INDIVIDUAL LEARNING STYLES: AN OVERVIEW OF COGNITIVE STYLE APPROACH FOR CONSTRUCTION PROJECT MANAGERS Abstract The main objective

of this paper is to identify how construction project managers learn as an individual entity in order to enhance the level of competence through learning methods. The processes of identifying individual learning style bring meaning of discovering about how people think, behave and learn in the world of work. The CISs Cognitive Style Inde!" has been identified as a prominent option in digging out more information on the subject of learning practices in project management conte!t. The paper bases itself on literature review from established disciplines like psychology, sociology and philosophy regarding learning styles approach, citing the Cognitive Style Inde! as e!ample to drive home the central idea regarding individual learning style. This paper has described, and outlined the importance of learning style in project management professionalism. In addition, the author has discussed the significance of learning styles and continuous professional development in enhancing the project management competency development. Ke !"r#s: #earning Styles, Cognitive Inde! Style, Continuous professional $evelopment $ %$ INTRODUCTION

%s we entered the &'st century, the practice of project management rapidly having transformation from traditional project based industries and (hard projects. . It is being adopted as an approach to management in areas of emerging technologies, and of entire organi)ations Crawford, #., &***". +roject success depends mainly on the right combination of the skills and will of the people involved, which itself it is an output of their effective integration. +roject management takes place within an organi)ational conte!t thus it cannot be treated separately from the organi)ational structure that influences the effective design of project management %yas ,, '--.". This wider application of project management is an important factor in the maturing of project management as a profession and raises /uestions about the value of e!isting project management standards in relation to the nature of projects and project management roles Crawford, #., &***". Thereupon, the evolution in project management was triggered by the changes in management philosophy and practices in order to maintain competitive advantage and continuous success in the field. It shouldnt be argued that continuous improvement in project management basically involves continuous learning by project manager and organi)ation itself. In the construction industry, the process of learning is a natural e!perience which flows within the projects. Thus, in every construction project, there are learning processes occurring directly and indirectly in every stage of project life cycle. The combination of knowledge ac/uired during training, skills developed through e!perience and the application of the ac/uired knowledge are the e!ample of learning process that attained by a project manager from a routine. The importance of learning capacity among project managers have been emphasi)ed by 0.T. 1dum20otwe &***" where the author has challenged that in order to maintain their professional competency, practicing project managers in construction need to adapt to this changing industry environment by relying on knowledge and skills ac/uired through training and e!perience. The e!tent to which such training enables project managers to effectively adapt to changing demands have considerable relevance not only for the training of future project managers, but more importantly, the kind of management and general manpower development policies that construction organi)ations can adopt. &$' LEARNING STYLES &$% W( Pr")ect Ma*a+er Nee#s T" I#e*t,- O!* Lear*,*+ St .es/ #earning and skills research centre &**3", justified that identifying learning styles can provide learners with a much needed (le!icon of learning 4 a language with which to discuss for instance their own learning preferences and those of others, how people learn and fail to learn, why they try to learn, how different people see learning, how they plan and monitor it. Interestingly, knowledge of learning styles is one of the techni/ues to increase self awareness of individual about own strengths and weaknesses as learners because 5errmann '-6-" has pinpointed on the understanding of individual learning styles as a starting place for development and as a fle!ible response to life changes and needs. 0urthermore, %pter &**'", suggested that , an understanding of the various elements of learning styles which produce different states of motivation in different conte!ts can (allow people to come more in control of their motivation and hence of their learning. #earners can become more effective as learners if they are made aware of the important /ualities which they and other learners possess. Such knowledge is likely to improve their self2confidence, to

