Corporate Universities are, almost exclusively, found as appendages of big corporations. In the USA the HR-driven corporate university has represented to a very high degree the choice of large organisations that need to process a large number of employees through diverse learning experiences. Over the past 20 years I’ve worked with many of these institutions, developing new learning content, introducing experiential methods and working alongside faculty to better target specific learning outcomes. I’m currently mid-way through an extended project with the CU of a major food and beverage multinational, creating experiential practice-fields for the leadership models they are introducing.

A brief down-time in this project recently led me to consider what characterises the way that CU’s approach the business of learning, the “What’s good and what’s not?” of Corporate Universities.

Top of the “what’s good?” list is the way that CU’s live and breathe their corporate culture. Learning happens in an environment which always feels like the concentrated essence of their corporate culture, an immersive learning environment that lives and breathes company ways of working. As an outsider it’s always a little daunting to first step into these unique environments, a state that I can describe in this way:

I’ve been invited here because of what I know i.e. I’m an expert, but this whole experience places an emphasis on what I don’t know i.e. I’m an alien in this place.

At this point I know I’m going to have to bring my ‘A-game’ to this job.

The result of this situation is that the learning that happens in a CU needs little translation or adaptation to be applicable in the operational part of the business. It was conceived, developed, delivered and evaluated in an environment that is totally geared towards the business of the parent company. People leave knowing what they have to do to deliver what their company wants them to deliver.

What this means for my work is that I will be given very clear design direction – I’ll be told very clearly what learning outcomes are needed, and given very strong feedback around whether my designs are a good fit with ‘how we do business’. As a designer I enjoy the challenge of very quickly assimilating the corporate culture and language, and producing seamlessly compatible designs – “going chameleon” I call it.

The flip side of this is that the walls (physical and metaphorical) around many Corporate Universities are pretty high and not easily breached by new thinking and new ideas. Let me say up-front that this is a generalisation, I work with some institutions that are extremely innovative and open to best-practice thinking. Indeed I can cite instances where particular CU’s actually lead the field in innovative learning practice: but for many their approach to corporate education demonstrates all the negative effects of “limited gene-pool learning”.

At RSVP Design we specialise in learning innovation, and that is, in most cases, why clients buy our services. We bring new ideas, new approaches, new thinking. And that makes it pretty disappointing when we can see where our approaches would breathe fresh life into some dated and tired situation, only to be told “that won’t work here” or “that’s not how we do things”. These situations, (and work with CU’s often produce them), are typified by a strange paradox:

“We’ve asked you to use your unique expertise to design something that we can’t, but we can’t accept your design because it’s different to what we do.”

I’m happy to say that my current work hasn’t encountered this paradox, it’s going well and the pilot programmes suggest we’re ready to deliver something special. The culture in the CU is strong, but open to well-informed, well-presented influence, just about the ideal situation.

Now if all Corporate Universities could hit that happy medium………

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As part of our commitment to bringing the concept of Learning Power to businesses, public and third sector adult learning groups, we worked in partnership with NHS Dumfries and Galloway to offer a two-day programme for L+D professionals on July 13 and 14 2011.

Day 1 was an introduction to ELLI and the 7 Dimensions of Learning and was attended by seven participants, from within the NHS, the Scottish Police and Brathay: organisations with a commitment to developing people through the provision of high quality learning.

Day 2 was an optional ‘ELLI Champions’ training day, designed to ensure that those who wish to use the profiling tool within their own programmes have achieved the required level of understanding and competence to represent and administer the tool correctly and in line with the intentions of ViTaL Partnerships, who retain the ownership of the profile and associated research material.

As we have experienced in previous workshops, there was a very positive response from all the participants about the potential value of ELLI across a broad range of applications: in personal coaching and development, in career coaching and in performance management and goal setting.

Participants felt strongly that the ELLI profile is, as it has always been described, of particular value when it forms part of a supportive yet challenging coaching or mentoring relationship. Particularly during Day 2 there was a focus on the principles of effective coaching and the need to use the profile as a trigger for high quality developmental conversations with individual learners.

