by Reni Gorman
As learning professionals we spend so much time designing just the right kind of exciting learning intervention that we sometimes forget to think about other factors that may prevent learning. For example, no matter how great the learning experience is, if people are unmotivated to learn then the reality is that they won’t. Let’s explore some of the reasons why people might be unmotivated and figure out what we can do to combat it.
Challenge 1: How does this relate to me? Can you recall a time when you were totally uninterested and unmotivated to learn? Maybe in grade school during history class? For me it was college math. I simply was not interested. Why? I did not ever think calculus was something I would use in “real life.”We know from adult learning principles that people learn best when they can see the relevance the content has to their day-to-day jobs, and to their lives. So, one would think the answer is simple: show people how the content is relevant to them, and they will be open to learning it. As important as this concept is, it’s something designers forget to do as they get all caught up in designing the learning.
Solution 1: Point out the WIIFM. It is really important in the beginning of every learning experience to point out why it is important and relevant for the learner to absorb this new information. The “What’s in it for me?” (WIIFM) should be present at the start of each learning piece.
What else may prevent you from learning?
Challenge 2: I already know this. For example: “I’ve learned several sales models in the past. This sounds like the same stuff.” If people think they already know something, their minds are shut and they won’t allow in new ways of thinking—because of course they don’t need new ways of thinking about something they know inside and out.
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Posted in Agility, Change Management, Performance Improvement, tagged Agility, Change Management, Learning Agility, Learning Theory, Organizational Change, Organizational Learning, Performance Improvement on August 22, 2011|
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by Kiersten Yocum, M.Ed.
At an organizational level, agility is the ability to grow, change, or innovate at or above the speed of one’s own market. Anything less cannot be considered agility.
–Timothy R. Clark & Conrad Gottfredson
We have all heard of corporate agility. We hear the term “agile” all the time related to today’s corporate environment: agile processes, agile practices, agile leadership. In our rapidly changing world, agility is one of the most important skills an organization can have if it is to stay competitive. Agility is the ability to move quickly, change rapidly, and respond to crises, threats and opportunities at the point of need. Of course, the ability to be agile relies on the ability of the organization to quickly gain the knowledge they need to do so. Rapid access to knowledge and information drives the learning agile organization, as defined by Clark and Gottfredson in In Search of Learning Agility. But what does it mean to have Learning Agility? What does a Learning Agile organization look like?
Imagine being able to get the knowledge you need at the moment you need it. That’s not too much of a stretch today, is it? Think Google Docs, SharePoint, the Internet and intranets. If you want information, it’s out there. You simply need to find it; Google it and you end up with millions of pieces of information to sift and search through. But Learning Agility is not just the ability to find information.
Now imagine being able to find the knowledge you need quickly and easily and then being able to actually apply that new knowledge immediately. What would that look like? Just being able to find information does not make it useful, and certainly does not make it learning. Information only becomes learning when we connect it in our cognitive structures and are able to apply it in context. Google “ADDIE” and you find all kinds of information on instructional design. But will that give you the learning you need to be able to create an instructionally sound course for your target audience?
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