Additional Facts of Learning Styles and Other Learning Styles Used in The Aviation Industry

 

According to Kumar (2014) modern organizations should be earning as well as learning organizations. People are regarded as the most valuable resource of the organization. Hence, the effectiveness of the organization has a direct impact on the competence of employees. He further suggests that, if learning is emphasized by organizations, innovation and creativity of their people could be encouraged, decision-making skills improved and objectives of the employees could be achieved. Khan, Khan and Khan (2011) in their study reveals that training and development, on the job training, training design and delivery style is important in organizational Learning and Development. They further discuss that, although Learning and Development seem disadvantageous in terms of cost, it has a positive impact on the performance level of the employees and also on reducing the cost and time of organization. Thus, it is evident that the overall performance of the organization is enhanced.

The need for learning arises with the advancement of technology, performance improvements and professional development. Safety and precautions strategy is also emphasized by most industries and organizations when providing learning and development (Kumar,2014).

Karp (2000) states that, when concerning the aviation industry, safety is a major concern and technology and airspace have become more complex. In order to be more effective, people working in the field of aviation requires high retention and application of information. Thereby, it is vital that airlines and related organizations initially, understand how people learn best and accordingly design and develop training programs to improve efficiency, effectiveness and safety. He further adds that learning style is a very important contributing factor to be considered.

In the research conducted by Kanske and Brewster (2001) Kolb’s Learning style had been used to identify the preferred learning style among college aviation students. The study had been used as a tool to design effective courses and also adapt them for students that had different learning styles. Further, Kolb’s Learning Inventory enabled to identify the aviation students as a separate group in the campus.

Moreover, individuals possess their own preferred way of learning and it is the role of the trainers to identify and understand various styles to effectively deliver knowledge and skills (Sarabdeen, 2013).

De Vita (2001) suggests that, understanding the relationship between learning styles and the learning process, will be helpful in improving the overall quality of learning and the learning environment.

Honey and Mumford (1986) used Kolb’s Learning Cycle model to create their own (Sarabdeen, 2013).

Honey and Mumford Learning Style

According to De Vita (2001) Honey and Mumford adopted Kolb’s Learning theory to develop a simpler version of their own. However, they were not satisfied with Kolb’s Learning inventory. As shown in fig (7). Variations were introduced to the original model and renamed the stages as ‘Having an experience’, ‘Reviewing the experience’, ‘concluding from experience’ and ‘Planning the next step’. The learning styles were renamed as Activists, Reflector, Theorist and Pragmatist (De Vita, 2001).

Figure 7: Honey-and-Mumford-learning-model

Source: (Abewardhana, 2019)

De Vita (2001) explains the learning styles as follows.

Activist: A person that is better equipped with the ability to learn from experience.

Reflector: One who is better at reflective observation.

Theorist: Someone that explores associations and interrelationships between ideas and events.

Pragmatist: Individuals comprising learning activities that are based on doing or trying things that allow practical advantages.

As shown in fig (8) an alternative instrument in the form of questionnaire was based on the learning style developed by Honey and Mumford. This tool acted in focusing on strengthening the styles of individuals that were minimally utilized.

Figure 8: Learning Styles Questionnaire

Source: (Sarabdeen, 2013)

Taking into account determining the preferred learning styles,  Gao et al. (2013) in their study refers that, McCall, Klein, Piterman and Lam (2005) conducted a study on Hong Kong general practitioners by employing the Honey and Mumford’s Model of Learning Style and that the results showed the predominant learning style as reflective.

The video given will provide a better understanding of the Honey and Mumford Learning style.

Video 3: Honey and Mumford Learning style.

Source: (Student Success Space, 2017)

A practical example of the Honey and Mumford Learning style could be demonstrated from the maintenance department of the airline which I work for. A License aircraft Engineer on his path to obtaining full authorization from the relevant maintenance organization goes through all the said learning styles. That is; The Activist, Reflector, Theorist and Pragmatist.