However, there was also strong agreement that simply understanding the 7 Dimensions, and their implications for the design and delivery of learning experiences, was of enormous value to those professionals who are responsible for the selection or creation of learning activities, programmes and events, as well as the ‘curriculum’ around formal training inputs and mandatory training.

Ann introduced a number of short, example activities on Day 1 to illustrate how, once a need to develop one or more dimensions had been identified, experiential learning methodology can support skills development. Specific example of this included short exercises in connecting apparently random images (Meaning Making), a group puzzle that could only be solved by generating multiple questions (Critical Curiosity) and the use of a visual mapping tool to review past learning and plan for the future (Strategic Awareness).

On Day 2, participants rehearsed their own coaching skills, observing each other and offering and receiving feedback. This process helped them to explore the ‘layers’ that ELLI unlocks: learners’ thoughts and feelings about learning in general, themselves as learners, their motivation and learning needs. Following this, they began to explore how and where ELLI could be integrated into their own work. Examples included an organisational induction process (with recommendations about how to make this much more learner-centred and participative), working with operational managers to help to ensure that appraisal and performance management discussions were more focused on learning and the value of integrating the Learning Power principles into Action Learning sets.

Whilst we recognise that there is still work to do in creating materials and ’seamless’ access to ELLI profiles, the programme re-confirmed RSVP Design’s belief that this is a simple and powerful model that should become core knowledge for every L+D professional.

Specific thanks go to Sandie Wilkie and Louise Hughes of NHS Dumfries and Galloway for their support in setting up the programme and providing the venue and logistical arrangements.

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I read a really interesting BBC article describing how there is strong evidence that universally praising children can de detrimental to their growth, and encourages a ‘fixed mindset’ rather than believing they have the capacity to grow and learn (see http://www.bbc.co.uk/news/magazine-13128701 ) . Of course the ELLI research ( see http://rsvpdesign.co.uk/trainer-training/ ) supports this article (both for children and adults) and we are heartened by the almost universal interest in ELLI from any organisation we speak to. There is also good research from other areas that children who value the idea of ‘I am someone who can learn’, and that ‘I can learn from mistakes’, are motivated to ‘grow and learn’ and ‘resilient’ when it comes to challenging learning situations. These type of children grow into valuable employees. I know some educational colleagues who wish they had praised their own children more for effort when they were younger, and now choose to celebrate ‘failure’ as a learning opportunity, even as their children have grown up.

It has prompted me to continue to think about how organisations can generate the same motivation to learn as the people who have all the successful and well researched characteristics of effective learners. I’m convinced that this motivation has to come from an organisational culture that respects individuals as capable of learning and change, and that their leaders should behave in a way that is consistent with that. This would mean abolishing ‘lists of approved training courses’, educating managers and individuals about the science behind effective learning, paying more attention to informal learning than formal learning, re-writing the charter for L&D & OD (or even seeking to phase them out, and give their responsibilites to line managers), and using ‘learning language’ in business contexts so it is seen as being fundamentally critical to achieving any organisational mission or goal. In fact research seems to suggest that’s what organisations who ‘thrive’ actually do – now we just need some good tools to help organisations achieve this …

RSVP Design has created a new joint venture – Mobile Learning Design – and we hope to create some tools that take advantage of the personal nature of mobile devices (smartphones, tablets etc.) to provide formal and informal learning support when people need it, rather than when it is offered. Please get in touch with us if this subject is of interest!

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As the spring weather moves towards summer my runs on the mountains and moors of NW England become longer, and I can once more indulge myself in extended and deeply-reflective hours of solitary endeavour. These long runs allow me to follow chains of thought that are difficult to maintain through the complexities of a busy work-life, let alone the happy chaos of home and family! Last weekend I found myself on the familiar terrain of a green ribbon of sheep-cropped turf crossing a sun warmed limestone plateau, perfect for fast miles and expansive thinking.

What occupied my mind was the way in which my work as a designer of learning has changed in a relatively short time, and how these changes might be interpreted to indicate deeper changes in organisational learning.

Not many years ago I would work with clients to define a design brief by asking questions such as “How many people will attend?” “For how long?” “Who are these people?” and  “What do you need them to be able to do when the leave the room (that they couldn’t do when they entered)?” This type of question defined the parameters of the learning environment and allowed me to get creative within clearly defined boundaries.

