How to Manage the Needs of Different Learners

In the learning process, each of us has a preference for either reflecting on the information we are receiving or jumping in and doing something with the information. If you like to reflect and ponder, you are a Watcher. If you prefer to jump in and get your hands in it, you are a Doer.

As a trainer, it is important to recognize the difference in these two types of learners. The learners in your workshops that are Watchers are going to hang back. They are going to wait and see. They want total clarity on the information before you ask them to do something with it. They want to know that they know. They might even seem a little bored if you measure engagement by questions asked and how interactive they are in dialogue.

The Doers ARE bored, that is, if all you do is talk about the content. They prefer to do it, rather than talk about it. They want to process information through activity. As you are presenting, they are envisioning how they might use the information. When you assign an activity, they are the first to jump in. Many times they don’t even wait for all the directions. They are active learners that look for application.

If you are familiar with the 4MAT Learning Type Measure, you know that as part of the assessment the learner determines their “Watching/Doing” score. The score ranges from a strong Doing orientation (+11) to a strong Watching orientation (-11).

Learner Types One and Two are more likely to be watchers and Learner Types Three and Four are more likely to be Doers.

The challenge in being an effective—even great trainer—is figuring out how to manage the needs of these two different learners. The trick is to move back and forth between reflection and action in the training design and delivery. And, the whole time you are doing this, you have to be conscious that while one camp is comfortable, the other is not. When you use the 4MAT 8-step model for training design and delivery, you naturally create this movement between watching and doing.

Putting It Into Practice
Be conscious that every learner has a different approach to learning experiences. Some prefer to watch and process before moving into action. Others prefer to jump right in.

• Asking a Watching learner to share their thoughts with the rest of the group can be uncomfortable if the learner has not had enough time to process. Instead of calling on an individual, ask for input from the group. Or, choose to ask someone whom you have already identified as a strong Doing type learner.
• When you are facilitating activities, be conscious that the Doing learners will move into activity before you have finished the directions. Be very clear and concise when giving directions so that you create clarity for those that need more structure and you are quick enough to keep everyone’s attention.
• Only hand out materials when you are ready for the learner to begin working on them or reading them. If there is more lecture or direction that needs to be delivered before the handouts are used, do this before handing the materials out. Otherwise, the Doing learners will begin the activity and tune out anything that you are sharing.
• Create a balance of activities. Solo and group, reflective and active, literal and metaphoric, intellectual and emotional.

Be Well,
Jeanine O'Neill-Blackwell
President/CEO, 4MAT 4BUSINESS