Activist: The Trainee Aircraft Maintenance Technician

·       In this style a person engages in the process and likes to learn new ways by participating and involving on the job. He wants his hands dirty and welcomes new experiences. (De Vita, 2001) Similarly, a trainee aircraft technician likes to work hard on a given task and wants to try out new ways. He also likes to work with others and find better solutions for problems.

Reflector: The Aircraft Maintenance Technician

·     In this style a person watches others at work and thinks thoroughly before reaching any conclusions.  They want themselves given time to think and investigate before acting (De Vita, 2001). With having a certain level of experience and maturity the aircraft maintenance technician thinks well before performing an assigned task. He observes his senior engineers at work and gets their feedback.

Theorist: The Trainee. (Students at the Aviation College)

·       Individuals belonging to this learning style tend to learn by understanding the theory behind something. They rely on models, concepts and facts for learning (Sarabdeen, 2013). The trainees at the Aviation college are mostly dependent on the theoretical knowledge and the practical observations they gain during their training course period. Thus, they analyze information and question and form their own opinions.

Pragmatist: The Licensed Aircraft Engineer

·       These types of learners try to find ways to put into practice what they learnt. They take in new ideas and translate theory into practice (De Vita, 2001). Likewise, the licensed aircraft engineer in a given situation whether it be a critical task or inspection or troubleshooting seeks practical incorporation of what they learn, always find a connection between what they learn and its use in practice.

List of References

Abewardhana, D. (2019) Learning styles of military learners. Learning Styles [Online]. Available at: < https://www.researchgate.net.>. [Accessed on 26th August 2021].

De Vita, G. (2001) Learning styles, culture and inclusive instruction in the multicultural classroom: a business and management perspective. Innovations in Education and Teaching International, 38(2), pp. 165-174[Online]. Available at < https://www.researchgate.net.>. [Accessed on 26^th August 2021].

Gao, Y., Stephn, T.K., Known, H.J and Leong, E.W (2013) Learning styles of australian aviation students: an assessment of the impact of culture. Collegiate Aviation Review, 31(1), pp.17-26.

Kanske, C.A and Brewster, L.T (2001) The learning styles of college aviation students. Collegiate Aviation Review, 19(1), pp.62-70.

Karp, M.R. (2000) University aviation education: an integrated model. Collegiate Aviation Review, 18(1), pp.1-7 [Online]. Available at < https://trid.trb.org.>. [Accessed on 26^th August 2021].

Khan, R.A.G, Khan, F.A and Khan, M.A. (2011) Impact of training and development on organizational performance. Global Journal of Management and Business Research, 11(7), pp. 62-68.

Kumar, R. (2014) Importance of training in organization development. International Research Journal of Management Science & Technology, 5(1), pp.286-293.

Sarabdeen, J. (2013) Learning styles and training methods. Communications of the IBIMA 2, 2013, pp.1-9.

Student Success Space (2017) Honey-Mumford Learning Style [Online]. Available at: <https://www.youtube.com/watch?v=izMEy-UiRKM.>. [Accessed on 26th August 2021].

VAK Learning Style

 

VAK Learning style

Upon the study conducted by Ellinton and Benders (2012) learning styles have been explored by theorists in the past and further study has been carried out on specific learning styles.

Learning styles are categorized in ways people learn and how they approach information. Further, it is defined as the preferred processes students use when they learn (Shreenidhi and Helena, 2017). Most of the learning styles are on visual, auditory, and kinesthetic modes of learning.  (Ellinton and Benders, 2012)

Shreenidhi and Helena (2017) in their study reveals that, Fleming’s VARK model is one of the most common and widely-used type of learning style.  This is sometimes known as VAK - an acronym for the Visual (V), Auditory (A), and the Kinesthetic (K) sensory. As shown in Fig (9).

Figure 9: VAK Learning Styles Model.