Not many years later I found that I was seeing a move away from this event-based approach. I was working much closer to the power-centres of client organisations, and now the questions were “What organisation-level changes are you trying to achieve?’ “What are the behavioural obstacles and opportunities?” and “What tools and processes do your leaders need to embed these changes?”. The learning environments were less defined, more business-relevant and called for much more depth and subtlety from me as a designer.

More recently still the shifting balance that is rapidly moving emphasis away from formal learning towards informal learning have required a whole different approach and a different set of questions. In 2011 the need for organisations to be agile, responsive and learning-efficient is apparent in every sector, although the results of a failure to achieve these conditions are frequently masked by more fundamental economic failings. Recent conversations with learning and development professionals in these organisations suggest that many are struggling to address these new challenges. Many are caught in the professional paradox of never before having had more responsibility for the future learning needs of their organisation, yet never before having so little control over the ways in which these needs can be addressed.

Perhaps the questions that I now use to frame a design brief are ones that could effectively be used to interrogate the more general learning landscapes within ambitious organisations? The kind of questions I now find myself working with are  “What are the learning needs of the organisation?” “Who are the people, inside and outside of this organisation, who could contribute to this learning?””What are your peoples’ strengths, and weaknesses, as learners?” and “What support do they need to take individual ownership of the organisation’s learning needs?”

None of these are easy questions to ask, or to answer, when learning and development is under such extreme pressure to deliver. Arriving at effective answers is business-critical, yet will only be achieved if we recognise that we can’t manage the learning of others in any meaningful way, but we must find ways of supporting their learning to benefit our organisations.

Not an easy route, nor a short route, but a challenge to be relished – a bit like this run!

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Everything that I am reading at the moment from the ‘movers and shakers’ in the world of organisational, management and leadership learning convinces me that there are some exciting new insights that are going to bring about a real revolution in our understanding of training and learning in the workplace.  Here are a few , probably contentious suggestions I’d like to make, based upon the trends that I’m hearing and reading everywhere, that might help us to move this revolution along!

1. Recognise that informal learning is significantly more powerful, and more highly valued than formal learning. Therefore, shift the investment (both time and finance) away from the design and delivery of formal programmes (face-to-face or online) and transfer it to creating and supporting informal learning.

2.Remove the word ‘training’ from your corporate vocabulary. If the concept of ‘training’ goes, so does the idea of learners being controlled and  ‘processed’. We train animals for obedience: we engage human beings by helping them to learn.

3. Embrace new technology but don’t impose it: create multiple ways in which people can easily access and use a variety of media to gather the information, knowledge and expertise they need, when they need it. Divert your training budget to create multiple informal spaces and learning environments. Create resource centres, both physically and on-line, filled with versatile materials that are freely available to individual learners for use whenever they need them. (cf. Apple’s introduction of itunes university). And believe that anyone using these is ‘at work ‘….not playing truant or abdicating their responsibilities!

4. Ensure that Performance Management is a developmental, learning process: link learning and performance by setting goals that use the framework,   “I need to learn X in order to be able to do Y”.

5. Only appoint managers who understand and use effective developmental coaching. No matter how good their technical skills are, if they don’t have great people development skills, don’t promote them into managerial positions.

6. Replace formal conferences with open space, cross functional gatherings, with specific outcomes, and facilitate groups as they  they tackle issues of real organisational importance in an innovative atmosphere.

7.  Measure project success against performance and learning criteria. Build learning reviews into every process. Ask, “What do we need to learn to be successful in achieving this project? How do we incorporate that into our plan?”

8. Scrap any meeting that is a presentation or exchange of information available through other media. Replace these  with ‘learning exchanges’: group reviews of learning, how to share and apply it and how to impact anyone who would benefit from it.

9. In a market place in which more and more potential employees are well-qualified and ‘certified’, start to focus on learning with new employees before they join. Interview and recruit with a focus on what candidates have learned, how they learned it and how they will continue to learn throughout their employment. Select those who understand and are motivated by learning. Take every new employee through a personal coaching session around their own Learning Power: create a personal learning record that stays with the learner for life and replaces the CV.

