How to improve your learning for grounds management

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The concept of learning styles arose in the 1970s which inferred that a learner was supposed to have a preferred method or style of learning to help them learn more effectively.

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There are three main theories of learning, or more appropriately called high-level frameworks, in which learning models, styles and specific learning theories (of which there are many) can be generally placed.

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Clearly there are many ways in which someone can learn something, but what is the general process which someone can utilise to help them learn?

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This can be anything that prevents someone from either engaging with learning or reduces the effectiveness and efficiency of their learning.

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If an individual is, or should be, concerned about something then this can act as a key driver for them to learn to improve their own capability and performance.

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Developing on from the entry on “Learning: Key Concerns in the Grounds Care Industry that can drive learning”, identifying a wider range of specific concerns that learners may have can help provide the basis for developing an engaging and useful training course.

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See Bite Sized Learning, and Learner Engagement: Engaging learners who mostly work outdoors.

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See Bite Sized Learning and Learner Engagement: Engaging learners who mostly work outdoors.

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This is divided into two categories: habituation or sensitisation.

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An idea generation and problem-solving technique whereby you quietly observe a problem or issue, make notes of your observation to create ideas for improvement and then reflect on them to identify a likely solution.