Source: (Moubayed, 2018)

This learning model is based on the learners’ senses that are involved in taking in information. They further state that, people adopt various preferred learning styles which is usually a blend of all three senses. And that some individuals have a very strong preference and some prefer an even mixture of two or three styles. Thereby, Individuals learn by seeing (Visual), hearing (Auditory); by doing (Tactile/Kinesthetic). There is no fixed learning style. A Style may be combined with another and varies upon situations and nature of the activity (Shreenidhi and Helena, 2017).

According to Shreenidhi and Helena (2017) and Siwi and Yuhendri (2016)

Visual Learners

•  Learn by seeing things.
• Choose to see information and instructions, they usually forget information that has been heard.
• Have a tendency for writing, drawing, imagining and create their own notes and prefer to read for themselves.
• When remembering things, having the ability to visualize, they tend to see pictures and images and use mind maps.
• Use role-play and watching others perform or demonstrate a skill to learn.
• They are naturally able to visualize what they are hearing.
• They understand complex maps, graphs and charts easily.

Auditory Learners

• Learns by listening.
• Have a split attention.
• Are dependent on hearing and speaking as the style of learning.
• To understand they must be able to hear what is being said.
• Written instructions may be difficult for them to understand.
• In sorting information, they use their listening and repeating skills.
• They accurately recall what has been spoken.

Kinesthetic Learners

• Learning by doing.
• Like to respond physically.
• Thought to be natural discovery learners.
• Tend to prefer exploring concepts through experimentation,
• Confident in participating in interactive activities.
• Enjoy making things, experimenting and learning through practical activities. 

 The following video will give a better understanding of the VAK learning style.

 

Video 4: VAK learning style

Source: (McMillan, 2017)

Hammer (2019), in his study, has cited that, out of the three learning styles, kinesthetic (hands-on) learning is the most common for individuals (Dinkel, 2011). However, he claims that if hands-on learning style, is combined with knowledge on systems, tools and equipment of aircraft maintenance training students, students will maximize his or her knowledge and skill retention while in training.

Further, Karp (2000) states that, if knowledge transfer is to take place in aviation academic programs all dominant learning styles (Visual, Auditory and Tactile or Kinesthetic) requires to be addressed in the academic environment.

The school for aircraft maintenance training in the airline which I work for provide their trainees with all three styles (Visual, Auditory and Hands on) of learning.

Their courses offer theoretical elements where visual and auditory styles such as multimedia, slides, and video are given higher weight, while practical/on the job training provides them with all three learning styles. Prioritizing on hands on experience such as activities in different shops within and outside the organization and training on live aircraft. As shown in fig (10). (SriLankan Aviation College, 2018).

Figure 10: Practical Training at Sheet Metal Work Shop.

Source: (SriLankan Aviation College, 2018)

List of References

Ellinton, S and Benders, D.S. (2012) Learning style and its importance in education. Learning Styles, pp 1-15 [Online]. Available at https://www.researchgate.net.>. [Accessed on 26th August 2021].

Hammer, K. (2019) Varying class schedules and learning effectiveness at FAR Part 147 aviation maintenance training school (AMTS). Embry-Riddle Aeronautical University Scholarly Commons [Online]. Available at < https://commons.erau.edu.>. [Accessed on 26th August 2021].

Karp, M.R. (2000) University aviation education: an integrated model. Collegiate Aviation Review, 18(1), pp.1-7 [Online]. Available at < https://trid.trb.org.>. [Accessed on 26th August 2021].

McMillan, A (2017) Learning Styles- VAK [Online]. Available at: < https://www.youtube.com.>. [Accessed on 27^th August 2021].

Moubayed, A, Injadat, M.A.M, Nassif, A.B. and Lutfiyya, H. (2018) E-learning: challenges and research opportunities using machine learning & data analytics. E-Learning Analytics [Online]. Available at: < https://www.researchgate.net.>. [Accessed on 26th August 2021].

Shreenidhi,S.K and Helena, T.C (2017) Styles of learning based on the research of Fernald, Keller, Orton, Gillingham, Stillman , Montessori and Neil D Fleming. International Journal for Innovative Research in Multidisciplinary Field, 3(4), pp. 17-25.