10. Remove any responsibility for L&D from HR. The functions are fundamentally different. Create a ‘learning support’ function staffed entirely by skilled facilitators and coaches and give them free rein to create personalised learning programmes. Integrate personal learning goals into daily work.

OK – there are a few details to work out, I concede……

What do you think?

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I am delighted to announce that Interel Inc. from San Francisco and RSVP Design Ltd. are forming a new partnership that will see their respective product portfolios merge and both organisations work together to continue to support customers around the world with the most effective activity-based learning tools and learning design support. Although RSVP Design and Interel have worked together informally for several years this is a new development in formally providing all shipping and logistical support for both sets of products. Interel in the US will support all US customers and RSVP Design in the UK will support all non-US customers – both sets of products will be available for purchase from either location.

Key product designers Boyd Watkins, Geoff Cox and Ann Alder have worked together before but this announcement signals an intention to provide a truly global and probably unparalleled level of experience in designing effective learning environments.

You can download the official press release here: RSVP Design & Interel Press Release

Please visit the RSVP Design online store to see the additional Interel experiential learning devices now added. Larger scale devices like Pyramid, Network and Mosaic provide some fantastic new tools for large group meetings and for use in outdoor environments.

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I’ve just written a review of a book for the next International Association of Facilitators’ Newsletter and it connected so well with RSVP Design’s current work on ‘Leadership Learning’ that I wanted to share it.

Learn Like A Leader: Today’s Top leaders Share Their Learning Journeys

Marshall Goldsmith, Beverly Kaye, Ken Shelton, editors

http://www.amazon.co.uk/s/?ie=UTF8&keywords=learn+like+a+leader&tag=googhydr-21&index=stripbooks&hvadid=7249040148&ref=pd_sl_8whh7c494j_e

Those of us involved in leadership learning know the power of story-telling and metaphor in bringing to life lessons from personal and shared experience. This collection of short articles from ‘thought leaders’ specialising in the development of organizational leadership draws on personal experiences – particularly memorable events – through which they gained valuable insights and understanding that they have been able to apply in their own personal and professional development. The stories are human – the authors describe the learning they achieved from recognising their own failures and shortcomings and facing up to these. They speak with warmth – many referring to people who had a profound impact on their younger selves – and also with excitement about the potential learning that still lies ahead.

‘Learn like a Leader’ is unusual in the panoply of leadership writings in that it focuses not only on what great leaders have learned but also on the learning process. It reinforces the concept that being an effective learner is one of the most powerful abilities a leader can develop and that ‘learning to learn’ is an investment that will be repaid time and time again. One of the authors, Frederic M. Hudson, says

“Learn how to learn, unlearn and re-learn. Make learning your central business. Live on the outer edge of your reach, not on the inner edge of your security.”

Modern life, society and organizations are fundamentally performance and target-driven. Executives and operational leaders at the coal-face often claim that they are too busy dealing with the ‘real-world’ issues they encounter on a daily basis to be able to allow time for learning. These writers, most of whom have proven expertise in mentoring, coaching and counselling senior leaders, all understand that the underpinning capability that allows all other leadership activity to happen is the ability to learn and change. They encourage active learning as an end in itself, not a peripheral activity that we might ‘get around to’ when business performance has been achieved. Jim Collins summarizes this beautifully,

“Look at the world through a learning lens rather than a performance lens and behaviour changes.

For a true learning person, performance is not the ultimate why of learning. Learning is the why of learning. And until we grasp that fact and organise accordingly, we will not  – indeed cannot – build the elusive learning organisation.”

My own recent work has brought me into contact with significant and recent research about how we become effective learners and how we can enhance our own learning power – and support others in enhancing their capability as learners. A specific model that has emerged from a 10-year study at the University of Bristol in the UK has identified seven dimensions of learning: the seven core capabilities that make us powerful learners: learning and changing, critical curiosity, meaning making, creativity, strategic awareness, resilience and learning relationships. In this book, the authors touch on all of these and their stories bring to life for me the dimensions in action.

Stratford Sherman understands the importance of seeing yourself as a being capable of lifelong learning and change:  “I have understood that strength of character is the ability to change when change is needed.”

