Have you ever been so bored in a meeting or workshop that you stop listening? Thinking about what’s for lunch or even what laundry you have to do at home is likely to be a lot more interesting…
Corporate training often fails to engage employees, leading to low retention and wasted resources. Imagine sitting through yet another tedious, lecture-based session, knowing full well that most of it will be forgotten by tomorrow. This outdated approach can leave a lot of companies struggling to see a return on investment (ROI).
If you are just going to talk at them, you might as well have an empty theatre. Image of an empty lecture hall.
A huge problem with current learning design practices is that the models for learning are largely still informed by the industrial age. The learner is a passive recipient of knowledge as if arriving as an empty cup that needs to be filled with wisdom from the presenter. The problem with this model is that ‘being talked at’ is not engaging nor is it memorable. Passive learning experiences make it difficult for learners to retain knowledge that has only heard or seen.
The other side of this problem is that presenters are also anchored to their chosen presentation platform. They diligently prepare presentations that fill the workshop allocation with talking time deigned to optimally fill the minds of attendees. When this happens, they are stuck presenting and not free to talk with and work alongside individual learners. Oftentimes they are so ‘tied to talking’ or ‘imprisoned by presenting’ that attendees do not get to talk to them one on one at any stage of the training process. Their knowledge is therefore not able to be shared in ways that might genuinely add value.
So what’s the fix?
Here’s a quick case study (before I worked my magic):
The company required employees to attend a three day face to face workshop.The presenter was flown in and accommodation and travel was part of the L&D spend. Attendees were given a large printed book (100+ pages) with ‘fill in the gaps’ activities as well as some dictation notes pages within it. All information was presented in person by Powerpoint with the presenter talking for most of the three days. There was a timed test at the end of day three in order for employees to tick the compliance requirements for their line managers.
What is wrong with this picture? To be honest, it is such a typical model that you would be excused for believing that this is just what learning looks like. It is so common it is normal.
But actually it is awful. In this model there is no evidence of any considerations for neurodiverse learners, no cognitive load theory, no active/experiential learning, no constructivist or constructionist pedagogy… there are so many lenses missing. And while it might get a compliance tick on the day, it definitely does not get an engagement, inclusion or retention tick.
“When we practice something, we are involved in the deliberate repetition of a process with the intention of reaching a specific goal. The words deliberate and intention are key here because they define the difference between actively practicing something and passively learning it.””
Now imagine what a great learning experience might feel like.
A different experience of training would be one that feels immersive, engaging and memorable. You would have time to engage with content, think about thing deeply in your own time, talk to the facilitator, practice applying the information, see your own growth and leave feeling energised. Magic happens when we take the cult (do what I say and just sit there and listen to me) and turn it into an active learning culture. Employees leave feeling energised and equipped with the knowledge they can immediately apply - and learners look forward to the next time that they get to explore learning as an enjoyable and productive experience.
The case study - after my magic
The company provided a one day face to face workshop - and the presenter was flown in and out in the same day (big savings!). Attendees were given a flipped learning experience online ahead of time that was an online game to introduce key concepts. The workshop was redesigned as a series of ‘mini missions’ where attendees could work together to figure out how to apply information to real scenarios. The presenter turned into a facilitator and had time to work closely alongside small groups to answer questions and clarify understanding as well as get to know individual learning needs and gaps. The powerpoint was replaced with a link library for participants to co-construct a FAQ page for future reference and attendees also had a shared whiteboard to record key ideas and reflections about their learning. The timed test was replaced with a ‘mission tick list’ where evidence was found within the missions that were completed on the day. A follow up post-session reflection form was shared online so that participants could reflect on and share their learning as well as provide evidence of engagement for double ticking compliance requirements.
From cult to culture
Sage on the stage industrial models of learning do not inspire participants to think about or apply key knowledge. We shouldn’t have to sit through boring days of training thinking about laundry or lunch.
That dream scenario is definitely within reach.
I never realised how full my back pocket is until I start tinkering with ‘all the things’ that I know work in learning experience design. Here’s a checklist I put together recently as a self-checking tool to apply to my learning design work:
CHECKLIST FOR GREAT LEARNING
Clear learning outcomes linked to company profile for attendees
Checked alignment with curriculum levels/differentiated options
Alignment and linking to Sustainable Development Goals
Agency: Opportunities for choice and voice throughout
Make the pie: Opportunities to ‘discover the recipe’ rather than be ‘fed the pie’.
Incorporation of hands-on, inquiry-based learning experiences
Opportunities for collaboration, paired and individual learning experiences
Consideration for various learning styles and preferences.
Clear Literacy layers - reading comprehension, vocabulary and critical thinking
Clear opportunities for recording learning
Follow up mission aligned to learning outcomes
Digital and analogue learning opportunities
Scaffolded activities and choices for differentiated learning
Provision for alternative assessments or pathways for learners with varying abilities.
Universal Design for Learning (UDL): Incorporation of multiple means of representation, engagement, and expression.
Use of flexible instructional materials and methods to accommodate diverse learners
Formative assessment opportunities for learning conversations
Opportunities for reflection and goal setting
Consideration and support for trainer /facilitator capabilities
If learners regurgitate the answers you tell them - it is a cult with no ownership of the knowledge and no evidence of critical thinking or retention. But if you give them opportunities to engage with and experience the learning - it is a culture.
So why work with me? I’m an education geek with 20 plus years of ‘make the pie’ pedagogy and on the ground teaching and learning experience in my back pocket. I believe that learning should be fun no matter what. I’m on a mission to change what learning feels like. Get in touch, if you’d like to harness some of my (non-culty) magic.
