To Learn - or Not to Learn | On Learning Research | Calendar of Events | Preview

Dear Reader,

In the last newsletter, I had announced “Learning” to be the focus of this issue. Some ten pages into the manuscript, I found this was getting a bit much for a newsletter, and decided to include two aspects that are quite relevant for managers: Best Practices – News from Learning Research, and To Learn - or Not To Learn . Also, I share more specific information on "How Adults Learn" in my article on the Seven Principles of Facilitating Learning . To obtain your copy, simply send an e-mail stating “Learning” to  info@an-edge-for-you.com

To Learn - or Not to Learn

You know perfectly well where your weaknesses are – whether it's communication, team motivation, delegating accountability rather than tasks, time management, perfectionism, or excessive demands on yourself... – and yet somehow, you don't get it sorted. Does this sound familiar? As interesting as the question “What conditions learning that precedes behavioural change?” may be, the question “When and why do we not learn – even when everything seems to point in the same direction?” - seems even more relevant to me.

Many of my clients report to have read x books about “their topic” already, and don't really believe that yet another one will bring the breakthrough. Maybe you have also experienced post-training trauma: for a few days or weeks after a seminar (or book) the feeling persists that you SHOULD do something with it, until the feeling wanes and you give up, and everything would seem almost back to normal except that you can't shake a lingering feeling of disappointment in yourself. If this sounds just like your story, despair not, for you are entirely normal! Why? Fortunately or unfortunately, we are not trivial machines! We simply can't expect ourselves to show different behaviour based on a simplistic “new input equals new output” model. We are talking about a quite special case here: learning that guides and shapes future behaviour. Behaviour is NOT primarily determined by what we know, but by our attitudes, belief systems, values, and ultimately, self-image. Tough stuff! Try replacing this model by a metaphor that comes a little closer: Imagine your much-loved boat at sea, prepared by you for a rough night. You anchor it in several places, say five points in a neat circle, so you can be extra sure that your precious boat is well secured against the storms ahead. Even though many different forces (in human behaviour- opinions, experiences, inclinations, attitudes and all the rest) will act against each other, as long as the ropes resist, there is basically not a lot that can rock the boat. 

How to move beyond that? Change – excuse the slight oversimplification – works more like this:

(A) You reinforce the desired behavioural direction (by insight, reflection, and especially new goals, plans)   AND

(B) At the same time cut free one or two ropes on the opposite side, which up to now have kept the whole system in balance. As the pressure increases on one side, the other side is allowed to yield according to its nature. Now you can almost touch change – things begin to rearrange, and move towards a new balance.

The rational bit (A) is no issue – for deep down you know what you need to tell yourself anyway. Favourite absolutely non-threatening statements are “I really should do x”, “it's time I did x” - all just paraphrases of “nice to have” – i.e. no chance of any of this ever happening. Unless, of course – you decide to tackle (B). But not so fast: One of the many challenges here is that the new behaviour doesn't really “fit” you – and the problem is, you know it... This is why a tough re-evaluation of those ropes is a crucial step – for it helps in finding out what isn't really linked to you any more – (“dated patterns” so to speak). As this is really the one tricky bit, it makes sense to work with a professional here.  

Many years of my personal experience confirm that after a few sessions, not only do people know exactly where they are going (even when they start out with little more than a clear notion that they ”can't go on like this”!), they know what will get them results, fast. Not maybe, or in theory, but for real, because they have already covered part of the distance. My clients are surprised time and time again how close they are to attaining their cherished goals all of a sudden - so they replace them with bigger goals (I am not joking). This is particularly rewarding since they have typically already spent many months or even years latently brooding over some issue before our first meeting. 

But of course there is a type of scepticism around that is characteristic of our cultural backgrounds (certainly of the German one!) that more often than not will have us believe that expert know-how and perfect systems are all we need to be good managers, as if the people would somehow miraculously fall into place, once the processes were sorted out. Well, guess what – this is NOT going to happen. These issues are here to stay – until you decide that you are ready to add a second pillar to your managerial effectiveness: that of people management SKILLS. This is a skill set (as opposed to a talent) that everybody can train and develop just like a muscle – although talent is great of course! Just don't wait for that talent, or worse, compare yourself with someone else. My clients' “pre-s” and “post-s” are quite dramatic! Ask for a few testimonials to illustrate this, you don't have to take my word for it.

