04-014 Ch01 pp5

3/10/04

4:53 PM

Page 71

this learning style are best at viewing concrete situations from many different points of view. It is labeled
diverging because these individuals perform better
in situations that require idea generation and the creation of alternative perspectives. They excel at creative, inventive activities with problems that can be
viewed from a variety of perspectives. People with
this style like to gather lots of information and engage
in brainstorming. They are inductive thinkers, and
they usually have very broad-based interests. Research
shows that these people tend to be imaginative and
emotional, tend toward specializing in the arts, and
prefer working in groups so as to hear a broad array of
different opinions. In college, divergers tend to major
in the arts, history, political science, English, and psychology. They tend to select careers in social services
(e.g., psychology, nursing, public policy) and in arts
and communication (e.g., theater, literature, journalism), and they prefer jobs in which personal interactions predominate (Kolb, Boyatzis, & Mainemelis,
2000).

Assimilating

The assimilating style has dominant scores on the reflective observation (RO) and
the abstract conceptualization (AC) dimensions.
People with this learning style are best at processing
a wide range of information and putting it into a concise, cohesive, logical form. They are less inclined
toward acquiring information by interacting with
people and more interested in thinking through
abstract ideas and concepts. They excel at inductive
reasoning and organizing material into a consistent
whole. They find it more important to have a theory
with logical soundness than practical or utilitarian
value. Research has shown that assimilators are
inclined toward information and science careers,
and they prefer lectures, readings, analytical models,
and thinking time as their learning activities. In college, assimilators tend to major in economics, mathematics, sociology, and chemistry. They tend to
select careers in the information sciences and in
research fields (e.g., educational research, law, theology), and they prefer jobs in which information gathering predominates (e.g., research and analysis)
(Kolb, Boyatzis, & Mainemelis, 2000).

Converging The converging style has dominant

scores on the abstract conceptualization (AC) and
active experimentation (AE) dimensions. People with
this learning style are best at finding practical uses for
ideas and theories. They are problem solvers and
decision makers who prefer to deal with technical

tasks and prescribed problems rather than social or

interpersonal issues. They excel at the practical application of ideas and at problems that have one correct
answer. Research has suggested that these individuals
are inclined toward careers in technology and engineering. In formal learning situations, they prefer
simulations, laboratory assignments, and practical
application problems. In college, convergers tend to
major in physical sciences, engineering, and computers. They tend to select careers in technology fields
(e.g., engineering, computer science, medical technology), economics, and environmental science, and
they prefer jobs that have a technical problem-solving
emphasis (Kolb, Boyatzis, & Mainemelis, 2000).

Accommodating The accommodating style has

dominant scores on the AE and CE dimensions.
People with this learning style are best at hands-on
experience. They enjoy carrying out plans and involving themselves in new and challenging experiences.
They tend to act on gut feeling more than on logical
analysis, and they have an inclination toward solving
problems by interacting with other people rather than
performing their own systematic critique. They excel
at activities in which risk taking and adaptation are
required, such as in entrepreneurial endeavors.
Research has found that accommodators are inclined
toward careers in marketing and sales and managerial
roles. In formal learning situations accommodators
prefer to work with others to accomplish assignments,
to establish goals, to engage in field projects, and to
test out various approaches to a problem. In college,
accommodators tend to major in business and management. They tend to select careers in business (e.g.,
management, finance, marketing) and in organizational administration (e.g., government, public service, educational administration), and they prefer jobs
that have a leadership or executive component (e.g.,
task accomplishment and decision making) (Kolb,
Boyatzis, & Mainemelis, 2000).
These descriptions of style are general, of course,
and your learning style is not the only factor that is relevant in selecting a path for your future. A great deal of
variety exists among people in various college majors,
job types, and career choices, so do not interpret your
scores on the LSI as determining your destiny. Your
learning profile can help you identify how you learn
best, the types of learning activities you are likely to
prefer, and how you will have the easiest time assimilating and responding to information. It may also help
you determine the kinds of people you want to work
with as you build an effective learning team.
DEVELOPING SELF-AWARENESS CHAPTER 1

..

..

71