dian Federal Public Service employees was conducted to validate their LSI scores against their on-the-job learning behaviors, so each participant was categorized according to LSI scores as either an Assimilator, a Converger, a Diverger, or an Accomodator; these learning styles are summarized in the box below (Cross & Faulkner). Of the 66 participants, 19 were determined to be Assimilators, 21 were Convergers, 14 were Divergers, and 12 were Accommodators (Cross & Faulkner). The results of the study showed that the LSI was not a predictor for on-the-job learning scores but did predict overall ratings of learning potential (LP); Convergers and Divergers received higher LP ratings than assimilators and accommodators (Cross & Faulkner). The authors speculate that the groups receiving lower LP ratings, the Assimilators and the
Accommodators, may have done so because they have a greater interest in concepts than in peopleùa preference that may reduce their aptitude for the types of ôinterpersonal sensitivities and
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