Cognitive Style

Cognitive style is used to describe the way individuals come to a decision to

accomplish the work based on their thoughts draw from their observation. On a given

class of situation, an individual will choose their preferred way of gathering, processing

and evaluating information (Hayes & Allinson 1998). The style is a better predictor of

“job behaviour than intelligence” (Sadler-Smith & Badger 1998, p. 248), as it is not

measurable in term of aptitude of handling.

Learning Style

Learning styles are several ways or methods that help individuals to learn and

gain knowledge. Unlike personal style, it is often expressed in the way individuals select

one particular mode of learning over another, e.g. I simply don't like training but I greatly

prefer coaching (Sadler-Smith 1996).

There are several studies on how individuals can identify their best learning style.

In Kolb's (1984) experiential learning model, there are four different styles of learning

identified – “accommodative, divergent, assimilative and convergent” (Mullins 2007, p.

191). “Individuals may have a preference for one of the key stages and therein lies their

learning style” (Mullins 2007, p. 190). Seen this way, managers' learning styles can be

assessed based on their approach to acquire and apply knowledge through practice. In a

recursive learning cycle, individual can spot and strengthen their “weaker preferences” by adapting to various teaching styles, while strengths can also enhance learning outcome

(McCarthy 2010, p. 136).

Honey and Mumford (1992) developed their learning style questionnaire based

Kolb's (1984) learning cycle. The questionnaire aid managers to identify whether they

are predominantly: activists, reflectors, theorists and pragmatists (Mullins 2007, p. 191).

But knowing the dominant style doesn't tell managers how to be better at learning.