Jay Galbraith illustrates the need for critical curiosity and creativity with his description of the professor who taught him that the importance of a question is not the answer to the question, but the question itself. Chip Bell reinforces this when he speaks of his father’s ‘perpetual curiosity’ and Joel Barker describes his swimming coach, driven by a desire to ‘never stop experimenting.’

The repeated references to mentors, guides, parents and skilled professionals is a powerful testimony to the importance of developing strong learning relationships. Perhaps the most moving of these is the story from Frederic M. Hudson of his ‘wise nurse Susan’ who, throughout his childhood illness when he was paralysed with polio, provided him with the motivation, resilience and methodologies to take control of his life, find a vision for his future and will himself to recovery.

Jim Collins refers to the need to become a strategically aware learner, “Becoming a learning person means responding to every situation with learning in mind…setting specific learning objectives and developing explicit learning mechanisms.”

In summary, this book is simple and engaging, grounded in sound learning theory but with the ‘personal touch’ that makes it immediately accessible. For anyone expecting guidance on how to lead, it may be disappointing. It offers no advice, no didactic leadership principles and no checklists! However, this is part of the book’s basic premise: self-discovery.  As Peter Block says,

“Why do we prescribe behaviour and ask people to practise, copy and imitate? Doesn’t this demean the human spirit and destroy what is part of the individual?”

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This was the question I was asked this morning by an interviewer who telephoned me and wanted to include my response in an article for a training journal.It was 1130 and she wanted to go to press by lunchtime, so I was asked to think on my feet!

She modified her question and said, “What are the five most important things Learning and Development specialists can do to ensure that the training they offer is really learner-centred?”

In the 10 minutes I was allowed, I came up with the following five. I wonder what yours would have been?

1. Understand how learners really learn. The work the University of Bristol has been doing on ELLI seems to have defined the key dimensions of learning: everything effective learners do. Tim Small of ViTaL Partnerships said of the lead researcher Ruth Deakin-Crick, “If there was anything else that effective learners do, Ruth would have found it. We believe this really is the ‘DNA’ of Learning”.

2. Make learning problem-based and purposeful. Adult learning needs to be relevant and useful to the learner, helping them to solve problems, generate innovations and make their lives more rewarding. Tap into the desire to solve relevant problems and use these as the basis for your learning design.

3. Identify and use past and current experience. Link new learning to what is already in place. Identify if and when it conflicts with what is already ‘known’: explore how to integrate new pieces into old patterns.

4. Use simulation. Simulations allow us to explore and rehearse in a safe environment, encouraging experiment and risk-taking. What we learn in the ’synthetic’ world we can transfer to the ‘concrete’ world. In relation to this, there are some interesting figures related to computer based simulation in the report below. Dr. Geoff Cox’s doctoral thesis suggests this is also true of behavioural and ‘physical’ simulation, although the figures given here only apply to computer simulations.

Overall, declarative knowledge was 11% higher for trainees taught with simulation games than a comparison group; procedural knowledge was 14% higher; retention was 9% higher; and self-efficacy was 20% higher.

For anyone wanting to review the whole paper you can find it here: A Meta-Analytic Examination of the Effectiveness of Computer-Based Simulation Games

5. Attach emotion to learning. Emotion drives behaviour. If we attempt to learn in an emotionally ’sterile’ environment we are unlikely to become engaged and motivated enough to press for real behavioural change. This is why experiential learning – with its associated frustrations, anxieties, challenges, satisfactions and passion – remains such a powerful technology.

I’d be interested in your additions to my top five!

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I’ve had a number of conversation recently around the subject of change. These have ranged from clients looking to drive change through fairly typical ‘large group meetings’, to struggling how to get people to change behaviours at all, and then how to consistently deliver change management across geographically dispersed groups.