give them more control over their learning, and to prevent them attributing learning difficulties to their own inade/uacies. ,olb '---" also emphasi)ed that understanding own learning style and the strengths and weaknesses inherent in that type is a major step toward increasing own learning power and getting the most from own learning e!periences. &$& Lear*,*+ St .e -"r C"*str0ct,"* Pr")ect Ma*a+ers In any social science research, a detail understanding on the theory is e/ually important because theory goes hand in hand with practice. 1ven it is /uite easy to get results from empirical study, but the theory will be able determine what conte!t are necessary for predictable results. 7ilson '-86" has strongly emphasi)ed that a theory should be capable of integrating available facts in an internally consistent manner, amenable to e!perimental tests, heuristic in directing the search for new knowledge, and compare favorably with e!isting theories. In addition, %braham &**6" has agreed that theory can guide research, practice, curriculum development, evaluation, and help develop effective instructional tactics and strategies. 0urthermore, it is not clear that theory2free research can e!ist. 5e argued that a researcher who doesn9t articulate an underlying theory about how learning takes place is probably still operating on a theory of learning and making educational decisions about how learning takes place. Subse/uently, theory about individual learning in construction area can be derived from established disciplines like psychology, sociology and philosophy as well. % consideration of outstanding theories derived from these sources demonstrates the power of theory2based strategies. &$&$% Re1,e! "- .ear*,*+ st .e t(e"r 2 c"+*,t,1e st .e ,*#e3 #earning and skills research centre &**3" has produced a comprehensive report which critically reviews the literature on learning styles and e!amines in detail ': of the most influential models. This ': models were divided into ; type of families which consist of constitutionally based, cognitive structure, stable personality type, fle!ible stable learning preference and finally, family of learning approaches, strategies, orientations and conceptions of learning. %fter a detail study being conducted, fle!ible stable learning preferences was found to be most prominent category for further evaluation in relation to project management profession . The reason behind this selection relies on the strengths of individual learning approaches that being emphasi)ed by this family. There are around - types of learning styles have been grouped together but the #earning and skills research centre &**3" has identified 3 most influential learning styles models based on the reliability and validity of these models. The models are, ,olb '---", 5oney < =umford &***", 5ermann '-6-"and %llison < 5ayes '--.". 0or the purpose of this paper, after considering the factors like validity and reliability, The Cognitive Style Inde! by %llison < 5ayes has been selected to be further e!amination of its applicability for construction project managers. 0urthermore, #earning and skills research centre &**3" has justified that the Cognitive Style Inde! CSI" of %llison and 5ayes has the best psychometric credentials, where items are focused very transparently on decision making and other procedures at work and it is a suitable research instrument for studying educational management as well as for more specific applications 4 for e!ample, seeking to identify the characteristics of successful entrepreneurs. Table shows the strengths and weakness of the CSI learning style> ?eneral $esign of the model @eliability Aalidity STRENGTHS $esigned for use with adults. % single bipolar dimension of intuition2analysis, which authors contend underpins other aspects of learning style. Internal consistency and test4retest reliability are high, according to both internal and e!ternal evaluations. 2The CSI correlates with scales from other instruments, including four from the =yers2Briggs Type Indicator. 2%nalysis is associated with more job satisfaction in junior roles than intuition, while intuition is associated with seniority in business and with success in entrepreneurship. WEAKNESS $anger of labeling people as (theorists or (pragmatists, when most people e!hibit more than one strong preference. The proposed single dimension is very broad and made up of diverse, loosely associated characteristics.

2 There is une/uivocal evidence that intuition and analysis, although negatively related, are not opposites. 2The authors acknowledge that more research is needed to understand the relationships between cognitive style, intellectual ability and educational achievement.

Implications for pedagogy

2Intuitive managers are generally better liked, irrespective of the style of their subordinates. 2=atched styles are often effective in mentoring relationships. 2Cne study showed that analytic /ualities in university dissertation supervisors are desirable.