It was Einstein who said that we could never solve problems at the level of thinking that created them. This is the key to most change that works. After changing your way of thinking about a problem (I can't stress this often enough), there is room to create solutions. In this phase it makes sense to look for new, better information. For this, you don't need a coach. But the principles included in the following section might come handy!

How you can benefit from Learning Research

Research areas in this exciting discipline range from pedagogic principles of facilitating learning (cf. my article), and personal and situational conditions we can control in order to get the best possible results, all the way to neurological and neurobiological prerequisites conducive to what we call learning. Finally, they have all come together – for the teaching and learning that we do and expect from others is still based on sadly inadequate and dated theories. A lot of what we can still see happening in today's schools in many places directly contradicts the most basic principles of what we know by now – like assessments and grades in primary school, or the 45-minute learning cycles we call lessons. (NB The following introduces a LOT of ideas which in themselves could fill up several more newsletters. My policy is to really only send 4 a year, so my next topics will be quite different. I am aware of the shortcomings!)

See for yourself how much you apply the following principles - when you lecture, coach a direct report, or address your team. (I know some of you already do, not only previous clients so maybe just think of someone else!) The best thing about these principles is that they really work, AND motivate at the same time. This is what you can DO:

• Entice the willingness to make a serious effort;
• Confront people with problems that allow them to succeed;
• Believe in people and take them seriously (even when they are still inexperienced);
• Communicate a basic security that allows people to take a risk;
• Create learning phases, intermitted by pauses for one's own thoughts and personal experiences

No matter if you want to apply these principles to a managerial or parental role, they only need slight modification. One well researched neurobiological finding that can make a huge difference to your learning at zero cost: get enough SLEEP – especially immediately following a learning experience. The “automatic download” from the hippocampus (where emotional, situational content is stored short -term) into brain centres of the cortex that allow long-term retention, happens while we sleep, “on autopilot”. I cannot recommend Prof. Manfred Spitzer's books on this captivating topic enough. They are informed as well as highly readable – in English for example “The Mind Within the Net: Models of Learning, Thinking, and Acting” (published by Bradford Books). 

In my work, I apply a few more principles that I can highly recommend for human communication in general:  ( 6)  Use powerful learning aides like laughing and exaggerating;  (7)   Create a pull for information – first let people define their specific questions, where they are looking for advice or input. It makes no sense to offer unsolicited advice anyway because people aren't going to listen properly (unless you are in a hierarchical superior position and want them to do things your way of course. This has some results.) Finally, and this is the most important one: never just work on recreating a pre-problem situation but (8) work towards strategic, future goals : a new level of service or performance, sizeable relief etc. Then of course there are dozens of more advanced principles that are not as easy to apply in a managerial context. They constitute some of the added value of my consultations.

As the mental preparation is immediately followed by several weeks of practice before the next session – intermitted by regular brief reflection – results are imminent. I have literally never worked with a client who didn't reach or exceed their goals in our cooperation. And they are usually pretty steep!

* By the way, this view really affects – or at least should affect– the foundations of the training industry (which is fortunately learning, slowly...). I will be dealing with this much-needed change in the winter newsletter, so look out for more, especially if you are managing a training budget.

Calendar of Events

There are no more English language events before the end of the year. However, if you (or someone you think would appreciate knowing about this) speak German, don't miss this opportunity:

Preview Winter Newsletter

Focus SMEs - small and medium enterprises: How to work with companies that “have no money to spend on training” and are “allergic to consulting”

• How to be on a budget – and still work strategically with your management staff 
• Improve performance management throughout the organization by mastering ONE simple tool

I wish you many sunny, and also some reflective moments during these beautiful autumn days !

Yours,

This e-bulletin is my way of staying in touch with you and your interests. Therefore, I always welcome comments, suggestions for future topics, and of course recommendations. By all means freely forward this newsletter, if you find it valuable. On the other hand, I do not want to waste your time: if for any reason you'd be happier without this newsletter in your inbox four times a year, please send a simple mail message to info@an-edge-for-you.com stating that. No bad feelings.    

Wondering already what you could expect from an individual discussion about your specific situation? Then I invite you to schedule a first session to discuss your situation and goals. To remind you of my policy: we meet for a full 3-4 hour session, and start working. If you decide anytime during the first hour that this is not what you want or need at this moment, we simply stop and tear up your invoice. No questions asked. You then had a complimentary 1-hour coaching session. On the other hand, I do not do “ free”, non-committal introductions. The momentum has to come from you!