Identifying Individual Differences: A Cognitive Styles Tool

Although One-Stop Career Centers are mandated to promote client-centered services, patrons are ordinarily funneled through a standard procedure. Adult education principles suggest that these centers should be learner-centered and address individual differences. Therefore, the purpose of the this stu...

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Bibliographic Details
Published in:Journal of adult education 2012-07, Vol.41 (2), p.43
Main Authors: Sanders, Perry R, Conti, Gary J
Format: Article
Language:English
Subjects:
Adult Education
Career Centers
Careers
Cognitive Processes
Cognitive Style
Discriminant Analysis
Displaced workers
Education
Educational Principles
Eligibility
Federal Legislation
Federal Programs
Identification
Individual Differences
Interaction
Job Skills
Labor Force Development
Labor Market
Learning Strategies
Measurement Techniques
Oklahoma
Teachers
Workforce
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Summary:Although One-Stop Career Centers are mandated to promote client-centered services, patrons are ordinarily funneled through a standard procedure. Adult education principles suggest that these centers should be learner-centered and address individual differences. Therefore, the purpose of the this study was to describe the interaction of the cognitive styles of decision-making styles, ways of knowing approaches, and learning strategy preferences of customers of Workforce Oklahoma, a One-Stop Career Center in Tulsa, Oklahoma. To do this, data were collected from 255 customers at the center using the General Decision-Making Survey (GDMS), the Attitude Toward Thinking and Learning Survey (ATTLS), and Assessing The Learning Strategies of AdultS (ATLAS). While no interaction was found among these three cognitive processes using discriminant analysis, three naturally-occurring groups were found with cluster analysis for each decision-making styles and ways of knowing. Collectively, these findings were used to created a practitioner tool called AID: Addressing Individual Differences. [PUBLICATION ABSTRACT]
ISSN:0090-4244