learning styles & ta

8/7/2019 LEARNING STYLES & TA

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LEARNING STYLES AND TRANSACTIONAL ANALYSISBy Jos M. Tafoya

Introduction

Some of the more interesting questions that I have posed in the course of my lifeas student and practitioner of the human development are: How can I be a moreeffective learner and instructor? And, how can I facilitate the process of learning tomy groups of learners? My encounter with transactional analysis and with theaccelerated learning has been crucial to obtain really positive responses to thesequestions.

Since Eric Berne corroborated that ego states are a universal phenomenon, thewhole world has been representing a great variety of personalities. And in a morespecific form, each organization is composed of a microcosmos with an interestingvariety of ego states. At the same time each organization constitutes a livingorganism that can be studied as a set of collective ego states.

Organizations from 2 to 100,000 employees represent a rich and complex varietyof ego states that lead to different learning styles. This is a total demonstration ofthe great richness that this diversity implies.

We may infer the same for any scholar system, either universities, public or privatesecondary schools or postgraduate studies centres. This includes every kind ofcourses, workshops, seminars and congresses. Therefore, if we want to beeffective in the teaching process when we are in front of a group of participants, itis unavoidable to consider the different ego states as well as our own ego states asprofessors or instructors.

How to improve the learning process?

In the conventional educative schemes, there is a frequent lack of consistencybetween the programs content and the learners necessities. And simultaneouslyprograms designs and methodologies rarely consider the variety of learners, sofrom its origins, such curricular development has a limited impact on learners.Furthermore, if the docent at the moment of teaching uses a single learning style, itis possible that if he disregards other styles or preferences he will not be able tocommunicate with the majority of students. We, the professors so as students,have our own preferred and non preferred ego state and learning style.

Within the frame of organizations, it is not rare to find that courses not onlydisregard those learning styles preferred by a good number or learners but suchcourses do not relate importantly to the job and career profile within theorganization. This has important financial impacts on the organizations that makethat training and development are an investment sometimes poorly profitablewhose results are also hard to be assessed.


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In this way, a basic principle that is very important to consider from the point ofview of the trainer about learners is that: Everyone is different and it is convenientto consider those varieties if the objective is to impact effectively on more peopleduring the learning processes.

Transactional Analysis: Some Basics Concepts

Berne defined an ego state as a consistent pattern of feelings and experiencesdirectly related to a corresponding consistent pattern of behaviour. He structurallyidentified three of these patterns and denominated them colloquially: Parent, Adultand Child. These names are used to describe in a simple and practical way thecontent and functions of each of the ego states, for instance: values and rules,problems solutions and feelings, respectively. The ego states Parent and Childmay exhibit two different behavioural demonstrations that can be described infunctional terms as: Controlling (Prejudicial, Critical) Parent, Nurturing (Natural)Parent, Adapted Child and Natural (Free) Child. The Egogram, according to JackDusay, is a bar graph which describes the personality in terms of the functional egostates by means of the amount of energy that is released to the exterior.

Dusay asserted that the common denominator in the change consists of atransformation of the psychological energy. He explained this by means of hisgrowth model denominated Constancy Hypothesis: When the energy in one egostate increases, another decreases. This means that the total energy available inany individual is divided among the different ego states in a fluid manner. Thismeans that when a level of energy increases associated to an ego state, thereshould be a corresponding decrease in another ego state in order to compensateor balance the energy equilibrium. Hence that, despite any change in the individualpsychological energy, the total amount of energy will be held constant.

When I experienced changes in my ego states because of traitransactional psychotherapy, my performance as person and as instunderwent important improvements since this allowed me to access different andalso more potent teaching styles. This can be understood and noticed in a moreclearly way using the Egograms (Figures 1 and 2).


