Have you ever run a team training session and realised that half the room is buzzing – chatting, bouncing ideas back and forth - while the other half is quietly making notes? Or noticed that, while one staff member can instantly pick up new digital tools by reading the instructions, another will need to physically walk through the process to get it to stick?
In social care, staff are united by a shared mission – but that doesn’t mean they’re all wired the same way. And when it comes to learning, acknowledging and appreciating those differences really matter.
Learning styles: what are they, and why do they matter?
At the heart of it, a learning style is just the way someone best takes in and processes information. The idea of different types of learners with distinct strengths has actually been around since ancient Greece, but the concept gained popularity in the 1970s when researchers started exploring individualised approaches to learning in more detail. One popular model, Kolb’s Experiential Learning Cycle, highlights four stages: doing, reflecting, theorising, and applying. While this might be an oversimplification, it reminds us that learning isn’t a one-size-fits-all process. It’s an evolving loop shaped by experience and insight.
And, in a sector like social care, where change is constant and teams are diverse, understanding how your staff learn can make a big difference to their understanding of the training subject– and therefore to the care they provide.
A quick tour of the different learning styles
There are lots of models out there, but here are a few of the most widely recognised styles:
Visual learners
Visual learners love diagrams, mind maps and flowcharts. If you've ever seen someone colour-code their rota or sketch out how a process works, you’re likely looking at a visual thinker.
Auditory learners
Auditory learners process best through listening. They thrive in conversations, briefings, or even narrating processes as they do them aloud. That team member who remembers every detail from the last staff meeting but never takes notes? Probably auditory.
Read/Write learners
Read/Write learners want written material: handbooks, reports, checklists. They prefer to process info by reading it, and often thrive when given time to reflect in writing.
Kinaesthetic learners
Kinaesthetic learners need to get stuck in. They understand by doing - testing, moving, trying. That colleague who insists on practising manual handling techniques on the floor rather than just watching a video? Definitely kinaesthetic.
These four learner types make up what you may know as the VARK model.
- Social learners do best when they can discuss and collaborate. Give them a partner or group activity, and they’ll shine.
- Solitary learners are most comfortable working independently. They prefer time to think things through and often do their best learning outside of busy team settings.
- Logical learners like systems, frameworks and patterns. They want to know the ‘why’ behind the ‘what’, and they thrive when they can apply structured problem-solving.
Different types of learners: the Honey and Mumford approach
Another useful way to look at learning preferences is through the lens of Honey and Mumford’s four learning types:
Activists
Activists jump straight in. They learn best through hands-on experience, even if they make a few mistakes along the way. Think of the care worker who volunteers first to try a new online system, before the training even starts.
Reflectors
Reflectors prefer to observe and consider. They like to watch others, think things through, and ask questions later. These are often the quiet ones in a session who come back the next day with excellent insights.
Theorists
Theorists want to know how everything connects. They’ll ask why a new process is being introduced and how it fits with legislation or outcomes. They’re your strategic thinkers who value depth over speed.
Pragmatists
Pragmatists focus on the practical. If something isn’t directly useful in their role, they may struggle to engage. They love checklists, toolkits, and real-world relevance.
A quick example? Let’s say you’re introducing a new medication tracking app.
- The activist grabs the tablet and starts exploring.
- The reflector watches a colleague use it, then reads the FAQ.
- The theorist wants to know how the app aligns with regulatory guidance.
- The pragmatist asks, “How will this save me time on a busy shift?”
So, what can managers do to support different learning styles?
We get it – this seems like a lot. The fact is, this isn’t even an exhaustive list – no two people are the same, and nobody learns exactly the same as anyone else. The good news is you don’t need to tailor learning to every individual all the time. But, you can make training more inclusive with a few simple shifts.
Assess preferences
You can use tools like VARK questionnaires - or just have honest conversations with your staff about what kind of training they find most effective. Observing your team during training sessions can also be very helpful.
Mix it up
Design sessions that include a variety of approaches. Show a short video (visual), follow with a group discussion (auditory/social), give a written handout (read/write), and end with a hands-on task (kinaesthetic).
Offer choice
If you’re asking for reflections after training, let staff choose, for example between a written summary, a voice note, or a quick chat with their manager. It’s all valid.
Final thoughts
When you make space for different learning styles, your training becomes more inclusive and engaging, which ultimately makes it more effective. Staff feel set up to succeed. And when your team thrives, the people you care for do too.
So, the next time you're planning a training session, ask yourself “Who might be missing out, and how can I bring them in?”