Siwi, M.K and , Yuhendri, L. V (2016) Analysis characteristics of learning styles VAK (visual, auditory, kinesthetic) student of banks and financial institutions course. International Conference on Education For Economics, Business, and Finance (ICEEBF) 2016 [Online]. Available at < http://iceebf.um.ac.id.>. [Accessed on 30^th August 2021].

Srilankan Aviation College (2018) Basic Course in Aircraft Maintenance. Srilanka Aviation College [Online]. Available at <https://www.srilankanaviationcollege.com/what-we-offer/Course/EASA-Part-66-B1 [Accesssed on 31^st August 2021].

Other Frequent and Emerging Methods of Learning and Development Used in Aviation Industry

It was evident when emphasizing on Experiential Learning Theory, that people often learn from experience. Thus, most learning mainly occurs at workplace. (Armstrong and Taylor, 2014). The 70:20:10 model explained in a previous blog post confirms it further (Arets, Jennings and Heijnen, 2016).

As Armstrong and Taylor (2014) indicates, learning is most effective when people do it themselves (self-directed learning), but they need guidance. They further explain that, self- directed learning and experiential learning can be enhanced in the workplace by methods of induction, planned experience, coaching, mentoring, e-learning and planned development and that these methods can be supplemented by formal training such as training programs and events. Thus, the effectiveness of Learning and Development can be increased by connecting the available methods which is called blended learning.

“A training method as a set of systematic procedures, activities, or techniques that are designed to impart KASAs (knowledge, abilities, skills, or attitudes) to the participants that have direct utility in enhancing their job performance.” (Martin, Kolomitro and Lam, 2013, pp.12)

Training and development should enable organizations to gain a competitive advantage and bring about their business strategies to achieve their business goals (Noe, 2010). Organizations need to be mindful to minimize the costs and gain maximum benefits by learning and methods of training. However, it has been possible to reduce the incurring cost on providing training to employees by the introduction of new technologies thereby increase the effectiveness of the learning environment, and to help attain organizational goals (Noe, 2010).

In doing so, many organizations' training programs use a combination of methods with the aim of making the most of each method’s strengths for learning and delivering. Lecture, on -the- job training, coaching and mentoring, self-development, simulations, case studies, business games, job rotation, action learning, computer-based training, online learning or e- learning, continuing professional development, Blended learning and distance Learning are common methods that are practiced by organizations (Noe, 2010).

When discussing training methods Noe (2010) classifies them under traditional methods and modern technology-based learning methods. However, organizations utilize both these methods for improving learning and development.

Following are some examples of methods that are used in the aircraft maintenance department of the organization which I work for.

Lecture

Is where a trainer verbally communicates what they require their learner to learn (Martin, Kolomitro and Lam, 2013). Audio visual techniques are generally used in conjunction with lectures to show trainees real-life experiences and examples (Noe, 2010).

Lecture is the common method used in the aviation college. The college does not only focus on the traditional method where a lecture is conducted by professional trainers and qualified engineers within the classroom but also in the field where actual work is being performed. This way, students are able to grasp what they learn effectively.

May it be a basic course in aircraft maintenance for trainees or a continuation development program for aircraft engineers, lecture helps to deliver required information to the group efficiently in an organized manner (SriLankan Aviation College, 2018).

 Figure 11: Lecture (field visit lecture)

Source: (Srilankan Aviation College, 2018)

On -the- Job Training

Refers to inexperienced employees learning in the work environment. This generally occurs during work by observing their seniors and performing the job and trying to imitate their behavior (Noe, 2010).

This is one of the most used type of informal training at the aircraft maintenance department. OJT is useful when training students of the aviation academy and newly recruited aircraft trainee technicians, and upgrading experienced aircraft technicians’ skills when new technology is introduced (SriLankan Aviation College, 2018).

