The way in which people take in and then process information, which is one aspect of learning, has an impact not only on individual performance, but also on project team performance as well. First, let's consider project teams. They consist of a group of people who need to work together to accomplish a goal—to produce a unique deliverable. In order to accomplish that goal, they need to share information and ideas, to learn from the other members of the team.
It sounds relatively straightforward, but it's not. That's because not everyone takes in and processes information in the same way and yet most people assume everyone else in the world processes in the same manner as he or she does. Thus, one of the problems of projects teams is suboptimized learning.
There are three sensory modes of learning: visual, auditory, and kinesthetic. Visual learners prefer information presented in a visual format: written documents, overheads, and/or flipcharts. They want to SEE what they are learning. A visual learner might say, “Let me draw you a diagram of what I mean. That will give you an image of what I'm trying to present.” Auditory learners prefer discussions, talking through issues. They tend to talk to think. They want to HEAR what they are learning. An auditory learner might say, “Let's discuss this so we'll all be in tune.” Kinesthetic learners learn by doing and feeling. They prefer hands on experiences and absorb new information through their bodies. Sitting still for long periods of time can shut the learning process down. A kinesthetic learner might say, “Let's walk through the steps for doing this. That will help us get a feel for what we need to do.”
In addition to these three modes of learning, there are three different levels at work in information processes. Individuals use their conscious learning mode as their primary style—the one they use to initially take in information. Next, information processing moves to the subconscious level. Another learning style is engaged. Finally, the information is stored and moved into the unconscious level. The third style is used. Therefore, each person uses all three sensory learning modes, but they use them in different orders; for example, conscious auditory, subconscious kinesthetic and then unconscious visual (AKV), or conscious visual, subconscious auditory and unconscious kinesthetic (VAK). There are three styles and three levels so there are six possible combinations: VAK, VKA, AVK, AKV, KAV, KVA.
As previously stated, the conscious style is the first step in the learning process. I'm a visual learner so the first thing I want is to see the information. Provide me with a short write-up; show me charts, maps, tables, anything that is visual. My subconscious mode is kinesthetic. The next step for me is a process check. How does it feel? This is when I want to try it myself. My unconscious style is auditory. After I have a feel for it I may want to discuss it.
How do you process information? Do you prefer to start with visual, auditory or kinesthetic information? What happens next?
Our conscious style is the one in which we are most awake or conscious. Visual learners are most attentive when the inputs are visual. Auditories learn best when the input is through speech. Kinesthetic learners are most attentive when there is movement or they are doing something. You can see the problem for project teams. How are most project team meetings conducted? What is the primary mode used? Typically meetings are done in an auditory mode. That means that people whose primary or conscious style is auditory are fully conscious, taking in information in an optimal mode. But what about the visual and kinesthetic learners? When there is no visual data and no movement, visual and kinesthetic learners will tend to tune out, because it's difficult for them to process. The meeting isn't being conducted in their conscious style.
It's even worse if a person has an auditory unconscious style, since it's our unconscious style that puts us to sleep—that renders us unconscious. If a meeting is primarily done in an auditory mode and your unconscious style is auditory you really have to work at taking in and processing information. It's also difficult to remember the information, because one remembers what went through the channels from intake to storage: from conscious to unconscious.
If you have an auditory unconscious style then long discussions make it difficult for you to learn unless accompanied by visual or kinesthetic data. If your unconscious style is visual, then lots of visual data, like overhead presentations, will cause you to tune out. If your unconscious style is kinesthetic, then actually doing something, like working with your hands, without other sensory input, will tend to space you out.
These differences in styles make communications between individuals potentially problematic. If your primary style is visual and the person you're trying to communicate is a kinesthetic with a visual unconscious style, then you've got a potential problem if you're trying to communicate visually. This problem is only exasperated in larger groups where there is bound to be a mixture of styles. How can we compensate for these differences in project teams?
First, we need to look at the style of management being used for the project. Is it directive or is it participative? In the directive approach the project manager does the project planning and monitors the progress of the project. Project meetings will be visual (presenting results in writing or through presentations) and/or auditory (the project manager explaining the plan, team members reporting on status). There are two problems with this approach. First, we don't address the kinesthetic learner. Second, when the project leader does the thinking for the team, the learning process is not heavily engaged by any of the team members. This is because people tend to learn better when they are involved in the process as opposed to being passive participants. Participation creates better learning and it also creates understanding and ownership.
Therefore, a better approach to managing a project is through participative management. When a project is run in a participative mode, the project team participates in creating the project plan and in monitoring and controlling the project. As a result, the project team understands the plan and has ownership of it. When it comes time to execute the project, the project team members have a vested interest in making sure the project stays on track. This helps to ensure a more successful project.
Participative projects can easily be run using all three learning styles. You simply need a method that uses auditory, visual and kinesthetic information. The auditory learning style is best addressed by leaving time for discussion of all key issues. The visual learning style is accommodated by having all team information written on flipchart paper or on Post-it™ Notes that are then placed on flipchart or banner paper. The kinesthetic learning style is incorporated by having team members work with the project information that has been captured on Post-it Notes. The reason for using Post-it Notes is that the information can then be moved around—grouped, sorted, analyzed, etc. You can get team members up and moving around. This helps the kinesthetic learner get a better feel for the information and it also keeps the meeting more dynamic.
An example of using a participative process that incorporates all three learning styles is in the creation of a project schedule. Usually, the project leader creates the schedule using a scheduling software program. The output is then handed out to team members (visual) and the team is asked if they have any questions on the schedule (auditory). A participative approach has the team develop the schedule together, using Post-it Notes for the deliverables being scheduled and banner paper as the background for the schedule. Each deliverable is placed on the chart, the interdependencies are discussed and then arrows are drawn. The start and end dates are calculated and when the schedule is done, it's keyed into a software program for subsequent revisions. This mode not only engages everyone in creating and owning the schedule, so everyone understands it, but it also engages all three learning styles.
In the conference presentation we'll walk through how to discover your own and other people's learning styles (at all three levels) and discuss the ramifications for the differences between learning styles for the project team. Suggestions for creating a participative project environment that utilizes all three styles will be demonstrated. Therefore, for a nonvisual (auditory or kinesthetic) presentation of the material presented here, you'll need to attend the workshop session. Even for those of you who are visuals, there will be lots of visual information as well!