In my opinion all three relate to the same thing: getting people to ‘learn’ and then practise the required new behaviours. As all the ‘learners’  in this case are adult learners then the first issue is to ensure that they understand why they need to ‘change’. Simply telling people is not enough and engaging them in an experiential activity that can sensitise them to the need for change can be a useful way to do this, so

1. Get the large group meeting to do an activity that is aimed at demonstrating ‘How our Customer needs have changed’, or ‘Why identifying and challenging underlying assumptions can be difficult’ is probably better than listening to the CEO tell us something whilst watching 40 Powerpoint slides for 2 hours in a large Hotel Conference room …

2. Consider the learners – their learning styles, learning power, environment, culture and the change management challenge. Give them some ‘rehearsal space’ where they can practise the required behavioural change. Use professional actors to obtain ‘real’ feedback; use experiential activities where the unfamiliar but safe environment won’t prevent people from taking risks they might otherwise not; provide coaching, support and feedback as learners enagage in the repetitive actions that will make them confident and make the new behaviours ‘comfortable’. Behavioural change needs not just the understanding of what the change is but to actually learn and then apply that change in practice – the real workplace is the most difficult place to begin to apply that behavioural change.

3. Don’t rely on the varying quality of ‘message transmitters’ across the world, or individual interpretations of written/emailed statements/briefing documents- use the same experiential activities in each location that will provide a shared global context for the change, yet allow debriefs, reflection times, and generative learning to take account of local issues. Colleagues from around the world can then share their experience of the same experiential environment and use that as a means to explore local implications of global change.

Of course in each of these contexts RSVP Design can provide the tools and learning design skills to help create these change management programems with clients, and hopefully soon I can talk about whether some of these specific conversations have led to successful change management projects!

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It isn’t often that a TV programme inspires me to write a blog but I found myself watching ‘Gareth Malone’s Extraordinary School for Boys’ on BBC with an increasing mix of frustration and envy. If you haven’t seen this programme, it shows Gareth Malone, an engaging young musician and choirmaster who has had great success in inspiring young people to achieve success in the performing arts, attempting to improve the literacy of primary school boys by offering them a different type of school curriculum. He is clearly onto something: he recognises that many boys strugggle with traditional classroom based lessons and wants to offer them outdoor, energetic, competitive, high risk activity to enhance their motivation and engagement. He works with a class of boys, with the somewhat reluctant support of the headteacher, over a term and has permission to create his own learning environment and activity design.

That’s where my envy came from – what an amazing opportunity in this age of highly regulated education! I’m with him so far – then my frustration kicks in because as far as I’m concerned there is a blindingly obvious missing link in what he’s doing. And it’s a gap I recognise because I’ve seen it so often in learning and development in adult learning too. It is the gap between activity and learning purpose.

Let me give you some examples. The boys run competitive races and charge around in the local woods. They chop trees and have fights. They then take part in a formal debate, supposedly to improve their confidence at speaking aloud. Where is the connection between the outdoor activity and the debate? It’s not there. In another example, the boys are given swords, shields and freedom to act out a Roman battle. They have a wild and chaotic time. They are then taken into the classroom and asked to read and complete worksheets about Roman battles – presumably because their interest has been fired by their re-enacted battle. Do they read? Not really. Well, of course not. There is no connection between the need to read and the activity they’ve just taken part in.

So how could it be different? Let’s suppose we want to inspire the boys to speak and read and also allow them to be outdoors and re-enact a battle. So, let’s design it differently. Let’s make them need to read and speak, in order to achieve the the fun and thrill of the search and the battle. Here are some possibilities. They divide into two teams. Each team needs to read out written clues that will lead them round a pre-defined trail in the woods. They need to pass the instructions between sub-groups (in secret, so the enemy doesn’t hear them) so they need to set up a communication system. To do that they need to read the map to find the components and instructions to build and operate a field telephone. They need to crack a code to transmit secret messages. The written clues lead to their stash of weapons and the ‘battle plan’. To win the battle they have to follow the general’s orders – which arrive in writing, of course…..

I hope by now you see where I’m going. Good learning design, whether in a school for boys or a corporate environment, has to have a clear and strong connection between learning purpose, desired outcomes, learning process and learning activity.

At RSVP Design we are experts in how to link learning purpose and learning design. We create powerful learning environments in which the connections are clear and obvious. We may not be working with school children but we could certainly point Gareth Malone in the right direction!

If you are interested in creating rich, powerful , purposeful learning environments for your adult learners, let us know and we’ll send you an invitation to our Creating REALS workshop, specifically designed for L+D professionals who want to improve their learning design skills. We look forward to inspiring you!

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