| Asks to see ideas on paper. Prefers
hands-on ways of learning new
ideas. |
Provide information visually where possible. |
| Resists new ideas or ways of
doing things and may have
difficulty adjusting to changes on
the job. |
Help learners develop a daily routine. Model
how new tasks can be broken down into
manageable chunks and make tasks simpler.
Encourage them to complete tasks one step at a
time. Build in praise and constant feedback. |
| May have good ideas that seem
disjointed, unrelated, or out of
sequence. |
Teach strategies to help organize information.
Encourage learners to take time prior to speaking
to organize thoughts. |
| Pays too much attention to detail
and misses the big picture or idea
when encountering specific
situations at home or at work. |
Use a form of semantic mapping to look at all
aspects of the task or situation. Teach and model
problem-solving. |
| "Shoots from the hip" when
arriving at decisions. Doesn't use
a structured approach to weigh
options. |
Help learners explore various options to
problems, model problem-solving strategies and
integrate into training activities. Encourage them
to stop and think. Practice role-playing to
prepare learners for various situations. |
| Approaches situations without a
game plan, acting without a
guiding set of principles. |
Model effective action planning - involve
learners right from the beginning in assessment
and training plan development. Begin with small
and realistic projects to practice and model.
Encourage learners to refer to their plan and
check off each task as it is completed. Encourage
them to stop and think. Utilize mnemonics to
help remember steps to effective planning. |