By ERNIE TURNER 

IN the first part of this article, (Dec 5) we looked at the
myths that help explain why traditional training programmes do
not deliver sustainable change. Here, we look at the learning
principles that support learning that lasts.

Most wisdom lies within: Rather than assuming that the teacher
knows what is best, we begin the other way around, i.e. the
student knows best.

The challenge is to help the student discover the wisdom within.
Questions, observations and good coaching practices help an
individual discover insights, lessons and solutions.

Because the wisdom and the solution come from the individual
there is greater ownership and a much better chance for
implementation.

And once an individual becomes aware of the simplicity and power
of asking questions as a means of discovering one’s own answers,
he can transfer this insight and coaching practice on to
colleagues, direct reports, friends and family.

A systemic approach increases the relevance: It is both possible
and desirable to design learning interventions where outcomes
are achieved at five levels – business; organisational; team;
professional; and personal. This systemic approach increases the
relevance so that the business, organisation, team and
individual all benefit.

The business, organisational and team challenges become the
learning arena for developing teamwork, leadership and
individual skills. When business problems get resolved, savings
and/or earnings often result.

Organisational challenges, be they cultural or structural, are
also addressed and in the process individuals and teams discover
the key processes, steps, skills, concepts, tools and techniques
that lead to high performance. There is no need for case studies
or simulations. Nothing is better than real life.

Many companies today are using this action learning approach to
develop their business and their people at the same time.

A few years ago, I was working with a recently merged commercial
chocolate company that used the Action Reflection Learning
ARL(TM) approach to integrate and develop its key change
leaders, create a new corporate culture and work on potential
synergies that were the reason for the merger in the first
place.

The key change leaders, 24 per programme, came from different
functions, regions and former companies. They worked in teams on
pre-selected corporate business challenges.

By the end of the four-week programme, which was spread over
eight months, they had solved key business challenges resulting
in millions dollars of savings or earnings; and along the way
they learned about teamwork, cross-cultural communications,
their new company’s culture, and themselves. This is what we
refer to as Earning While LearningTM.

Just in time learning is more practical than just in case
training: Learning coaches rather than teachers support learning
by looking for just in time learning opportunities as they occur
in the midst of working on normal business challenges.

Learning coaches have a “contract” with an individual or team to
stop the ‘work’ periodically when a learning moment ‘appears’,
and reflect with the team or individual on what is going on and
introduce an appropriate concept, tool or technique that the
team can immediately apply.

Design learning interventions that address different learning
styles: By addressing different learning styles, everyone is
challenged and everyone finds some degree of comfort. This can
very simply be achieved by ensuring that every session of a
learning intervention addresses these four questions:

(1) Why are we doing “this” now? (Purpose, Outcomes, and
Rationale);

(2) What exactly will we be doing? (Content, Theory, and
Activity);

(3) How will we do it? (Processes, Tools, and Techniques);

(4) So what can I take back home? (Applications, Adaptations,
Implications).

Then one can ensure that there is variety in the learning
environments – stand up meetings, walking meetings, table
meetings, circle meetings, inside and outside meetings, small
group work sessions, dyads, triads, reflection and dialogue
sessions, etc.

One of the most memorable sessions I can remember was a ‘walk
and talk’ after lunch – usually the most difficult hour of the
day –where the group split into duets and went for a walk and
discussed a difficult organisational challenge. When everyone
returned they were refreshed and had some very innovative
suggestions.

Both appreciative and constructive feedback is needed: Studies
show that appreciative feedback leads to repetition of the
behaviour being addressed.

Constructive feedback when invited and given in the spirit of
development can also lead to changed behaviour.

Some of the most effective feedback is self-generated. So the
simple question, “What do you think worked well and why?” can
lead to insights that reinforce good behaviour. And then the
follow-up question, “How could we improve?” (not “What went
wrong?”), leads to innovation and continual improvement rather
than blame or guilt.

Repeating, adapting, transferring and modeling reinforce the
learning and expand the impact: Riding a bicycle, learning to
talk, and playing the piano all require repetition. So it is
with teamwork and leadership behaviours.

Moving from awareness to mastery requires discipline and
practice. Taking the insights “back home” to adapt and apply
them in other settings is the final measure of learning that
lasts. In fact, why learn something that you can’t or won’t
apply?

Research has shown that after a week, retention is about 10% of
what one simply hears. If the individual listens and writes down
the key points the retention increases to about 25%. If he
listens, records and passes the message along to others the
retention almost doubles to 50%.

However, if he, in addition to all the above, also tries out the
new behaviour, the retention jumps to around 80%. So listen,
record, transfer. Be the change you want.

Measurement metrics and rewards lead to sustained performance:
If you both measure and reward the behaviour desired, chances
are you will get sustained performance. The opposite is also
true.

It is well worth the time to establish good metrics and
establish a fair and motivating reward system for the behaviours
you want. And an individual and a team can establish their own
metrics and rewards. The greater the ownership, the greater the
motivation.

There are many things we can all do to increase the likelihood
that learning lasts and a few things that we can avoid.

Source: The LIM Newsletter, October 2004.

For more information, please call MIM Customer Service at
03-2165 4611, e-mail enquiries@mim.edu or visit our website
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