It is not clear how far findings are conte!t2 dependent. Implications are, at best, interesting suggestions which need to be tested empirically

1vidence of pedagogical impact Cverall assessment

2If it were to be shown that placing a higher value on intuitive performance by university students led to more successful career and business outcomes, changes in 51 pedagogy and assessment would be indicated. Done as yet

Cverall, the CSI has the best evidence for reliability and validity of the ': models studied. The constructs of analysis and intuition are relevant to decision making and work performance in many conte!ts, although the pedagogical implications of the model have not been fully e!plored. The CSI is a suitable tool for researching and reflecting on teaching and learning, especially if treated as a measure of two factors rather than one. ,ey source %llison and 5ayes '--.E 5odgkinson and Sadler2Smith &**: #earning and skills research centre ,&**3" Table &.&.' > %llison and 5ayes Cognitive Styles Inde! CSI" &$&$& A..,s"* a*# Ha es C"+*,t,1e St .es I*#e3 4CSI5 a*# ,ts a66.,cat,"* -"r C"*str0ct,"* Pr")ect Ma*a+ers The CSI measurement is actually created on means to provide as an inclusive tool to measure the cognitive style. %llison and 5ayes '--." justified that the CSI has been created as a psychometrically sound and convenient tool to administer and was designed specifically for use with managers and professionals. 7hen it comes to the issue why cognitive style has been chosen among all the applicable learning styles and theories, the answer relies on the supremacy of (intuition and (analysis approach that being e!plored in the correlation of individual performance and learning styles. Based on previous investigators on the phrase of (intuition and (analysis, %llison and 5ayes '--." illustrates the terms> Intuition, characteristic of right2brain orientation, refers to immediate judgment based on feeling and the adoption of a global perspective. =eanwhile, analysis is the characteristic of left2brain orientation, refers to judgment based on mental reasoning and a focus on detail. #earning and skills research centre &**3" has specifically summari)ed that %llison and 5ayes follow =int)berg '-8." in linking right2brained intuition with the need of managers to make /uick decisions on the basis of (soft information, while left2brained analysis is seen as the kind of rational information processing that makes for good planning 5ayes and %llison '--8". They regard (brainedness as (a useful metaphor and claim that a left2brain oriented person (tends to be compliant, prefers structure and is most effective when handling problems that re/uire a step2by2step solution, while a right2brain oriented person (tends to be non2conformist, prefers open2ended tasks and works best on problems favouring a holistic approach %llinson and 5ayes, &***". It is very interesting to find out in the study by %llison and 5ayes &***" where they reported moderate and large effect si)es for differences between highly intuitive British managers and more analytical samples in India, Fordan, Depal, @ussia and Singapore in the cross2cultural comparisons of the CSI styles. They suggest that managers need training in how to recogni)e and deal with such differences. Since few years back, it has been argued that that intuition is the e!cellent approach to solving management problems because, based from the %llison and 5ayes '--.", they /uoted that> GThe conventional, analytical, logical patterns of thinking are no longer sufficient either to understand or to cope with the current and emerging scenarios . . . To cope with such accelerating change, one re/uires a sense of inner stabilityE to cope with comple!ity, one needs an anchor of simplicityE to cope with uncertainty, one has to develop a

