Honey and Mumford Learning Styles Questionnaire

The test presents two types of scores for each of the 4 learning styles, raw scores and percentile scores. Your raw score is the amount of statements that you agreed with relating to that specific learning style. Your percentile score is  calculated by comparing your raw score to a group of others who have previously completed the test. Your percentile score is the percent of individuals in this group who have scored equal to or lower than you. These groups we use for comparison are known as ‘norm groups’.

The output report provides your results as a Raw Score (amount of statements you agreed with), percentile score (comparing your raw score to a group of others who have previously completed the test), and visual graph (indicates the strength of preference for each style). It also contains ‘suggestions for action’ for each style which will help you identify activities which may help you learn best, and activities which you may prefer to avoid, an overview of the statements you have most disagreed with and a personal development plan to help you improve less preferred, or under-utilised learning preferences.

We have 2 norm groups, one for each version of the test. The 40 item Honey & Mumford LSQ norm group is made up of 53,820 people who have completed the 40 item version of the questionnaire. The 80 item Honey & Mumford LSQnorm group is made up of 56,584 people who have completed the 80 item version of the questionnaire.

Activist Learning Style:

• Activists like to take direct action. They are enthusiastic and welcome new challenges and experiences. They tend to be flexible, open-minded and enjoy getting involved and participating with others.
• In contrast to other styles, activists will excel at learning when they are allowed to: generate lots of ideas, or are involved with other people to bounce ideas around. However, they may find it difficult to learn when: learning involves a passive role or are asked to repeat the same tasks on rote.

Theorists Learning Style:

• Theorists like to see how things fit into an overall picture. They are logical and objective learners who adopt a sequential approach to problems. They tend to be rational, analytical and perfectionists.
• In contrast to other styles, theorists will excel at learning when they are allowed to question and challenge assumptions or are given a clear purpose with which to work. However, they may find it difficult to learn when: material provided is not methodically sound, or the activity is unstructured and uncertain.

Reflector Learning Style:

• Reflectors tend to be methodical, thorough and careful. They enjoy reading and listening and undertake a thorough analysis of experiences before drawing conclusions.
• In contrast to other styles, reflectors will excel at learning when they are allowed to: think or watch over ideas or are given time to prepare or read the information in advance. However, they may find it difficult to learn when: forced to take center stage or given insufficient information to draw conclusions.                   

Pragmatist Learning Style:

• Pragmatists like to see how things work in practice. They tend to be practical, down to earth and realistic. They like “how-to” hints and techniques and the opportunity to try out learning.
• In contrast to other styles, pragmatists will excel at learning when they are allowed to: immediately implement what they have learnt or learn by demonstration. However, they may find it difficult to learn when: methods and decisions are convoluted and stalling, or there are obstacles to implementation.

There are four stages to the learning cycle, each is equally weighted and plays an equal part in the process:

• Experiencing – Experiences may be reactive or proactive, being open to new opportunities your potential to learn expands.
• Reviewing – to learn from an experience it is vital to review what has happened and find ways of changing the circumstances.
• Concluding – Using the raw material from meetings to provide lessons learned, conclusions and answers.
• Planning – Being able to use the conclusions to forward plan and create an action plan moving forward.