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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As you may know, RSVP Design are great fans of the HBDI ‘metaphor’ of the 4 quadrants of the brain and the thinking styles we associate with them. We’re always interested in relevant and scientifically based validation of how we use our brains to receive and process information about the world around us and I was fascinated to watch this video clip from the RSA. in it, renowned psychiatrist and writer Iain McGilchrist talks about how the ‘divided brain’ has profoundly altered human behaviour, culture and society. I found it fascinating – especially in relation to ‘attention’, ’simplified reality’ and the difference in right and left brain focus.

Have a look – the first few minutes are a little slow but then the pace picks up and it really stimulates some new insights.

http://www.thersa.org/events/vision/vision-videos/iain-mcgilchrist

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It is 25 years this month since I began to work in the ‘development training’ business and recognised the power of using experiential learning activities. Since then, much has changed in our knowledge and understanding about why and how we use experiential learning and in the organisational landscape in which we offer our services. Here are a few of the things that have changed since I began my chequered career through learning and development!

1. My first programme in 1986 was a twenty-one day residential programme for young, high potential graduates on a management development programme for a major retailer. In three weeks of personal development we could change lives! I can’t see many employers releasing their staff for a continuous period of twenty-one days in 2011. We have become skilled in achieving powerful results from short, relevant activities and targeted interventions that really focus the learning on specific outcomes established in advance. Examples are our ‘bite-size’ workshops that can be delivered in 2 hour modules: have a look at this example around the theme of ‘Breakthrough Thinking’

http://rsvpdesign.co.uk/shop/breakthrough-thinking-workshop-p-31.html

2. Almost all structured experiential learning was done in the outdoors. We offered a full range of adventure and outdoor activities and it was an essential requirement of every programme that participants found multiple ways of getting wet! Since then, we’ve been able to use the power of experiential learning by creating smaller scale but carefully designed activities that can be offered in classrooms, seminar rooms and offices as well as an outdoor environment. The RSVP design website gives you a broad choice of activities we’ve developed over this time!

http://rsvpdesign.co.uk

3. We had to type, Tippex and photocopy all of our paperwork: we thought twice about making a change to a programme! Who would have imagined the potential of modern technology to offer learning through electronic and mobile media and to bring together learnign groups from around the world? Contact us to check out RSVP Design’s work in the field of mobile learning and our connections with Dynamically Loaded – breaking new ground in learning using mobile technologies.

4. We were learner focused: everything we did was designed to meet the needs of our learners. Over 25 years I’ve experienced a move away from the needs of the learner to delivering ’sheep-dip’ training to meet organisational targets. However, more recently, as organisations have been forced to recognise the need for flexibility, adaptability and resilience in the face of change we are starting to focus on the learner again. We’ve recently had the honour of being selected to bring a new model of ‘Learning Power’ to the business world: it is an exciting initiative for 2011 and one we are convinced will make a genuine contribution to organisational learning.

See our new work on ELLI: the Effective Lifelong Learning Inventory

http://rsvpdesign.co.uk/trainer-training/

I could list many more changes – I’d be really interested in hearing how you feel our profession has changed and developed, what we do better now than 25 years ago – and what we may have lost in the process of change!

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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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We have been struggling for several years to adequately describe what we do in terms of our ‘30 second elevator pitch’. It’s that horrible bit when an acquaintance or even a close friend/relative says ‘Graham, what do RSVP Design actually do?’ We use terms like experiential learning or activity-based learning – but these typically only work for people who are immersed in learning & development and understand this jargon. I was glad therefore to read a couple of articles recently which describes some of what we do in more plain English terms. The first was the wonderful Thiagi (see http://www.thiagi.com/index.html ). Thiagi was talking about ‘Jolts’ – short pieces of activity/games/training that can be used to ‘wake-up’ delegates and remind them that things were not what they thought, or to ensure that they are ready to accept a change in pace, direction, content or some other move in terms of the training programme. What I love about Thiagi’s philosophy is that he still maintains that you spend every second you have with your learners focused on delivering the required learning outcomes (even although he sometimes uses some very simplistic ideas that I think might not work with a typically cynical UK senior management group). This is in contrast to many US-based trainers who still use rubber chickens and a host of other childish ice-breakers that they genuinely believe will somehow make people more responsive to their forthcoming, and finally relevant, learning content!

I think a ‘jolt’ is a good example of what we provide through some of our learning tools and helps people understand what we mean by creating ‘learning tools that are effective and engaging’. I’d consider tools such as Challenging Assumptions, Images of Customer Experience and Seeing the Point as successful ‘Jolts’ . Although Thiagi maintains Jolts should be short in time duration, I’ve also seen many wonderful insights created through a  Jolt delivered by a longer experiential activity like Colourblind that can take 30 minutes to complete. I do think people often need a good amount of time to really reflect on the ‘Jolt’.

