The Battle Of The Civil War - 973 Words

On the early morning of April 12, 1861 at 4:30 am, Confederates were the first to fire shots at Fort Sumter, which in turn ignited the tragic, bloody, American Civil War. The Civil War caused brothers to fight against brothers, over 600,000 deaths, and ended slavery. The Confederates, however, did not just too randomly decide to bombard Fort Sumter out of the blue. Prior to the attack, there was many years of tension that had led up to that moment. The cause of the Civil War had a lot more to it than just one reason. The confederates wanted to secede because of slavery, economics, conflicting cultures, and extremism. Both the north and the south had very different ideals about everything. The most evident topic that caused tension was over the issue of slavery. The Southerners wanted to preserve slavery, while the Union wanted to abolish it. When Abraham was elected in 1860, he had created the Republican Party. Lincoln had declared that slavery would not expand into new territories and hoped that over time, slavery would become abolished. Lincoln was also not favored in the south because he had made speeches stating that slavery was morally wrong. Before the civil war, eleven states wanted to secede. Southerners argued that by owning slaves, they would be keeping them clothed, fed, and kept them busy. Without having owners, the slaves would not know how to care for themselves.They also justified slavery by assuming slaves were unintelligent and incapable of deepShow MoreRelatedThe Battle Of The Civil War1127 Words   |  5 Pagesshaken by the Civil War because some states wanted to separate the mselves from this unity that had lasted for approximately 100 years. The American Civil War is a historic affair and one of the bloodiest battles in history of the US (Engle, Krick, 2003). It is considered one of the bloodstained happenings in the history of the US because more than 600, 000 people died. A majority of this number were soldiers. This fatal battle happened between the years 1861 to 1865. The Civil War emerged becauseRead MoreThe Battle Of The Civil War Essay1424 Words   |  6 PagesThroughout the years 1861 to 1865 the American Civil War took place and it is known as Americas bloodiest war. The cause of the Civil war was the debate between free states and slave states over the government trying to prohibit slavery. In 1860 Abraham Lincoln became president of the United States and ran on the platform to keep slavery out of the new unclaimed territories of the United States. Once Lincoln became president seven southern states seceded from the Union ultimately creating the ConfederateRead MoreThe Battle Of The Civil War1666 Words   |  7 PagesThe Civil war was one of the biggest turning points in United States history. The nation’s failure to compromise on the subject of slavery led to an outbreak of war. Battles such as Gettysburg, Vicksburg, and Shiloh led to what we know of today as a free nation. Great technological advancements in weaponry led to mass c asualties among both north and south, often making death inevitable. Those who bravely served and those who were forced to serve lived a life of fear, starvation, and commitment toRead MoreThe Battle Of The Civil War1191 Words   |  5 PagesWhen the Civil War started both sides thought the war would be over by Christmas. But little did they know this small war would turn into the deadliest war in American history. The Civil War was fought between the Confederacy and the Union. The Confederacy was consisted of Southern states that did not agree with the views of the Union states. After years of sectional differences in the United States between the north and south, tension between the states grew and a war between the north and southRead MoreThe Battle Of The Civil War1073 Words   |  5 PagesThe Civil War was a war that was thought to would have lasted no longer than ninety days. After all was said and done, the war lasted more than four years and claimed tens of thousands of li ves of both The Union and The Confederate States. There were several battles fought on Northern and Southern soil, battles that forced bloody mortal combat between brothers in the fight for equality amongst all men. It tested the strength of the foundation that the United States was built upon. The Civil War wasRead MoreThe Battle Of The Civil War960 Words   |  4 PagesHave you ever wondered why the Civil War happened or why it was so substantial to American History? What was the battle that changed it all; that made it the history it is today? Many people have made speculations on the causes of the war and what the major turning point was, but cannot really narrow it down. In James McPherson’s Crossroads of Freedom: Antietam he points out the pivotal moments in American history that led up to and changed the Civil War, so that the reader can get a better insightRead MoreThe Battle Of The Civil War1197 Words   |  5 PagesMarianna, FL. The battle will be virtually unkno wn in the history of the Civil War, but its success marked the longest successful incursion of Union troops into Florida (Cox, 2014). This raid had two goals; the first was to rescue the reported Union prisoners and the second was to liberate and enlist any slaves that were found along the route (Calvin, 2014). The prisoners were not located, but more than 600 slaves were liberated along their route (Cox, 2014). The subsequent battle did not last longRead MoreThe Battle Of The Civil War1163 Words   |  5 Pageshad already decided to secede from the Union. Those 7 states started the Confederate States of America, run by their own President, Jefferson Davis. This same issue was the catalyst for the Civil War which started on April 12, 1861. One of the major and well-known battles of the Civil War was the Battle of Gettysburg. It was on this backdrop that Abraham Lincoln delivered a speech that is â€Å"universally recognized by historians and scholars alike as the most famous and most important speech everRead MoreThe Battle Of The Civil War1233 Words   |  5 PagesIt is evident that the Civil War helped shape America into the country it is today. The strong factional division -based on slavery- between the Union and the Confederacy guaranteed certain achievements of both sides. Much of what we consider history today remains a part of the outcome from these multiple bloody battles. Activist John Muir of the Civil War-era stated, â€Å"the traces of war are not only apparent on the broken fields, burnt fences, mills, and woods ruthlessly slaughtered, but also onRead MoreThe Battle Of The Civil War1133 Words   |  5 Pagesfierce battles were fought to secure the rights and freedom of both men and women, irrespective of their religion, gender, and race. Of all of the battles, the American Civil War stands out. Divided into the Union and the Confederacy, the American civil war broke out after the southern states seceded due to slavery that spread in many parts of the country. The Civil War began in the year 1861 and ended four years later. The end result was the Union becoming victorious in 1865. The Civil War was a

Management Issues And Resolutions Motivation,...

