The Assimilator Style

People with an assimilative learning style are called Assimilators (or Theorists).  They are best at using the Reflective Observation and Abstract Conceptualization steps in the learning process.

General Characteristics of Assimilators:

• They have an ability to create theoretical models (ideas that predict outcomes and descriptions of how different factors interact).
• They enjoy (and excel at) inductive reasoning and distil disparate observations into logical explanations, but are less concerned with the practical use of the theories.
• They have a preference for examining the logical, quantitative or “thing” aspect of situations.
• Their conclusions may be based primarily on policies, official relations or formulas developed in other situations.
• They can be over-cautious about experimenting and miss opportunities for learning.

Assimilators learn best from activities where:

• What is being learned is part of a system, model, concept, or theory.
• They have time to explore methodically the associations and interrelationships between ideas, events and situations.
• They have the chance to question, challenge, and probe the basic assumption of logic behind a concept.
• They are intellectually stretched.
• They are involved in structured situations with a clear objective.
• They can listen to or read about ideas and concepts that emphasize rationality or logic.
• They can analyze and then generalize the reasons for success and failure.
• They are offered interesting ideas and concepts, even though they are not immediately relevant.
• They are required to understand and participate in complex situations.

Assimilators will be motivated by:

• A program that emphasizes strategy, and the development of a symbiotic relationship between their function and the organization.
• Attention to current thinking, research and theories.
• Highly structured experiential learning that has a pre-defined purpose or outcome; programmed instruction.
• Information from authoritative sources.
• Symbols.
• “There and then” data.
• Lectures, films, videos, computer assisted instruction.

Assimilators learn least from, and may react against activities where:

• They are pushed into doing something without a context or apparent purpose.
• They have to participate in situations emphasizing emotions or feelings.
• They are involved in unstructured activities where ambiguity and uncertainty are high.
• They are asked to act or decide without a basis in policy, principle or concept.
• They are faced with a “hodgepodge” of alternative or contradictory techniques or methods without exploring in any depth, as in a “Mickey Mouse” program.
• They doubt that the subject matter is methodologically sound, where there is no research to support an argument.
• They find subject matter superfluous or shallow.
• They feel themselves “out of tune” with other participants.

Increasing learning power

People with an assimilative learning style are called Assimilators (or Theorists).  They are best at using the Reflective Observation and Abstract Conceptualization steps in the learning process.

General Characteristics of Assimilators (or Theorists):

• They have an ability to create theoretical models (ideas that predict outcomes and descriptions of how different factors interact).
• They enjoy (and excel at) inductive reasoning and distil disparate observations into logical explanations, but are less concerned with the practical use of the theories.
• They have a preference for examining the logical, quantitative or “thing” aspects of situations.
• Their conclusions may be based primarily on policies, official relations or formulas developed in other situations.
• They can be over-cautious about experimenting and miss opportunities for learning.

Assimilators (Theorists) learn best from activities where:

• What is being learned is part of a system, model, concept, or theory.
• They have time to explore methodically the associations and interrelationships between ideas, events and situations.
• They have the chance to question, challenge, and probe the basic assumption of logic behind a concept.
• They are intellectually stretched.
• They are involved in structured situations with a clear objective.
• They can listen to or read about ideas and concepts that emphasize rationality or logic.
• They can analyze and then generalize the reasons for success and failure.
• They are offered interesting ideas and concepts, even though they are not immediately relevant.
• They are required to understand and participate in complex situations.

Assimilators (Theorists) will be motivated by:

• A program that emphasizes strategy, and the development of a symbiotic relationship between their function and the organization.
• Attention to current thinking, research and theories.
• Highly structured experiential learning that has a pre-defined purpose or outcome; programmed instruction.
• Information from authoritative sources.
• Symbols.
• “There and then” data.
• Lectures, films, videos, computer assisted instruction.

Assimilators (Theorists) learn least from, and may react against activities where:

• They are pushed into doing something without a context or apparent purpose.
• They have to participate in situations emphasizing emotions or feelings.
• They are involved in unstructured activities where ambiguity and uncertainty are high.
• They are asked to act or decide without a basis in policy, principle or concept.
• They are faced with a “hodge-podge” of alternative or contradictory techniques or methods without exploring in any depth, as in a “Mickey Mouse” program.
• They doubt that the subject matter is methodologically sound, where there is no research to support an argument.
• They find subject matter superfluous or shallow.
• They feel themselves “out of tune” with other participants.