deeper level of internal support systemE and to cope with conflict, one needs a special ability of synthesis, a deeper level of perception. Intuition seems to facilitate the cultivation of these /ualities. +arikh et al., '--3, p. &"H %s a project leader, project managers primary responsibility is to achieve project objectives. In view of this, leaders need a different attitude regarding the classic management functions of control, coordination, communication, and the setting of performance standards. Boal and 7hitehead '--&" have identified that to be successfulE leaders need both cognitive and behavioral comple!ity and fle!ibility. This means, leaders need a behavioral repertoire and ability to select the right role for the situation. 7hen it comes to the issue of selecting the right style between intuitive and analytical method, a blend of both styles is essential for the entire e!ecution process includes the decision to allow the project to go forward and for learning. 0urthermore, Sadler2Smiths '---" asserted that balancing intuition and analysis styles is crucial in improving an individuals learning performance. %s e!ample for intuition decision making, during critical resources shared with other projects, the project manager must avoid (dead centre situations where there is no direction in which to advance. 5is e!perience, judgment and faith must carry him in making key decision fast. Because he knows the chain effects of hesitation and delaying in making decision could give impact the project timeline at final stages. =eanwhile, a project manager also is highly e!pected to be capable in conceptual analysis especially in technical division. 0or technical issues, each situation or problem is thoroughly assessed by looking at the numbers and taking measurements to gather /uantifiable data before making decision. %nalysis is e!pected to be done e!peditiously by project manager to allow the design or development efforts to move forward on schedule without critical chain buffering. Deedless to say, identification on how precisely this cogitative styles influences the individual learning and decision making is crucial so the project managers will be knowledgeable enough to interpret re/uirements and make good judgments by the demands of each particular task, problem or situation. 7$' LEARNING STYLES AND CONTINUOUS PROFESSIONAL DEVELOPMENT8 DOESN9T IT MATTER/ +reviously, the importance of individual styles relatively to the cogitative style has been elaborated shortly to provide an overview how crucial the learning styles for ones continuous professional performances. But somehow, identifying how people learn, how best to use and develop the diverse skills of people with preferred intuitive and analytic approaches are not enough. It should be borne in mind that in attempting to educate project managers on learning styles, continuous professional development could play vital role in alerting this professional group of people become more aware of important /ualities in themselves and others leading to measurable benefits in communication and performance. But the /uestion is, why C+$I 7hen it comes to the topic of C+$ Continuing professional development ", a number of themes suggest themselves > attitudes to C+$, learning methods and the role of individual differences in (learning styles and a critical perspective on learning, self development and the lifelong learning (movement in general of which C+$ is a part" Sadler2Smith, %llison and 5ayes, &***". Continuing professional development C+$" is becoming increasingly recogni)ed by professional institutions as essential for ensuring their members remain up to date and maintain their professional competence Fones and 0ear, '--3". Continuous improvement in individual learning considered as an ongoing effort to improve project management services in the construction industry which in regard to organi)ational /uality and performance, focuses on development of personal /ualities necessary for the e!ecution of professional and technical duties. Continuous improvement basically involving continues and systematic maintenance, improvement and broadening of knowledge and individual skills throughout professional working life. In construction industry, professional bodies around the globe increasingly aware the potential impact of C+$ and the need to provide opportunities for project managers to update their skills. %s e!ample +=I +roject =anagement Institute" is taking responsibility for ensuring continuing competence among project managers by emphasi)ing C+$ as one of the core activities of professionalism enhancement program. 7hen we look into =alaysians construction industry phenomenon on the C+$ issue, it couldnt be argued that the professional bodies in the construction field, like +%= =alaysian Institute of %rchitects", IS= Institute of Surveyors =alaysia", =B%= =aster Builders %ssociation =alaysia, I1= Institute of 1ngineers, =alaysia" providing own C+$ guideline for their professionals but it is still a /uestion mark whether the =alaysian C+$ contribute significant benefits in improving the level of competence among the professionals especially for project managers because many professional associations viewed C+$ as principally individuali)ed learning divorced from the conte!t of the workplace, and conceived in terms of those aspects of the work that are the most tangible and measurable. Thorpe, &**3" . 0urthermore, it is arguable whether the current practices of professional development fits the learning styles of project managers due to lack of enthusiasm for individual learning styles. The level of e!posure on the importance of individual learning style is considered at the critical )one. +roject managers are urged to take more proactive role in