MANAGEMENT ISSUES AND RESOLUTIONS: Motivation, Communication, Training Risk Management While a person can be extremely intelligent in a general aspect they can lack emotional intelligence. This causes the work environment or people to be miserable, lack of motivation, and dissatisfaction with their jobs and quite often their lives. Another issue in the organization is communication skills or lack of thereof. Lastly inadequate training can and usually does lead to incidents and that is not using proper risk management techniques. The Importance of Motivated Employees Emotional intelligence is generally defined in terms or mental and cognitive abilities, the ability to relate interpersonally, interact well with followers satisfy their emotional needs, and motivate and inspire them is the key to effective leadership and management (Nahavandi, 2015, p.80). Emotional intelligence is a key aspect in the motivation of employees and studies have shown that the more motivated an employee is the better results they will product for the organization. Performance is a function of motivation, ability, and the environment in which you work (Carpenter, 2010, p. 355). Motivation has a strong behavioral component and it is important for managers because it is one of the elements that affect performance (Nahavandi, 2015, p.140). Being in the military â€Å"The Mission† always comes first. Leadership tends to forget employees are human beings. This contributes to the lack of motivation in theShow MoreRelatedHuman Resource Management And Risk Management1415 Words   |  6 PagesThe Human Resource Management/Risk Management Interface Like risk, human resources are pervasive in the business. Human resource management is most effective when integrated with decision making throughout the business. This leads to recognition that each production, financial, and marketing decision has a human component or influence. Which choice is made, how the decision is carried out, the follow-up and monitoring depend on people. Isolating management team and employee issues from production,Read MoreEssay on level 5 unit 101314 Words   |  6 Pages Communication : Communication is a process through which information is passed from an encoder to a decoder through and agreed channel, which has a feed back loop. Given that all enabling conditions that eliminates barriers to effective information or date transition and feedback are in place. Effective communication is an important feature of an effective team performance, it enable the definition of the problem or overall goal to every members of the team, it also enable communication thatRead MoreHsc 3045 Promote Positive Behaviour Essay1028 Words   |  5 Pages strong teamwork between RCWs encourages good behaviour from the young people. Clayfields behaviour policy that staff should be aware of and adhere to; all new staff follow an induction programme to guarantee a dependable approach to behaviour management within . School group organization and teaching methods have a major influence on children’s behaviour as in classroom environments children are aware of the degree to which they and their efforts are valued. A relationship between a teacher/teachingRead MoreHr Assessment 2 Escape to the Wild1695 Words   |  7 Pagesshould be introduced. The following describes four activities the human resource function will undertake in order to support the company’s expansion and success: Recruitment Selection The purpose of recruitment and selection is to reduce the risk of poor selection and attract well qualified candidates to the job. Systematic planning and preparation will increase the likelihood of employing the right person for the job. Recruitment and selection is crucial to the organisations success andRead MoreOrganizational Culture At E Groceries1354 Words   |  6 Pagesdesired corporate culture, and promote workforce diversity †¢ Use two-way communication since it stimulates employee engagement and commitment †¢ Develop company culture outside business hours; provide welfare benefits in order to ensure that our employees and their families are taken care of Job Analysis President Primary Responsibilities: †¢ Direct staff, including organizational structure, professional development, motivation, performance evaluation, discipline, compensation, personnel policies, andRead MoreCommunication Within The Banks Staff1317 Words   |  6 Pagesare problems with communication within the bank’s staff. The lack of communication between management, the home office, and each branch are the cause of the problem. These communication problems are affecting the morale of its workers; the bank should take immediate action to develop each worker communication skills. Developing the bank’s staff and managers skills will establish and modify good relationships between its staff members. Furthermore, good employee communication skills will open opportunitiesRead MoreEssay about Project Execution, Monitoring, and Control1301 Words   |  6 Pagesfeel more connected to the project. Procedures are established for conflict resolution, expenditure approvals, and communications. The goal is to obtain buy in for the final guidelines and expectations before distributing the new action plan. Managing the team The team leader must be an effective coach without micromanaging. A process for evaluating progress ensures individual contribution. Conflicts in time management may affect a member’s ability to complete project requirements. In some casesRead MoreRisk Assessment For A Financial Institution Essay1618 Words   |  7 Pagesfinancial institute. A risk assessment for a financial institution measures and helps manage