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Aimed at explaining with more details his updating model, Dusay describedsomething which we could denominate desirable egogram and is illustrated viatwo examples. The first has been denominated bell shaped egogram (Figure 3) inwhich the Adult is the tallest and is flanked by the Nurturing Parent and the FreeChild, both have amounts of psychological energy whose height is the closest to

the Adult. In this figure the Nurturing Parent and the Free Child are flanked by theCritical Parent and the Adapted Child but both with lower energy levels.The second is the flat top egogram (Figure 4) which shows the ego states of aperson with equal amounts of energy. This second example implies the possibilityof functioning appropriately at every ego state, in accordance wrequirements of the situation (situational quality of the personality) and thecapability of acting with flexibility (quality to change the ego states at will).

Without the purpose of asserting that it is possible for me to operate most of timeany of my ego states under a situational way, according to my experience with thistool in the course of all these years I can assert that I have been able to access to

a wider range of learning styles thanks to this instrument. All this has producedbetter and larger number of results. For instance, I can describe that our humandevelopmental program was recognized as one of the most important successfactors which brought about that the National Electric Company would be awardedwith the National Quality Award by first time. In fact, a survey conducted within thecompany aimed at defining the elements that contributed to the Award, ourprogram obtained the third place in the rank of importance in the group of factorswhich contributed to the mentioned Award. Our program was barely belowvariables like the leadership of the manager and his staff and the implementedquality model.

Experiences with Accelerated Learning

During my contact with the accelerated learning, one of the first approaches relatedto the learning styles was the Neuro-linguistic Programming, which teaches us thatwe perceive our surrounding by means of three perception channels: visual,auditive and kinaesthetic(taste, smell and touch). NLP describes that majority ofpeople have preferences, this is, they perceive the world using their favourite


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channel and they communicate predominantly by means of such channel. Fromthe facilitator point of view, to know her own channels and students channels isvery useful because it will allow with the appropriate mixture of them during thelearning sessions and therefore they will be able to reach the majority of hisaudience.

In another hand, the theory of Multiple Intelligences postulated by Howard Gardnerprovides a means to develop high impact training programs. We can say thatlearning styles of a person are balanced with the eight intelligences identified inpraxis. The facilitator has to take into account that at least there are eight mannersto design and show the content of any specific theme or subject. Precisely bynature of these learning styles, a novel educative process was developed.According to this, students receive a sensorial stimulation rich in informationpresentation and processing, they establish connections by means of the use ofeach of the intelligences, and they construct on previous knowledgreinforcing their memory, attain conclusions and enrich the experience of learning.

As another important instrument, the accelerated learning has further incorporateda wide range of activations through the knowledge and research of brainphysiology such as the integration of the left and right hemispheres, the stimulationof the brain subcortical areas up-down and front-back.

In our regular accelerated learning workshops for teachers, students and parents,we have found in the course of the years that invariably, evaluations show that theeight intelligences were applied during the learning process and that learningactivities stimulated in the brain more areas than the conventional classes. All thishas been translated into a rich learning experience for the students.

Egograms and Learning Styles

We can assert that ego states are active part of our life, starting with the mannerwe solve problems, take decisions, we relate with other people, challenges, we reach or we do not reach our goals, we manage the stress andending up with the way we learn.

When we direct our energy towards learning activities linked with our preferred egostates, we develop our own teaching learning styles. For instance, we as docentscan practice a Parental form of teaching, by being directive, rigid and bound to thetraditional instruction methods or we may have a more Adult approach which isoriented to the analysis and solution of problems. These styles may even be veryevident for others, which reinforce these styles because of the satisfactory results.The most common is to find that majority of the population has a predominant egostate and therefore a preferred learning style even though there may be two ormore dominant ego states or states at the same height as will be discussed later.

Learning styles are influenced by those things that we like the most and encourageus to learn and by that which we like the least and less encourages us. As it was


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discussed before for drivers, there are strengths and weaknesses. We feel morecomfortable with those activities that we command and in the same way we feelless attracted by those activities for which we are less capable or even clumsy.Therefore it is feasible to identify our areas of strength and opportunity within theframework of our learning styles with the purpose of taking advantage of them.

