How Do You Impact Learning?

Yesterday's post asked How Big Is Your Learning Zone?

The idea was to start reading about disciplines other than our own. Find out how designers approach things and then ask "How can I apply that to work flow, manufacturing, or research? Discover how engineers look at processes and procedures...then see if there is a different way to deal with the ones we're using now.

After I finished the post I did a little blog exploration of my own. What did I find?

Tom Haskins talking about Affecting Other Learners. So I left a comment for Tom which included a "heads up" that I was going to take that theme and connect it to practical learning in the workplace. More and more, job candidates are asking the question "What will I learn here?"

If they don't like the answer, chances are they'll keep looking.

For leader, managers, and heads of projects, helping people learn is a critical contribution to both individual and organizational success.

So I'm going to play off of Tom's Four Effects structure and see where it leads the conversation.

Four Effects of Learning

Effect on Curiosity: For every action there's a reaction. When we say or do something, people want time to react to it, talk about it, and understand what it means to them.

Practical Application: Allow  time for questions and answers. The give-and-take after you speak is where people actually learn and where they begin to develop an affinity for, and commitment to, the topic. Even if you're an expert, the learning takes place as a result of people wrestling with the information or idea rather than being the recipients of a data dump--no matter how eloquent you may be.

Effect on self confidence: How you deliver and discuss the information impacts how people feel about learning it. People with position power--managers, supervisors, team leaders--all have the ability to build confidence in the learners or create a defensive atmosphere.

Practical Application: Tell the group at the outset that you value their questions and that you hope they'll jump in when they experience an "Aha!" or a "Help me, I don't get it." When someone asks a question, throw it back out to the group to give someone else a chance to form an answer that may be framed in a way different than your own. Thank people whenever they ask a question or offer an answer.

Effect on motivation: Even as youngsters, we knew who the teachers were who made learning exciting, interesting, and engaging. Why not be the "managerial version" of your best teacher. And remember this: Managers Are The Mediators of Motivation.

Practical Application: Take some time to develop questions and break people into groups to address them; if you're talking about a new marketing approach, give people a block of time to do a concept and present it to the group. You know the content. The time you spend designing the right approach will pay off in engaged learners and, ultimately, effective learning.

Effect on Creativity: Unless you're involved in safety procedures, accounting rules, or a regulatory issue, people want to be able to offer their own "variation on a theme." One of the reasons to bring people together is to capitalize on the collective creativity and varying viewpoints in the room.

Practical Application: Give people latitude to take the discussion in directions that you never thought of. Remember, you're in charge--but to try to be in control will shut down the kind of learning that the group--and you--have an opportunity to experience.

Bonus: When the noise level goes up and people start debating, discussing, and delving into the topic, you've been successful. Let it go until the energy begins to die down. Then, capture the points that they were making with their co-workers and discuss next steps. When learners sit passively, you may feel more relaxed because you feel in control not having to respond to questions or manage the group. What it may really mean is that they aren't engaged, aren't learning, and are waiting "until the bell rings" so they can go back to their workspace.

Like Tom, I'm wondering what you're thinking about now as you reflect on your own effect on learning.

How about offering up some of your own experiences and some tips for the community?

Comments

[peter vajda]

Hi Steve, this is wonderful stuff. For me, it underscores two important principles that generate positive, proactive and conscious engagement: (1) What's in it for me? and (2) Make me feel important. In addition, "What do you think?", for me, says, "I care about you" and "I'm interested in what you have to say." All of which, as you say, serve to motivate, enhance self-image, foster curiosity and perhaps even, passion. In one experience, when I managed a group of instructional designers a while back, this is the stuff that got their juices flowing and supported them to see they actually did have value and worth, and others regarded them for their value and worth. . When I was being managed early on, knowing that I would consistently be asked to "contribute" kept me sharp, alert, alive and engaged and feeling appreciated foir my input. Takes a secure, "ego-less" and "servant" type of person, culture, to make it work effectively, sincerely and honestly.

[Steve Roesler]

Peter,

I am particularly struck by the additional benefit that pops out toward the end of your own experience: "...knowing that I would consistently be asked to "contribute" kept me sharp..."

For those managers with higher control needs, that alone is reason to strongly consider the approach.