compliance, financial and operational risks associated with both internal and external, activities and events. In today’s operating environment, numerous regulations and standards make risk assessment not only logical but vital for financial institutions. These are examples of regulation and laws that governs financial institutions, Regulatory compliance, Enterprise risk management, Internal audit, Bank SecrecyRead MoreThe Evolution Of Personnel Management Essay1013 Words   |  5 PagesIntroduction: HRM is a modern term for which traditionally been referred to as personnel management. Four key developments in the evolution of personnel management: 1. Industrial revolution era: prior to this revolution individuals use to manufacture from their home and Child labour was common. This revolution began with the invention of new manufacturing machinery which altered the nature of the society. There was ready availability of labours. Workers get higher wages than earned before. WorkingRead MoreFletcher Case Study Essay1288 Words   |  6 Pagesfailures were attributed to poor personnel management, the inability to effectively select or establish team structure, and the failure to devise the appropriate incentives to motivate and reward employees. After careful review it is recommended that Fletcher must invest in personnel and team management training for himself, take a measured approach to create and sustain team structure and culture, and institute an incentive plan that fosters motivation and rewards the contributions of both the individual

Assey Free Essays

Adrian Gauci Learning and Development Strategy – Adrian Gauci – Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EMPLOYEE DEVELOPMENT †¢ Employee Development of HR development is about the provision of learning, development and training opportunities in order to improve individual, team and organisational performance. †¢ The definition of development suggests a fulfilment of innate potential and ability through continuous involvement rather than just timely interventions to satisfy gaps in knowledge and ability.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development †¢ Learning and development is the process of acquiring and developing knowledge, skills, capabilities, behaviours and attitudes through learning or developmental experiences. We will write a custom essay sample on Assey or any similar topic only for you Order Now It is concerned with ensuring that the organization has the knowledgeable, skilled, engaged and committed workforce it needs. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development Learning is a continuous process that not only enhances existing capabilities but also leads to the development of the skills, knowledge and attitudes that prepare people for enlarged or higher-level responsibilities in the future. †¢ As explained by Honey and Mumford (1996): – ‘Learning has happened when people can demonstrate that they know something that they did not know before (insights, realizations as well as facts) and when they can do something they could not do Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci BA (Hons), MA, before (skills). ’Adrian Gauci Learning and development †¢ Development is concerned with ensuring that a personâ €™s ability and potential are grown and realized through the provision of learning experiences or through self-directed (self-managed) learning. It is an unfolding process that enables people to progress from a present state of understanding and capability to a future state in which higher-level skills, knowledge and competencies are required. †¢ Training involves the application of formal processes to impart knowledge and help people to acquire the skills necessary for them to perform their jobs satisfactorily.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KEY LD TERMS †¢ LEARNING: Learning is relatively permanent changes in behaviour that occurs as a result of practice or experience. †¢ EDUCATION: The development of Knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity. †¢ DEVELOPMENT: the growth or realisation of a person’s ability and potential through the provision of learning and educational experiences. Training: The planned ; systematic modification of behaviour through learning events, programmes, and instruction which enable individuals to achieve the levels of knowledge, skills and competence to carry out their work effectively. Source: Armstrong-handbook of Personnel Management practices. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Elements of learning and dev Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Characteristics of formal and informal learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci ROI †¢ Return on investment (RoI) is advocated by some commentators as a means of assessing the overall impact of training on organizational performance. It is calculated as: Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development strategy Learning and development strategy represents the approach an organization adopts to ensure that now and in the future, learning and development activities support the achievement of its goals by developing the skills and capacities of individuals and teams. It can be described similarly as strategic human resource development, defined as follows. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development strategy It is fundamentally concerned with creating a learning culture that will encourage learning and will provide the basis for planning and implementing learning activities and programmes.†¢ This concept of a learning culture is associated with that of the learning organization. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Elements of L;D strategy Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci A learning culture A learning culture is one that promotes learning because it is recognized by top management, line managers and employees generally as an essential organizational process to which they are committed and in which they engage continuously. †¢ Reynolds (2004) describes a learn ing culture as a – ‘growth medium’, which will ‘encourage employees to commit to a range of positive discretionary behaviours, including learning’ and which has the following characteristics: empowerment not supervision, self-managed learning not instruction, long-term capacity building not short-term fixes. Reynolds suggests that to create a learning culture it is necessary to develop organizational practices that raise commitment amongst employees and – ‘give employees a sense of purpose in the workplace, grant employees opportunities to act upon their commitment, and offer practical support to learning’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci The learning organization The learning organization, as defined by Senge (1990) †¢ Th e learning organization is one – ‘where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian GauciThe learning organization †¢ Harrison (2000) learning organization remains persuasive because of its – ‘rationality, human attractiveness and presumed potential to aid organizational effectiveness and advancement’. †¢ Wick and Leon (1995) refer to a learning organization – as one that ‘continually improves by rapidly creating and refi ning the capabilities required for future success’. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EMPLOYEE TRAINING Training is an important part of an organization’s long-range strategy: – Global competition and flatter organizational structures require multi-skilled employees – Focus on life-long learning – Diverse employees with varying cultural values – Developments in information technology require new skills and training strategies – Increased motivation – Individual goals equating with those of the organisation – Social benefits eg traning from government – Newly acquired skills for future use Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Superviso rAdrian Gauci †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ BENEFITS OF T;D TO ORGANISATIONS Provision of trained human resources Improvements of existing skills Increased employee knowledge Improved job performance Improved customer service Greater staff commitment Increased value of the organisation’s human assets The personal development of employees Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci PROCESS OF TRAINING †¢ SYSTEMATIC TRAINING †¢ PLANNED TRAINING Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci PLANNED TRAINING †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Identify and define training needs Define the learning required Define the objectives of training Plan training programme Decide who provides the training Implement the training Evaluate training Modify training programmes basis on the evaluation. MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci BA (Hons), Adrian Gauci DEFINING TRAINING NEEDS †¢ †¢ †¢ †¢ †¢ †¢ †¢ JOB TRAINING ANALYSIS ORGANSATIONAL ANALYSIS PERFORMANCE APPRAISAL JOB ANALYSIS CUSTOMER FEEDBACK OBSERVATION OF EMPLOYEES RECORDS OF EMPLOYEES PERFORMANCEAdrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci TRAINING OBJECTIVES †¢ †¢ †¢ †¢ PREREQUISITE EXPERIENCE AND ABILITIES EDUCATINAL OBJECTIVES BEHAVIOURAL OBJECTIVES CRITERIA FOR ASSESSMENT Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and Development Activities Learning  and  Development  Activities †¢ case  study  exercises †¢ action  learning  activities †¢ modern  apprenticeship †¢ Employee  mentorin g †¢ Group  /  Departmental  Ã‚  Exercises †¢ Situation  Simulation Management  coaching   †¢ Corporate  University †¢ Instruction  Lectures †¢ Outdoor  Learning  Activities   †¢ Training  by  role  playing See Page 1022 (Appendix in Armstrong Book) Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci The Training System Needs Assessment Evaluation Training Objectives Implementation Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training Techniques On-the-job †¢ †¢ †¢ †¢ Job rotation Apprenticeships Coaching Mentoring Delegation by supervisor †¢ Work shadowing †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Off-the-job †¢ Lectures videos Vestibule training Role-playing/Cases Simulation Self-Study Programmed Computer-based (CBT) Virtual reali ty Web-based/Intranet Video-conferencing Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training Development Strategies Cognitive TD Strategies Environmental Behavioural Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Training Evaluation Criteria Reaction Organizational results Training Evaluation Criteria Behaviour Knowledge Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION †¢ Learning might be the acquisition of a new skills, new knowledge, a modified attitude or a combination of all three. †¢ The process of acquiring knowledge through experience that leads to a change in behaviour. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING ORGANISATION An organization t hat has an enhanced capacity to learn, adapt and change – Systems thinking – Personal mastery – Mental models – Shared vision – Team learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION (CONTD. ) Garvin (1993) has suggested that LO are good at doing five things: †¢ Systematic problem solving-relying on scientific methods, insisting on data rather than assumption. Experimentation Kaizen (continuous improvements) †¢ Learning from past experience †¢ Learning from others †¢ Transferring knowledge quickly and efficiently throughout the organisation Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci SIX FACTOR MODEL OF LO Kandola and Fullerton have produced a six factor model of a LO: †¢ Shared vision †¢ Enabling structure †¢ Supportive culture †¢ Emp owering management †¢ Motivated workforce †¢ Enhanced learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING STYLES Kolb Honey and Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING STYLES Learning style theory can be used in the design and conduct of learning events or personal development programmes. Learning situations can be designed to fit the learning style of participants. Coffield (2005) stressed the importance of individuals’ ‘thinking styles’ – that is, their automatic way of organizing and processing information during learning – and of their ‘learning strategy’, meaning the pproach they adopt to try to overcome the limitations of their natural thinking style. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EXPERIMENTAL LEARNING CYCLE Kolb provides one of the most useful descriptive model of the adult learning process. The LC suggests that there are four stages that follow from each others. †¢ Concrete experience: either planned or accidental †¢ Reflective observation: looking back at the experience. †¢ Abstract conceptualisation: seen as generalising from reflection and developing hypotheses based on experience and knowledge. Active expe rimentation: Testing the concepts or ideas in new situation. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLB`S LEARNING STYLES †¢ ACCOMMODATIVE: Strong preference for concrete experience and active experimentation, learning by errors. †¢ DIVERGENT: preference for concrete experiences, but to reflect on these from different perspectives. †¢ ASSIMILATIVE: Indicates that knowledge is gained by incorporating experiences into already existing cognitive structure. †¢ CONVERGENT: prefer to experiment with ideas.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLB`S LEARNING STYLES †¢ Accommodators who learn by trial and error, combining the concrete experience and experimentation stages of the cycle. †¢ Divergers who prefer concrete to abstract learning situations and refl ection to active involvement. Such individuals have great imaginative ability, and can view a complete situation from different viewpoints. †¢ Convergers who prefer to experiment with ideas, considering them for their practical usefulness.Their main concern is whether the theory works in action, thus combining the abstract and experimental dimensions. †¢ Assimilators who like to create their own theoretical models and assimilate a number of disparate observations into an overall integrated explanation. †¢ Thus they veer towards the reflective and abstract dimensions. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lec turer and MBA Dissertation Supervisor Adrian Gauci The Axis Concrete Experience – CE (feeling) ——- Abstract Conceptualization – AC (thinking) Active Experimentation – AE (doing)—– Reflective Observation – RO (watching)Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Divergers and Assimilators †¢ Diverging (feeling and watching – CE/RO) – These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style ‘Diverging’ because these people perform better in situations that require ideas-generation, for example, brainstorming.People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking – AC/RO) – The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity.They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor †¢ Adrian Gauci Convergers and Accomodators †¢ Converging (doing and thinking – AC/AE) – People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling – CE/AE) – The Accommodating learning style is ‘hands-on’, and relies on intuition rather than logic. These people use other people’s analysis, and prefer to take a practical, experiential approach.They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on ‘gut’ instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor †¢ Adrian Gauci HONEY ; MUMFORD LEARNING STYLES Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY ; MUMFORD`S LEARNING STYLES †¢ ACTIVIST: a dynamic learners without bias †¢ REFLECTOR: an imaginative learner and the person, who observes phenomena, thinks about them and then choose how to act. †¢ THEORIST: Who adapt and apply their observations in the form of logical theories. PRAGMATIST: a commonsense learner who only likes to study if they can see a direct link to practical problems. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY ; MUMFORD`S LEARNING STYLES †¢ 1. Activists who involve themselves fully without bias in new experiences and revel in new challenges. †¢ 2. Reflectors who stand back and observe new experiences from different angles. They collect data, refl ect on them and then come to a conclusion. †¢ 3.Theorists who adapt and apply their observations in the form of logical theories. They tend to be perfectionists. †¢ 4. Pragmatists who are keen to try out new ideas, approaches and concepts to see if they work. Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Kolb vs Honey ; Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor Adrian Gauci INDIVIDUAL BARRIERS TO LEARNING †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ LACK OF INFORMATION TIME MONEY APATHY ANDLACK OF MOTIVATIO CULTURE AGEISM SPECIAL NEEDS SOCIO-ECONOMIC STATUS LACK OF CONFIDENCE Adrian Gauci BA (Hons), MA, Dual MBA (New York) – Business Lecturer and MBA Dissertation Supervisor How to cite Assey, Papers