planning their own development in enhancing the level of knowledge in the profession. Conse/uently they need the kind of support from employers and professionals bodies to ensure the process of learning continuously flow within the individuals itself. In the research that have been conducted by Sadler2Smith, %llison and 5ayes &***", they have emphasi)ed that learning modes that involve the processing of information in ways that are incongruent with cognitive style may impose a greater processing load and offer less certain benefits especially in the short term than those that are matched with the cognitive . Therefore, the professional body is best placed to convey to the members that entry to the profession does not signify the end of learning by helping them identify own learning style by e!ploiting their preferred approach of learning. :$' CONCLUSION The main objective of this paper is to identify how construction project managers learn as an individual entity in order to enhance the level of competence through learning methods. The processes of identifying individual learning style bring meaning of discovering about how people think, behave and learn in the world of work. %fter detail studies that have been done in the learning styles theories, the CISs Cognitive Style Inde!" has been identified as a prominent option in digging out more information on the subject of learning practices in project management. 1ven thought the it is too early to assess the potential catalytic value of the CSI in improving the /uality of learning for individuals and organi)ations, but this CIS provides a platform in discovering project managers learning styles in an efficient way. 5owever, labeling project managers based on their own learning styles per se, intuitive or analytical is not enough in enhancing professionalism performances. C+$ which is being used as a basis for review, development and recognition of local standards of project management e!pertise is urged to play vital role in providing appropriate guideline which suits the learning style of project managers. 1ffective evaluation and selection of training which suits the individual learning styles becoming a milestone in enhancing own learning abilities and project managers will be able to identify , assess and treat any troublesome in the most appropriate manner from own learning e!periences. ;$' REFERENCES %braham @. =icheal &**6". Importance of a Theoretical 0ramework for @esearch. %C1 Symposium, -8.8 382... %llison C and 5ayes F '--.". The Cognitive Style Inde!. Journal of Management Studies, ::, ''-2'&:;. %llinson, C. 7. < 5ayes, F. &***", Cross2national differences in cognitive style> Implications for management, International Journal of Human Resource Management , ''4%58 '.'2'8*. %yas, ,. '--.". +rofessional project management> a shift towards learning and a knowledge creating structur. International Journal of Project Management, 14 :", ':'2':.. Boal, ,.B. and 7hitehead, C.F. '--&", GCognitive and behavioral comple!ity and fle!ibilityH, in #eban 7. &**3". #inking emotional intelligence abilities and transformational leadership styles. The Leadership !rgani"ation #e$elopment Journal% &;4<58;;32;.3. Crawford, #. &***" +roject management competence for the new millenium. In> Proceedings of 1&th 'orld (ongress on Project Management, London, )ngland, I+=% 0.T. 1dum20otwe , @. =. e. &***". $eveloping project management competency> perspectives from the construction industry. International Journal of Project Management, 1*, '''2'&3. 5oney + and =umford &***" the Learning St+les Helper,s -uide. =aidenhead > +eter 5oney +ublications. 5ayes, F. < %llinson, C. 7. '--8" , #earning styles and training and development in work settings> lessons from educational research, )ducational Ps+cholog+, '84%8&58 '6;2'-:. 5errmann D '-6-" The creati$e .rain/ Brain Books, The Ded 5ermann ?roup Fones D., and 0ear D. '--3". Continuing +rofessional $evelopment> +erspective from 5uman @esource +rofessionals $ ,olb $% '---" The 0ol. Learning St+le In$entor+, Aersion :. Boston > 5ay ?roup

#earning and Skills @esearch Centre &**3" , Learning st+les and pedagog+ in post112 learning , Trowbridge 7iltshire, Cromwell +ress #td. =int)berg 5 '-8." +lanning on the left side and managing on the right. Har$ard 3usiness Re$ie4, Fuly2%ugust,3-2;6 =. F. %pter &**'". Moti$ational St+les in )$er+da+ Life/ a -uide to Re$ersal Theor+ . 7ashington $C> %merican +sychological %ssociation. Sadler2Smith, 1., %llinson, C. 7. < 5ayes, F. &***", #earning preferences and cognitive style> Some implications for continuing professional development, Management Learning,:'4&58&:-2&;.. Sadler2Smith 1. '---", Intuition2analysis cognitive style and learning preferences of business and management students> a J, e!ploratory study% Journal of Managerial Ps+cholog+. '34%5$&.4:6. Thorpe, @., 7oodall, F., Sadler2Smith, 1. and ?old, F. &**3" (Studying C+$ in +rofessional #ife, 3ritish Journal of !ccupational Learning &4&5$ :4&*. 7ilson ?. Terence '-86". %nalysis of Bandura9s Theory of Behavioural Change. Journal of 5d$ances in 3eha$ior Research and Theraph+, '4:58&'82&:*.