Learning style instruments: reasons why research evidence might have a weak influence on practitioner choice

摘要

Whilst there has been much debate about learning styles in the literature there has been little research identifying which instruments are the most popular with Human Resource Development (HRD) practitioners or proposing reasons for popularity. This article aims to close this gap by reporting on a research project that investigated these issues (Waters, R. 2010. Influences on professional practice: The HRD practitioner and their choice of learning style questionnaire. DSocSci thesis, University of Leicester). Data were collected through a mixed method study drawing on semi-structured interviews and an on-line survey. The results of this research showed that the Myers-Briggs Type Indicator (MBTI) was the most popular learning style instrument amongst those surveyed. Further analysis suggested that brand strength, consumer and cognitive lock-in are important factors influencing HRD practitioner choice. A model of the decision-making process is then proposed drawing on the Bases of Action model (Bhaskar, R. 1998. Facts and values: Theory and practice. In Critical realism: Essential readings, ed. M. Archer, R. Bhaskar, A. Collier, T. Lawson, and A. Norrie. Abingdon: Routledge). This model helps to explain why research evidence is generally less influential on practitioner choice of learning style instrument than brand strength, consumer and cognitive lock-in.