In the following paragraphs I will describe the learning styles in accordance withthe most common types of egograms and combinations thereof. Although eachperson can exhibit several egograms depending on situations contexts and stagesof life, we regularly show a preferred egogram which is also visible for the peoplearound us. Of course the ego states and the egogram in consequence, can bechanged, extended, improved and enriched in accordance with pedetermination; this is, ego states are neither static nor rigid, even that it is true thatsome personal patterns can be established in the course of the years, thesepatterns become effectiveness habits, as has been stated by Stephen Covey.

LEARNING STYLES

Controlled Style (Critical Parent Egogram)

Learners with a predominant ego state of Critical Parent are mainly interested infollowing precisely step by step objectives, programs, guidelines, instructions, rulesand procedures as they were established. They do not like to experiment or runrisks, they prefer to maintain themselves separated from the groups they alsoavoid to be involved too much in group activities. Their strength is the study bymeans of discernment, discussions and judgments. Furthermore, guidelsolving, texts reading, data memorizing, independent tasks and projects with deadlines are some of the effective educative dynamics with this kind of learners.

As person who shows a strong controlled style, the facilitator or trainer will trend toexhibit a traditional educative approach to encourage the interest in the preciseknowledge. She will show a higher orientation towards tasks over interpersonalrelationships. She prefers to be conservative before changes since she always

knows what is better. She is firm since she believes in the use of the rationalauthority. She provides for structure and has an appropriate management of timeand projects with dead lines (Adult). On another hand, this style typically do notsocialize too much with the other group members (low Free Child), she results tobe a good follower of rules (Adapted Child) policies and directives so asorganizational programs of the zero-defect type, safety, TQC and 5s. When thestrongly predominant ego state is the Controlled Parent, the greatest weakness


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consists of authoritarism, prejudices and obstruction to any manifestation ofcreativity and change.

Supportive Style (Nurturing Parent Egogram)

These learners are proclivity to share, cooperate and support, therefore, theyeasily take part in group activities. In groups they will have more or less fun andenjoyment in their life depending on the height of Free Child. Although they canobserve rules, regularly they allow themselves to think (Adult) about the reasonsthat are behind such rules. They like to do things in accordance with their own way(low Adapted Child) and are sufficiently practical to perform them reasonably well.These learners exercise leadership by encouraging the other members to attaintheir best. They feel better when they learn in a cooperative way, by means ofgroup techniques and dynamics like brainstorms, small bodies and groups, so asthe integration of artistic and social activities.

As a teaching process, this is a participative style with a strong humanisticorientation which nurtures the development of other members of the group. Thefacilitator shows cleverness to nurture the other members of the group since he orshe is capable of showing empathy and of establishing links with learners bystating the communication in high priority. He or she is capable of creating afavourable atmosphere for learning and provides protection to his learners. He isefficient and practical to make things happen (Adult). He grants acknowledgementand learners and colleagues approach him searching for support and orientation.When the Nurturing Parent predominates in excess, he becomes overprotective,fact which lessens capability and independence to the other members of the groupeven he hinders their growth.

Logical Style (Adult Egogram)

These learners are basically oriented to the task; they are objective and interestedin having all the facts in order to analyze them before going into a deeper


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understanding. They perceive the information abstractly and they are reflexive intheir processing. Their highest qualities are the management of logics, the decisiontaking and problems solving. They are clever for the quantitative aspects, for thelogical and analytical thinking, for the search of information so as to attaineffectively their goals (high Adult). They prepare their concepts and integrate their

perceptions to the already learned. They prefer to work independently (lowAdapted Child) and regularly they are devoted to their studies. They learneffectively from readings, they enjoy the independent research, facts and datacollection, consults to expert and the technical and precision techniques.

Trainers oriented to this teaching style approach strongly to the task (ControlledParent). They like the information management, especially if the information istechnical and concrete. Frequently their favourite themes will be those related tothe exact sciences or enginery. Since their interests lie on the transmission ofknowledge, facts and details, their approach to students will be cold and distantmore than regular. Communication will mould to discussions about knowledge,facts analysis, figures management, discussions about the best methods andequipments. Their less preferred theme or weakness is found in the aspects ofFree Child, showing trends towards perfectionism, excess work and loneliness. Inthe same way, they trend to contain feelings and enthusiasm.

