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Management Learning, Vol. 31, No. 2, 239-256 (2000)
DOI: 10.1177/1350507600312006

Learning Preferences and Cognitive Style

Some Implications for Continuing Professional Development

Eugene Sadler-Smith

University of Plymouth Business School, eugene.sadler-smith{at}pbs.plym.ac.uk

Christopher W. Allinson

Leeds University Business School, UK, cwa{at}lubs.leeds.ac.uk

John Hayes

Leeds University Business School, UK, jh{at}lubs.leeds.ac.uk

A wide variety of professional institutions are exhorting their members to update their professional knowledge and skills through `continuous professional development' (CPD). However, those who involve themselves in CPD are likely to have clear preferences for different learning methods and activities. It is argued that cognitive style is one factor which may influence individuals' preferences. This study explores, using the Cognitive Style Index and a learning preferences inventory, the cognitive styles and learning preferences of 127 personnel practitioners in the UK. Respondents preferred traditional and work based methods of learning over self-directed methods. The relationship between cognitive style and preference appeared to be mediated by gender. The implications for CPD policy and practice and the theoretical and empirical elaboration of the cognitive style construct are discussed.


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[Abstract] [PDF]