefers step by step progress with accompanying rationales
new learning must build on the old and relate to previous knowledge
will want to know things in depth, willing to spend a lot of time learning details and practicing discrete steps
likes teachers who are organized, attentive and knowledgeable
prefers to have progress yardsticks explicit
can take criticism objectively,provided it is offered in a non-emotional and rational manner
accepts the need for discipline in study and practice
will desire to see justifications, specific examples and data that support learning principles and practices
instructor personality less important than teaching ability
if frustrated in learning will try to analyze what is happening and be willing to try again
appreciates troubleshooting checklists
will be critical of loose structures or variations from promised course of instruction

Adapting-Dealing Learner

the atmosphere of learning and the personal relationship to the teacher is highly important - friendliness and interest are key factors
enjoys doing things with others - also opportunities that will place individual in the limelight
positive feedback and encouragement important - demeaning feedback has a negative consequence for learning
likes activities which allow exploration of new possibilities - prefers flexibility in teaching methods and experiences - feels overly restrained by highly disciplined learning
positive attitudes of peers about the learning and self very important - can enjoy humor and joking
creative possibilities are seen as exciting
opportunities to transfer experiences from other areas also highly regarded
may get discouraged by personal criticism, especially if it causes loss of reputation among peers
may not be serious enough about learning - can act up in groups
uses largely intuitive processes to learn

LEARNING ACTIVITIES AND PREFERENCES

Discussions of new concepts and ideas - S/G and A/D
Practical applications - C/T and C/H
Disciplined analyses and structured procedures - C/H
Add-ons to existing techniques and practices - C/H and S/G
Exploring something novel - A/D and C/T
Lengthy analyses - C/H
Detailed research - C/H - in special areas S/G
Working with people - team activities - S/G and A/D
Solving immediate problem - C/T and A/D
Solving long-range problem - S/G, C/H - probably with C/T
Specific business skills - C/H and C/T
Changing field of expertise - A/D and C/T

STYLE PROBLEMS FOR TRAINERS AND INSTRUCTORS

Supporting-Giving Instructor

may fail to provide enough structure and detailed instructions
may get too involved with ideas and crosscurrents without demonstrating specific applications
may provide too much freedom for students during learning process so that errors could be practiced before getting corrected
may get too distracted by students who need special attention or who are too confronting
may assume too much about students' abilities to handle things on their own and overlook need for specific instruction
may fail to make expectations clear at outset and be disappointed when standards are not met
may provide insufficient reward and be hypercritical about performance
may fail to provide consistent treatment during learning process

Controlling-Taking Instructor

explanations may be too brief and rapid
may be overoptimistic about progress and be unrealistic about realities of difficulties and accomplishments
may demand too much in too short a period of time
may try too many different activities within the particular time period
may become impatient with students who fail to learn quickly - spend more time with good students
students may be challenged too readily and/or be introduced to tasks that could overwhelm them - too much of a "sink or swim philosophy"
may fail to make sure all arrangements are made that are required
may concentrate more on topics that have been successful and fail to pay enough attention to others so that complete curriculum is not covered adequately
may begin teaching or take responsibility for program without sufficient preparation (overconfident of abilities)
may overuse competitive activities (rewards and punishments)
may fail to listen enough to student complaints and needs

Conserving-Holding Instructors

may bore students with details and explanations
may require systematic practice and step by step procedures beyond that perceived as necessary or useful by students
may be excessively analytical in providing criticism and reviewing learning problems
may not provide sufficient enthusiasm to motivate students
material may be too restrictive in content coverage - doesn't encourage explorations of associated knowledge areas
explanations may be repetitive rather than sensitive to difficulties encountered
instructions could be so explicit that little initiative is encouraged
creativity may be stifled within the framework
there may be some difficulty in covering the full range of content within a given time period

Adapting-Dealing Instructors

may get too involved with students, become distracted too easily by socializing activities
may fail to establish sufficient seriousness about expectations -may confuse criticisms by concern for goodwill
may introduce too many variations without providing enough time to get fully grounded in any of them
may get so concerned about possible criticism and negative reactions that they are reluctant to make demands upon students
group activities could be overemphasized without providing sufficient time for individual study and mastery of subject matter

STYLE BENEFITS FROM DIFFERENT INSTRUCTORS

Patience for mistakes - S/G and A/D
Willingness to provide coaching and guidance - S/G
Varied pace and enthusiasm - C/T and A/D
Thorough explanations and organization of material - C/H
Explanations adapted to level of group understanding - A/D
Flexibility in teaching approaches - A/D and C/T
Opportunities for individual practice - C/T and S/G
Bolstering confidence despite difficulties - A/D
Explicit instructions - C/H
Systematic linking of learning steps - C/H
Practical applications - C/T
Sense of excellence - S/G and C/H
Balanced feedback - A/D