Most organisations spend vast resources on internal knowledge development. Sadly, these methods are often not adapted to how people actually learn. Too little time spent on reflection, dialogue, and knowledge exchange leads to low return on invested resources. By Lasse Jalling - Learning Architect
Learning revolves around the evolution and practical application of fresh insights. Research reveals that adults thrive in their learning journey when they question their existing expertise, engage in collaborative exchanges, and deliberate on novel perspectives to address pressing challenges. Effective learning frameworks seamlessly merge professional enhancement with active reflection on contemporary obstacles and requirements in one’s work.
Turning theory into positive action requires hands-on practice. Yet, it’s surprising how often the workplace hinders this transition instead of fostering it. Why is that?
One crucial perspective I’ve observed is that learning often leans heavily on individual responsibility. When I enroll in a course, there’s an inherent expectation for me to harness and apply this new knowledge, regardless of whether the organization has adapted or shows interest in it. Consequently, it falls on me to share and, in many cases, teach my peers the valuable insights and skills I’ve acquired from that specific training or event.
To enhance the impact of organisational learning, consider these actionable steps:
- Predefine organisational learning objectives
Before embarking on any learning journey, it’s crucial to clarify the desired outcomes. By setting clear expectations with my manager and peers, I approach courses, seminars, and conferences with a targeted mindset, always considering how the information aligns with my role. A distinct difference exists between vague expectations and a collaborative discussion about how new knowledge will benefit both the individual and the organization. While this may seem straightforward, it’s often overlooked, placing undue responsibility on employees to discern relevance. Engaging in a dialogue with supervisors, team members, or HR before the learning event can help crystalize the expected contributions and application of the acquired knowledge.
- Employ easily shareable tools and techniques
A significant portion of learning value can dissipate if it isn’t easily transferable to colleagues. Context often defines learning moments, making it challenging to convey the nuances of an engaging lecture, a stimulating coffee break chat, or a pivotal feedback session. Bringing tangible tools from a course, like Dialogue Mats, can bridge this gap. The tool serves dual purposes: it is both informative and acts as a tool to train others. When effectively designed, such a tool can be smoothly integrated into the daily workflow, enabling peers to grasp the same concepts. Of course, Dialogue Mats are just one of many tools that can amplify learning dissemination.
Diversify your learning techniques
Introducing variety in learning methods is pivotal for sustaining behavioral adaptation. Effective learning tools need to be purposeful and resonate within the organizational structure, ensuring that newly acquired skills and insights find a relevant and practical home.
When setting learning objectives, we adopt a didactic strategy, encapsulated by the ‘learning diamond’. Altering one facet of this model inherently impacts the others. Through visual representation, it becomes simpler to grasp the interplay of all the components.
I often use a model known as “the four rooms of learning,” encompassing the essential components vital for an educational setting. Øystein Ramseng crafted this model, drawing inspiration from Klas Melander’s theory of learning chains.
The model emphasises four key elements:
- Participants must be motivated – and their enthusiasm nurtured consistently. It’s essential to inspire and sustain their motivation in diverse ways.
- Participants must acquire new insights – not only from structured lessons or theories but also from sharing personal experiences and skills.
- Participants must practice what they learn – and then practice some more.
- Participants must be given the opportunity to reflect on the relevance of the discussions to their daily tasks.
The learning journey is dynamic and multifaceted. Depending on the situation, one might initiate with sparking motivation or dive into reflecting on the participants’ current challenges, weaving in the other elements as the process unfolds.
If you would like to read more on this subject, you can to go Øystein’s blog (Norwegian only): https://www.ytrevenstre.no/laeringens-fire-rom/