Creative Style (Free Child Egogram)

These learners are oriented to people. They are spontaneous, creative, innovative,intuitive and dynamic. Their preferred way of perceiving information is concrete andprocessed in a reflexive form (Adult). Their way of mind is global, imaginative andholistic. They perceive the complete image of things. They like to learn bythemselves based on the discovery and experimentation (high Free Child), theylike to represent roles and to participate in games and dynamics, especially thosewhich imply challenges and experimentation. They exercise their leadership byparticipating in groups and by personal interaction.

From the educative point of view, this preference is oriented to the trainers withopen mind and vision of the future. They are facilitators of the inner and visionarypersonal growth. They nurture the authenticity of people. Frequently this style isopposed to the established culture and to the conventional approaches (lowAdapted Child). They prefer to teach by means of practical experiences, by doingmanual labour, by constructing with different materials, by performing tasksmanually and by the kinaesthetic experimentation. They also are interested inevaluating practically their ideas. They are interested in people and promote


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cooperative efforts (Nurturing Parent). Weak areas deal with the lack of balancebetween parties since a high Free Child also requires a good Adult and healthyNurturing Parent. On the opposite, the lack of an Adult may bring aboutconsequences like acting out of control or loose the ground. On another hand, alow Nurturing Parent can bring about that the person lacks sensitivity or empathy in

such a way that he can hurt feelings of other people. They are affected by the workunder pressure and they fear to run risks.

Cooperative Style (Compliant Positive Adapted ChildEgogram)

Learners with this style have a strong orientation towards people and have a trendto perform things as they are supposed to be done (high positive Adapted Child).They are obedient; they wait for instructions and bind them. Regularly they seek towork in cooperation with others and even they like to please. One of theweaknesses of this style lies precisely on this issue. Too much adaptability to theexpectations of other people ends up with dependence. They learn by listening andinteracting with the other members, by sharing ideas and personalizing theinformation. They require to be involved personally and to be in harmony. This kindof learners prefer guided exercises and specific objectives, clear instructions evenrepeated several times so as conventional and detailed teaching. They like

meticulous tasks; they are patient and perseverant for following administrativeprocesses and procedures.

The highest strength of this style is given in combination with a good Adult egostate. This is translated into a teaching style based on good information (Adult) andgood human relationships. In addition to the above mentioned the strength of thisstyle consists of the easiness for having good relationships with the other membersof the group and being good negotiators. For this kind of facilitators, the groupcontrol is a key issue since as Adapted Child is predominant, this task may bedifficult.As a weakness, these people avoid conflicts and might be involved in interactions

but only superficially; this is at a level of social agreement merely. Within the frameof the teacher student relationship this behaviour represents for the student, thelack of a solid and reliable support.


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Active Style (Rebellious Positive Adapted ChildEgogram)

These are proactive and dynamic learners who process the information concretelyand actively. They adhere to actions and ideas in order to succeed. They use to becompetitive (high positive Rebellious Adapted child). They like the study of anyindependent category and of all those things that imply a challenge, since they likerisks and experimentation (Free Child). They like to participate indiscussions, bodies and in all those situations that allow them to stand out. On theirstrong part, they have a healthy scepticism and they are well informed (Adult).Their weakness is that they are antagonic and are opposed systematically to anyauthority figure.

From the point of view of the teaching process, they are interested in allowing thestudent their own discovery; they have capabilities to share information. They arecapable of supporting solidly and of issuing criticisms sounded on solid grounds(Critical Parent). They teach their students communication strategies techniques encouraging in this way healthy intellectual competitions by means ofdiscussions and debates since they see the knowledge as a necessity for socialimprovement. They are capable of driving the limits into new horizons bystimulating life. They like the variety of the teaching methods; therefore theyencourage the experimental learning. Their weakness is that they are hostile andaggressive (Rebellious Adapted Child), they change the game rules at their willand take the competition to extremes (low Nurturing Parent). They may even, fightagainst their colleagues because of theoretical, administrative issues or issues ofany other kind. Based on the above mentioned, the weakness of the model whichsupports this style may result prejudicial and be a factor of disorientation andconfusion for students.

