Clarity Learning and Development

When does real learning take place?

As we come to the end of an academic year there is a focus on finishing exams and getting the results. To what extent can passing an exam be related to true learning?

If you subscribe to the definition of learning given by Bass and Vaughan (1966) that 'learning is a relatively permanent change in behaviour that occurs as a result of practice or experience' then it may be that true learning does not take place until you have put into practice the theories and concepts that were learned in the academic world.

Some would say that we REALLY start to learn when we are faced with real-world problems. We start to apply our knowledge and skills to new situations, we begin to make connections and we begin to adapt our behaviour to the circumstances in which we find ourselves.

What does that mean for us?

Whether it is in a classroom or a training room, off-the-job learning takes place away from the workplace. There are great benefits to this - time to reflect, space to take risks and try new things, opportunities to network and the chance to apply yourself to new and different tasks. However there will come a time when off-job-learning must become on-job learning. We will need to apply the skills, knowledge or behaviours to real situations and this is when the final stage of the learning can take place.

For those involved in learning and development in organisations, it is vital to ensure that learners, and their managers, consider the application of learning BEFORE a learning event takes place. After all, as a learner, if I don't know what I'm supposed to change / do differently as a result of the learning, how will I be able to measure what I've learned? If my manager does not support me to do things differently after the learning event, what chance do I stand of applying the new skills, knowledge and behaviours that I've learned?

So, before any learning event, ensure that learners work with their managers to answer the following questions:

• What tells us that learning needs to take place?

• As a result of this learning event, what new / different skills, knowledge and / or behaviours will we expect the learner to demonstrate?

• What support will be given to ensure that the learning is implemented?

• How will we know if the learning needs have been met?

• What will tell us that REAL learning has taken place?

If you can answer these questions, you will be well on your way to achieving some real learning in your organisation.

 

Transformational Learning

Jackie Clifford and Andrew Rea (Associate of Clarity Learning and Development) have now successfully completed an Advanced Diploma in Transformational Learning. Does that all sound like the latest fad? It really isn't!

Accelerated learning has come of age and led by Angie Norden and Rachael Kirkham of TLC / Learning Goodies (http://www.tlc.uk.com) in the UK there is a growing movement to help real learning take place - in the training room and beyond.

During the 4-day programme Jackie and Andrew were able to refresh their knowledge of accelerated learning techniques as well as take these to whole new levels by working through the TRANSFORM model which takes into account everything from the learning environment, to engaging learners, embedding knowledge and applying learning to the real world.

It was great to be able to reflect on different environments and consider how to apply the different techniques within them.

With a toolkit of techniques available Jackie and Andrew will be able to tailor their learning events even further to meet a range of learning needs, styles and preferences. These techniques will bring the learning to life and can be used in a way that works for the different cultures that exist in different organisations.

For more detail about how these techniques might support learning in your organisation, call Jackie on 07812 573204 or e-mail her on info@claritylearninganddevelopment.com.