Effective learners don't only have the capacity to locate, analyse, interpret and disseminate knowledge and skills. They also understand 'how' they learn. Each of us has certain preferences for learning new skills, abilities and acquiring knowledge. Understanding our own preferences can help us learn more effectively. As well as having 'preferred' processes for learning, there are also approaches to personal learning that we avoid because they don't fit with what we value. For instance, some people learn quickly by being exposed to new and challenging experiences and actually live events and learn best from this approach. Others however, because of their personal preferences, find learning easier by assimilating information through books, papers and the written word. For these people, only after they have read and understood the conceptual underpinning of a 'viewpoint' can they then appraise its value to them. Clearly people will learn differently. Each will value a set approach more than another. Understanding how we learn and how this fits with our favoured 'learning strategy' is critical in designing any learning experience.
The approaches to maximising learning depend on how people:
Perceive information as to what is of importance to them, such as sensing vs intuition
Use their senses to give reliability to the information they perceive or what is happening in the world around them, i.e. the relative importance of Visual, Auditory and Kinaesthetic channels of communication
Decide what action to take and whether they put more emphasis on their logical-rational or emotional-valuing ways of deciding
To truly benefit from any designed learning experience the trainer, facilitator, coach or instructor has to take account of the learning styles of those attending any event to maximise learning. Failing to do this can severely limit the success of any training or learning event. Just as a marketing specialist will read the preferences of existing and potential customers before attempting to 'sell a message' the facilitator has to evaluate the best processes and approaches to imparting learning. Too often this is taken for granted and the dominant learning and teaching style of the facilitator takes the lead rather than being tailored to those receiving the experience. Creating and managing learning requires a rigorous evaluation of the process whereby learning takes place.
The 'learning experience' itself can significantly impact on the effectiveness of learning and for this reason the 'process' of learning is just as important to understand as what is to be learned. We can offer consultancy advice and support to maximise the learning in a variety of situations and include:
Analyse the best approach for designing Training materials and Workshops which are to be easily absorbed by a variety of audiences
Design specific Development or Training events to have maximum impact on the audience
Design the content, flow and best processes for major corporate communication events, such as large scale conference presentations
Create a vibrant approach to written communication that imparts key organisational messages to staff, stakeholders and existing and potential customers
Assess the best approach for key organisational messages geared solely to organisational members from a variety of geographies, cultures, functions and processes
By assessing how people learn we can ensure that the medium is the message, and maximise learning and retention in a variety of contexts.
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