Coaching and Mentoring

As stated by Serrat (2009) Coaching and mentoring are ways that aids management and a set of skills to support staff and deliver results. As Explained by Ganesh et al. (2015) coaching is the process where improvement of performance and development regarding skills is acquired through instructions or tutoring. While mentoring refers to a more experienced individual assisting a less experienced one in improving a career. He further states that, both coaching and mentoring are used as key management interventions to improve skills of employees and encourages their personal goals.

Coaching and mentoring is a significant way used by the organization which I work for. Engineers give personal attention to aircraft technicians whenever their performance or motivation levels requires to be increased.

 Figure 12: Coaching and mentoring

(An LAE personally giving attention to work performed by Technicians)

Source: (Srilankan Airlines, 2020)

Self-Development

In self-development, employees learn themselves and take responsibility for all aspects of learning. On- the -job training has a direct influence on it. The effectiveness of self-development depends on an employee’s motivation to learn (Noe, 2010).

Air craft maintenance department require their employees to read and be informative on relevant publications issued by the organization related to the safety and quality development of the organization. Safety notices, quality notices, MOE (Maintenance Organization Exposition) revisions are a few to name (Srilanakan Airlines MOE, 2021).

Further, the organizations which I work for hold the employees responsible and require them to take the initiative to learn with information such training courses, and continuation training (human factors, legislation etc.) while they are at a certain designation (Srilanakan Airlines MOE, 2021).

Simulations

A simulation is a training method that depicts a real-life situation (Noe, 2010). It shows with trainees’ decisions and the resulting outcomes what would happen if they were on the job (Noe, 2010). The main disadvantage of this method is the high cost (Noe, 2010) in (Martin, Kolomitro and Lam, 2013). Development in software and computer technology has enhanced a great deal the learning that results from simulators (Martin, Kolomitro and Lam, 2013).

A common example of the use of simulators for training in the aircraft maintenance department is the ACT (Airbus Competence Training) where a trainee can use to simulate various maintenance activities (SriLankan Aviation College, 2018).

Case Studies

Case studies give trainees the opportunity to develop skills by presenting a problem, without a solution, or with a solution, (as an example) of how to solve it (Martin, Kolomitro and Lam, 2013).

Trainees in the aviation college are being trained on different subject matter such as human factors using case studies (SriLankan Aviation College, 2018).

Job Rotation

As explained by Martin, Kolomitro and Lam (2013) this involves training for a job by working in the job for a limited time period while still having the original job.

Aircraft Engineers from line maintenance and base maintenance are assigned to work at the aviation training college on a rotational basis to provide training to train the trainees (SriLankan Aviation College, 2018).

Action Learning

In action learning teams or work groups are given a problem to solve (Noe 2010). They work on solving it and creating an action plan, and then the organization holds them responsible for carrying out the plan (Serrat, 2017).

The organization I work, use action learning to solve important problems, such as rectifications of aircraft findings from internal audits using dedicated groups. They work on finding the causes and come up with suggestions and a plan to rectify them.

Continuing Professional Development

Continuing Professional Development refers to maintaining and improving knowledge skills and experience relevant to the professional activities. Continuing Professional development can take various forms from formal educational courses to learning through everyday work practices. (Collin, Heijden and Lewis, 2012)

In the organization I’m employed, safety is considered a key element. To be in line with the said fact, it is mandatory that Aircraft Engineers and Technicians undergo a continuation training every 2 years. The refresher training is given on the areas of Human factors, EWIS (Electrical Wiring Interconnection System), Aircraft Type Training, ETOPS (Extended Range Twin Engine Operation) and Organizational Procedure and Fuel Tank Safety Training etc. (Srilanakan Ailines MOE, 2021).

Computer Based Training

This is an interactive training experience where computers are used as learning aids (Noe, 2010). The most common method of computer-based training is software running on a personal computer (Noe, 2010).

Airbus Aircraft type training courses are similar examples for Computer based learning where training is aided by software base application (SriLankan Aviation College, 2018).