The second article discussed the ‘triune brain theory’ (also important in Whole Brain Learning Theory) and the fact that although humans have many specialist parts of our brain, a lot of training seems only to be aimed at particular parts. The triune brain theory model considers our brain as evolving from three distinct parts – the reptilian brain, which manages typical ‘fight or flight’ responses; the mammalian brain or limbic system which manages emotions and memory; and the neo-cortex or ‘upper’ brain which deals with logic, analysis, synthesis etc. A lot of training aimed at the so-called higher-order thinking processes can forget to include key areas such as emotion and memory – much of which makes learning ’stick’  and therefore be more likely to be applied, and is key in behavioural change. This article can be found in the October 2010 edition of Training Journal: ‘The Three Brain of Training’. There are a lot of tips and techniques for trainers that we would certainly agree with – and would also suggest that well designed experiential activities can provide the necessary engagement with all three brains:

1. They can provide that ’safe’ environment necessary for rehearsing new skills and behaviours, satisfying the reptilian brain

2.They can provide the emotional engagement for the mammalian brain through providing engaging and elegant game play that can provide a memorable ‘anchor’ for later recall and application

3. They can provide the necessary challenge required in adult learning that is also clearly linked to workplace issues,  to satisfy the upper level thinking processes for the neo-cortex that allows for generative learning where participants can integrate their new learning with old models.

I’m happy tell people that ‘we design games that engage each one of your three brains!’

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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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In a press release to promote their upcoming Content and Collaboration Summit 2010 (London, UK, September 15-16) Gartner Research forecast 10 key changes in the nature of work through to 2020:  “Work will become less routine, characterized by increased volatility, hyperconnectedness, ’swarming’ and more,” said Tom Austin, vice president and Gartner fellow. By 2015, 40 percent or more of an organization’s work will be ‘non-routine’, up from 25 percent in 2010. “People will swarm more often and work solo less. They’ll work with others with whom they have few links, and teams will include people outside the control of the organization,” he added. “In addition, simulation, visualisation and unification technologies, working across yottabytes of data per second, will demand an emphasis on new perceptual skills.”

We agree with the predictions, and see it as a continuation of change we are already seeing in organisations; and with it will come some major challenges for L&D/OD departments. Here are the ten key changes Gartner forecast, and where we think L&D professionals should be considering a response.

1. De-routinization of Work – the obvious response here is the de-routinization and individual personalisation of training. We look forward to when “Here is the list of available training courses” is accepted as an outdated and wasteful use of trainer and delegate time & resources. I suspect the public sector in the UK has some way to go on this …
2. Work Swarms – workers need more insight into how they might work effectively with others who think differently or have different problem-solving approaches etc. Tools like HBDI or Effective Life-long Learning Inventory will be useful in being able to quickly work effectively in ’swarms’ of people you don’t know well.
3. Weak Links – formal and informal networking will become an even more important skill in the future, and not just for salespeople! Consider how and where social and business networking sites can and should be used during worktime. Is time spent networking on Facebook helping to build weak links, or just chatting with friends? Will updating my blog be considered as vanity or essential to developing these weak links?
4. Working With the Collective – Perhaps ‘influencing’ will become the most desirable skill of any business leader as we move to a position where ‘the collective’ replaces any internal hierarchy? This suggests more  prefered ‘right-side’ thinking style in the HBDI model than the traditonal ‘left-side’ found in many management positions today.
5. Work Sketch-Ups – ‘Designing-in-flight’ or ‘managing in ambiguity’ requires a very different set of skills and behaviours than that typically suggested by teaching through a ‘case-study’ method. How will our Business Schools and academics respond? Will we move to more activity-based learning facilitation than ‘teaching’?
6. Spontaneous Work – This suggests creating the type of corporate culture where this is not only desired but encouraged. How do you build this culture? Contrast this with today where most ‘leaders’ set the work agenda – how do you lead/manage people who develop their own work activities and priorities?
7. Simulation and Experimentation – of course we believe that activity-based learning provides the ideal ’synthetic’ environment to experiment and simulate behaviours. That’s why we create tools to help organisations build their learning environments!
8. Pattern Sensitivity – See Ann’s forthcoming book:  Pattern Making,  Pattern Breaking
9. Hyperconnected – in a hyperconnected world there is probably no time for formal contracts and agreements. Does this suggest an increase in the importance of ‘Trust’ and a requirement to better understand how to build and maintain it? Is it hopefully the end of long-winded tender processes?
10. My Place – how do we deliver training at ‘My Place’  (the workplace may be virtual, may physically be at home, or indeed may change on a daily basis)? Will it be more ‘edutainment apps’, delivered outside of the normal working hours, paid for by discerning individuals (who want to build their learning power) out of their own pocket (or personal learning account)?

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