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 The 7 Essential Steps to True Learning By Roy Zazeraj "Learning without thought is labour lost. Thought without learning is dangerous" Chinese proverb True learning is all about creating sustainable changes in behaviour. While this is valid at the level of the organization, the team or the individual, we will focus here on the personal journey to lasting change, with specific reference to learning a new skill. There are 7 Essential Steps that we as learners need to consciously work through to ensure new skills are fully internalized. Similarly, trainers and facilitators would be wise to build these into the design of all learning processes. Miss just one of the steps and the whole investment in learning could be worthless. For purposes of illustrating the 7 steps in practice, we will use attendance at a Negotiating Skills course, looked at from the position of the learner. Step 1: I understand I follow what is being explained. I have an intellectual grasp of the theory and underlying principles. I have the opportunity to test my understanding, through questioning, counter-argument, group debate and/or some form of test. In our example, I could now comfortably explain to another person the key principles of effective negotiating as being taught on this course. Understanding is the foundation of true learning and the steps that follow, but too often it is not consolidated before moving on. People either do not want to appear stupid by asking questions or admitting they don't understand, or they hope that the penny will drop as the course progresses. Learners are making an investment of at least their time and effort, and should insist that they gain full understanding. Trainers and facilitators need to be sensitive to the signs of inadequate understanding (including body language) and to respond appropriately - while managing their own impatience and that of other group members. Step 2: I agree I not only understand what is being taught but I agree with the principles, examples and the benefits of negotiating in the manner suggested. True learning will come to an abrupt halt if I disagree with the theory, logic or approach. For example, if I believe there are circumstances where it is entirely appropriate to opt for a WIN-LOSE negotiating strategy, but the course principles deny this, this disagreement could cloud my acceptance of the rest of the principles. Or the course suggests certain "dirty tricks" that can be used in negotiating, but these conflict with my own personal principles of business behaviour. Here again it is important for learner and trainer to test understanding and to work through differences of principle and opinion. This might include agreeing to differ and to put that difference aside so as to prevent it from creating roadblocks to further learning. Step 3: I can do I have the ability to put into practice what I have learned (skill or knowledge). This can be demonstrated through role plays, tests or presentations, with expert or peer evaluation. Practice and ongoing feedback (from say a skilled negotiator accompanying the learner in real negotiating situations) will serve to hone the new competency. Understanding and agreeing with the body of negotiating knowledge is of little value if the learner is unable to use this in practice. Just as learning the theory of swimming is of little use if you have never swum before and find yourself in deep water! Step 4: I Want to do So I understand, agree and have proved I can implement the new learnings. But am I really motivated to make the necessary changes and use the new skills?. Do I see real benefits in it for me, my career or the team/organization I work for? What level of priority do I assign this new set of skills, relative to other things going on in my life? For example, effective negotiation requires a great deal of preparation and patience and I might not see the benefits justifying the effort required. Or my role models in business don't seem to follow the approach I have now learned, so why should I? On the other hand, if this new skill is what I perceive to be the key to achieving my goals, I will be keen to perfect it and use it to advantage. As a learner, what is the self-talk going on in my head about the use of this skill and what do I need to do, if anything, to adjust my attitude? As a trainer, what can I do to monitor and build the motivation levels? Step 5: I am enabled to do We have now taken the first four steps to true learning, hopefully with enthusiasm and success. However the environment that I enter or reenter can play a significant role in my effective and ongoing implementation of the new competency. Changing behaviours is seldom easy, so understanding and support from those around me will make a huge contribution. I need to be given the opportunity to use my negotiating skills in practice, to be given expert advice and the opportunity for success. I need to be able to make mistakes as part of the learning process, without jeopardizing my career. Most learners and trainers will also have come across the phenomenon of the boss who says "forget all that theory and nonsense they taught you on the course - it doesn't work like that around here". As a learner I need to understand the potential environmental roadblocks and to devise strategies to overcome them in achieving my goals (Anthony Robins talks of this as "testing for ecological effectiveness"). As a trainer, I need to negotiate reentry with the superiors of learners to ensure they are enabled to put their new skills into practice. Step 6: I Do Now we get to the actual discipline of putting it into practice. Do I do it? Many a learner returns to work with a great deal of new missionary zeal, eager to put their new skills to good use, and even to impress their co-workers, superiors and clients. But the in-box is full, crises are popping up and clients are screaming for deliveries. Sound familiar? So I put off using my new skills, maybe wait for a quieter moment when I can build my confidence in their use - but of course that quieter moment seldom comes. As time goes by my motivation, interest and confidence wane to the extent that the skill is but a vague memory. Daily living has crowded out the new skill. Unless I put the new skill into practice within 48 hours of learning it, there is only a limited chance of me ever doing so. Committing myself to immediate implementation while still on course is essential. For example, I will negotiate an improved service level agreement with our main suppliers, starting on Monday, and with the aim of having it agreed by all parties by the end of the month. Sharing this with the trainer (and providing feedback on progress to the trainer) will help with my implementation discipline. Step 7: I Continue to do The final step involves continuing to use and practice the new skill to the extent that it eventually becomes a habit. Only then can I claim that I have fully internalized the change and made it part of my life. Although this seems pretty self-evident, this is often where the investment in learning is lost. We started off by saying that true learning is all about creating sustainable changes in behaviour. This final step ensures the resilience and longivity of the learning. Whatever your profession or level of expertise, lifelong learning is now a given. More and more people are also choosing (or being forced into) multiple career working lives, for reasons which are now familiar. Many younger workers find this exciting and entirely in agreement with how they want to live their lives, while many older workers find this threatening. In either case it makes sense to maximize the time, effort and money spent on learning, so that we can each reach for our dreams or at least survive the many changes going on around us. Apart from this, organizations spend a great deal of money on training and like any investment it is essential to ensure an adequate return. The 7 Essential Steps to True Learning represent a simple guideline to ensure the effectiveness of learning interventions, as seen from the perspective of the learner. However, all practitioners involved in training and development can usefully employ this thinking, in design and delivery, to achieve the same ends. Good luck. First published in "People Dynamics" magazine in January 2000. |