Controlled and Logical Style (Critical Parent and AdultEgogram)

This person can have two or more ego states at the same height (ControlledParent and Adult) and in the highest position of his egogram. In this way, this stylearises as combination of the two precedents. This is a practical style which is found


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appropriately in the reality (Adult). Persons with this style typically collect factsbefore taking decisions; they also communicate their ideas clearly. They arecapable of listening to (Nurturing Parent) and of maintaining their mind open toperceive different points of view. They insist on attaining objectives in time andform (Controlled Parent) and usually they get it. Their greatest weakness deals

with the demonstration of being authoritative, extremely conventional imperative since they use to close their minds to new ideas or to the fact that thingsare performed in a way different to theirs. They have limited capabilities of workingin groups.

Controlled and Supportive Style (Critical Parent andNurturing Parent Egogram)

This style combines the straightness firmness, justice, order and orientationtowards the task (Controlled parent) with the aid of the comprehension, supportand development of people (Nurturing Parent). This is a style that operates underan unbalanced way between task and people. Human resources departments andpreliminary and elementary schools are a good example of this style. It is highlyprotective and provides support. Although structure and productivity is of itsinterest, it never gets it at peoples expenses. They are good teachers and havetheir students in high esteem. They worry about their well-being, conditions and

rights. They like things to be done on time, and they are exigent (ControlledParent) regarding the established goals (Adult) but they also provide the necessaryresources including their personal support- for things to be done. Regarding thearea of opportunity, this style may fall into the excessively conventional androutine. It has a trend to oppose to changes and innovations and applies the rulesthoughtlessly. Moreover it uses to provide more than what it is received and fewtimes he allows himself fun and enjoyment.

Supportive and Logical Style (Nurturing Parent andAdult Egogram)

This is a style that combines the interest for the other people development(Nurturing Parent) by using the powerful thinking and updated information (Adult).This style provides the more effective teaching skills in order to nurture people


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growth and development. Schools and training centres are made for them. Theyare the best consultants, instructors, teachers and training directors. They faceproblems rationally and with logics, without disregarding the people who will beaffected by such decisions or without disregarding the pertinent people in thedecisions. They do not like subjective judgments, so they wait for before taking a

decision until they are completely sure. They exercise their leadership by means ofhumanistic principles and values combined with the updated information, thuscreating confidence because of their skills and good work. In their area oropportunity they sometimes overwhelm others with so much information and helpoffer.

Supportive and Creative Style (Nurturing Parent andFree Child Egogram)

As in precedent styles, this is a style resulting from the combination of the beforementioned styles, its main characteristic is a strong interpersonal comprehension.In the business world it is defined as oriented to service and attention to clients. Inthe educative world it is known as student centred. Instructors of this preferenceprovide support (high Nurturing Parent), they manage excellent information (Adult),at the same time they are emotive and open mind (high Free Child). They areexcellent to coach and encouraging their learners. They are capable of sharing

their emotions; they use to be empathic and enthusiastic. They can listen to andwork in groups; they develop interactions and cultivate relationships. They have agreat skill to influence other people and attain innovative solutions. As response,their learners are productive and are motivated. Its weakness they can bemanipulative, impulsive and overwhelming.

