Differentiated learning modules for corporate training based on learning styles

by Blackburn, Jeanine F., Ph.D., ROBERT MORRIS UNIVERSITY, 2009, 166 pages; 3378097


Organizations are investing considerable resources when it comes to training their workforce. The need to develop diverse training programs has become more critical now than ever as companies compete in the global marketplace. Critical to the effort is the ongoing development and retention of talented and productive employees helping organizations to achieve their goals. Employees may be expecting employers to tailor training programs to fit their specific needs and aspirations. To meet the specific and individualized training needs of employees, organizations are shifting away from “off the shelf” training packages that assume a “one size fits all.” These factors have impacted how organizations choose and develop training programs.

The literature review in this research study addresses the broad areas of adult learners, motivation for learning, corporate training trends, differentiated instruction, and learning style models.

The purpose of this study was to determine if it is beneficial to differentiate training in the corporate world as is strongly advocated today for instruction at all educational levels. In this study, differentiation is viewed as adapting training modules to the specific learning styles of individual employees. The study specifically examines if employees achieve higher test scores by attending training that is customized to address their preferred learning styles.

A mixed method research design was used to collect and analyze data. The quantitative research addresses if there was a degree of significance to show that customizing training for different learning styles had an impact on training participant outcomes. The qualitative portion of the study describes how a select group of corporate training professionals and training session participants viewed the importance of differentiating training in a corporate environment.

AdviserMichele N. Hipsky
Source TypeDissertation
SubjectsAdult education; Business education
Publication Number3378097

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