19
Multiple Intelligences
Main feature
must understand how to expand on their
delivery style, creating effective learning
Volkswagen case study – MI in action
sessions that are highly participative, with
exercises that stimulate each intelligence.
An L&D programme recently carried out This didn’t mean that they weren’t good
by Neos Learning with Volkswagen UK at English and Maths; it meant that
In the planning of a course, knowledge
is an extremely good example of MI in they preferred not to learn using these
of the client-base is extremely beneficial
action. Previously, learning provided for intelligence types, which ‘traditional’
for the design of the L&D programme.
Volkswagen’s apprentices was not achieving delivery of learning through PowerPoint
Use of a diagnostic tool such as an MI
the target success rates predicted. Dr Jon presentation engages.
questionnaire, or even Kolb’s learning styles
Baber and Ian Mason of Neos Learning
will highlight the most useful intelligences
were contacted to review the situation and The learning in the classroom was
to be included in an event. (See Learning
offer advice. What they found was that changed to reflect the learning styles of
Magazine summer 2008’s main feature
the learning offered fell into two distinct the delegates. More activity and hands
on Experiential Learning, which discusses
categories – one was based in a classroom on learning were employed with activities
in detail the Kolb learning cycle.) At
and was theoretical by nature, the other designed to reflect key learning using
Neos Learning the proof really is in the
was based in a workshop and was practical pictures and graphics designed by the
pudding, with some great results from a
in nature. Delegates were enthused in the delegates. They were also taught using
bespoke training course for Volkswagen.
workshop but very passive in the classroom. visual recall and mental imagery with
The learners’ strongest intelligences were
The learning delivered in the workshop sports stars such as David Beckham as
identified and this knowledge used to
was interactive and very hands-on, while an example of why the learning would
create an L&D programme that had impact.
the learning in the classroom was mostly be successful for them. The team was
See the case study (right).
presented via PowerPoint presentations also taught about the crucial aspects of
and had no interaction. Delegates were MI theory so that they could employ this
“All Neos Learning trainers are skilled in
achieving a pass in their practical exams but learning in subsequent programmes.
the application of MI theory in training
failing the theoretical aspect.
programmes,” says Jon Baber. The
Within a short period of time, pass rates for
company is also one of the few providers
Upon testing, using the Neos Learning the theoretical examination phase improved.
that offers a ‘train the trainer in MI’ course.
MI diagnostic, it was found that a high Additionally, student feedback pointed to
It equips the trainer with “a variety of tools
percentage of the delegates had a the fact that they were finding the learning
and techniques that help in the application
preference for bodily-kinaesthetic and visual process more engaging and enjoyable. This
of the theory,” adds Jon. He believes
intelligences. They had a mixed range of was purely down to the trainers having an
that MI theory should be “more widely
inter-personal and intra-personal scores. understanding of the learning styles of the
disseminated as part of the CPD of trainers.
They all had fairly low scores for linguistic delegates through MI theory and changing
This will enable trainers to understand,
and logical-mathematical intelligences. the delivery methodology to reflect this.
apply and engage with the theory, and
then make their own L&D programmes suggests that L&D departments should
more diverse, creative and impacting.” be asking questions like: “What does the
With thanks to:
training provider know of MI theory and its
Dr Jon Baber is Director at Neos
Terence Mauri agrees: “MI can be application? How do they intend to use it in
Learning. His doctorate research allowed
incorporated into learning curricula offered the course on offer? What design principles
him to review the way MI theory is used in
organisations and this new learning forms
by business schools and professional are they using? How will this engage the basis of the ‘train the trainer in MI’
bodies.” In making MI more accessible and inspire potential delegates?” MI still
course. www.neoslearning.com
to trainers, there also needs to be more has some way to go in terms of gaining
Terence Mauri is Director at Leaders First.
discussions to share ideas on the topic. a staunch following from the learning He is an award-winning consultant and
“Online trainer forums and learning industry. Better training for trainers in MI
business speaker. www.leadersfirst.com
communities are a great place to share will prevent theory being misunderstood,
Stuart Gray is Director of Stuart Gray
success stories as well as the failures in and more empirical evidence of MI in Associates. He designs and delivers
using MI”, adds Terence, so that we can action will also help the cause. While
experiential learning events.
develop a better understanding of how to many experiential learning courses
info@stuartgrayassociates.co.uk
use it. naturally exhibit many or all of Gardiner’s
intelligences, it is worth assessing the
For more information, visit the
Experiential Learning Zone or hear the
Furthermore, if learning professionals benefits of a more bespoke course, such as
free seminar on experiential learning by
have a good understanding of the theory the Volkswagen L&D programmes, where
Geoff Cox of RSVP Design at the World
and application of MI, they will be able intelligences of learners are identified prior
of Learning on 19 November at 15:00 –
15:30 in the learnevents.com theatre.
to ensure correct application. Jon Baber to design and delivery.
Learning Magazine
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