Logical and Creative Styles (Adult and Free ChildEgogram)

This style is characterized because it has the logic (high Adult) and creative (highFree Child) styles as favourite. Both are practically at the same height and are thetallest of the egogram. Both learning styles represent two different ways of thinking.Individuals with this style are logic, analytical and rational (Adult), at the same timethey are creative, spontaneous, imaginative and intuitive (Free Child). This style


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mixes scientific and objective thinking with creative and innovative corresponds to that encountered in inventors and problem solvers. Frequently theyattain intuitive solutions with logic proofs thereof. They are capable of integratingideas and experimentation with the realistic application and implementation ofthese. This is the typical style of the Research and Development areas in the

organizations. As facilitators they nurture freedom and self discovery in theirlearners. Their weak performance deals with the isolation from the world byimmersing themselves in their work, they also lack a structure to implement or taketheir ideas to an end. They also lack of proper skill to treat people therefore theyhave difficulties to communicate their bright ideas.

Multipreferencial Style (Flat Top Egogram)

In this kind of egogram, the person has a similar amount of energy in all the egostates. This means a multipreferencial learning that allow to apcharacteristics of all the before mentioned styles. The key to be able to use thisstyle consists of being capable of performing under situational form, as required, bymeans of the mobilization all the parts of ego. In other words, to be situationalimplies to use the state of ego in a flexible manner as required. For instance, thedirector of a school plans his annual educative program under the Logical Styleand uses a Controlled and Supportive Style to implement it in time and form by

involving the appropriate people. By means of his Controlled Style he is charge ofwatching the school discipline to be respected, and lives with passion the learningprocess by having time to give classes by displaying his best teaching styles(Supportive and Creative, Logical and Creative).


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Table 1Learning Styles

Controlled Style_________________________________________Traditional educative approach. Higher orientation

towards task over interpersonal relationships;provides for structure and authority.

Controlled and Logical Style____________________________________________Practical and realistic style. Collect facts before taking

decisions. Mind opens to perceive different points ofview and communicate ideas clearly.

Controlled and Supportive Style____________________________________________

This style combines the straightness firmness, orderand orientation towards the task, with the aid the

comprehension and development of people.

Supportive Style_________________________________________

Participative style with a strong humanistic

orientation. Nurtures the development of others, isable to listen and provides protection.

Supportive and Logical Style____________________________________________

This style combines the interest for the other people

development by using the powerful thinking andupdated information.

Supportive and Creative Style____________________________________________Strong interpersonal comprehension. Provide supportalong with excellent information, emotive expression

and open minded.

Logical Style________________________________________Approach strongly to the task. Likes the information

management, objective and analytical, decisiontaking and problems solving.

Logical and Creative Style___________________________________________This style mixes scientific and objective thinking with

creative and innovative approach.

Creative Style_________________________________________

Style oriented to people. Spontaneous, creative,innovative, artistic, intuitive, dynamic and holistic.

Cooperative Style___________________________________________

Style oriented to people, human relations, work incooperation with others, meticulous tasks, and follow

administrative processes and procedures.

Active Style____________________________________________Proactive, dynamic and competitive style. Healthyskepticism, well informed, use of strategies andtechniques for discussions, likes to debate ideas.

Multipreferencial Style_______________________________________________________________________________________To apply the characteristics of all the before mentioned styles. Consists of being capable of performing under

situational form, as required, by means of the mobilization all the parts of ego.


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Conclusions

As it may be seen, to have several style is better than only one since the commandof the different learning styles allow to access to more resources for teaching. Asdocent or facilitators this implies to be able to impact more learners, this is, the

flexibility of styles allows attaining a more effectiveness to the teaching learningprocess.

By increasing the number of styles put in practice, there will be more possibilities todevelop such styles. One of the best strategies to attain this consists of increasingthe less developed ego states, which implies a change in the energy balance of theego states.

We all have at least a little of each style. The key is to practice the positivecharacteristics or strengths of each of them to increase them. Therefore thesimplest manner to develop the learning styles is to experience them by acting onbased on the strengths of each style.

In general terms, the more flexible we are to perform our styles the better responsewill be got from our learners. If we are capable of moving from one style into theother, we will be able to develop a higher amount of abilities to satisfy the differentlearning necessities of the students; this will be reflected as a better harmony orrapport. This harmony will create a higher credibility and will promote the studentsto respond with a greater confidence, motivation and freedom.


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