Online Learning or E-Learning

Online Learning, or E-Learning, is the delivery of training by computer online via the Internet (Noe, 2010). E-Learning can also be explained as the use of information and communication technology to enhance and support learning (Oye, Salleh and Iahad, 2012). Since it involves electronic networks, it enables information and instruction to be delivered, shared, and updated instantly.

E-learning examples are Aircraft Type Training, EWIS Training, Fuel Tank Safety Training, Human Factor and Legislation Training (SriLankan Aviation College, 2018).

Blended Learning

Blended learning is a combination of online learning, face to-face instruction, and other methods for distributing knowledge/skills and instruction (Besset and Burton, 2013).

Blended learning courses such as Aircraft Type Training courses facilitate learners with the positive features of both face-to-face instruction and technology-based delivery and instructional methods.

Distance Learning

Distance learning comprises of virtual classrooms, with capabilities such as projection of still, animated, and video images; instructor-participant audio discussion; sharing of computer software applications; and whiteboard marking tools. (Noe, 2010)

With the prevailing situation aviation training school conducts most of their courses on distance learning methods using virtual classrooms. Thereby, the ongoing courses are up to date and safety is assured (SriLankan Aviation College, 2018).

The following short video will brief on the advantages of E-Learning and its approaches in the aviation industry.

Video 5: E-Learning in the Aviation Industry

Source: (E - Learning in the Aviation Industry, 2015)

List of References

Arets, J, Jennings, C and Heijnen, V (2016) Primer-702010-into-action.pdf. [Online]. Available at < http://702010 institiute.com.>. [Accessed on 3o^th August 2021].

Armstrong, M and Taylor, S. (2014) Armstrong Handbook of Human Resource Practice. 13^th ed. New Delhi, Kongan Page Limited.

Bessette, D. and Burton, L.S. (2013) Transforming Your Organization to Blended Learning: A Paradigm Shift. Academia.edu. Available at 1< https://www.academia.edu/3062523/Transforming_Your_Organization_to_Blended_Learning_A_Paradigm_Shift.>. [Accessed on 30^th  August 2021].

Collin, K., Heijden, B.V.D and Lewis, P. (2012) Continuing professional development. International Journal of Training and Development, 16(3), pp.155-163.

Ganesh, A., Bozas, A., Subban, M and Munapo, E. (2015) The benefits of mentoring and coaching in the public sector. Journal of Governance and Regulation, 4(3), pp. 16-29.

Martin, O.B., Kolomitro, K. and Lam, T.C.M. (2013) Training methods: a review and analysis. Human Resource Development Review, 13(1), pp. 11-35.

Noe, R.A (2010) Employee Training and Development. 5^th ed. New York, McGraw-Hill/Irwin.

Oye, N.D., Salleh, M and Iahad, N.A. (2012) E-learning methodologies and tools. (IJACSA) International Journal of Advanced Computer Science and Applications, 3(2), pp. 48-52.

Serrat, O. (2009) Coaching and mentoring. Knowledge Solution [Online]. Available at < https://www.researchgate.net.>. [Accessed on 30^th August 2021].

Serrat, O. (2017) Action Learning. Knowledge Solution. 1^st edition. Singapore: Springer, 589-594.

Srilankan Aviation College (2018) Srilanka Aviation College [Online]. Available at <https://www.srilankanaviationcollege.com/what-we-offer/Course/EASA-Part-66-B1 [Accessed on 01^st September 2021].

SriLankan Airlines (2020) Engineering. Available at< https://www.srilankan.com/en_uk/coporate/about-us.>. [Accessed on 01^st September 2021].

Srilankan Airlines (2021) EASA Approved Maintenance Organisation Exposition, Issue 04 Revision 08, Colombo: Srilankan Airlines.

TalentLMS (2015) eLearning in the Aviation Industry [Online]. Available at: <https://www.youtube.com/watch?v=8zg_iEHko5g,.>. [Accessed on 31^stAugust 2021].