Mastering Change: Transform Learning for Lasting Impact

In the fast-paced world of organisational change, relying on a one-size-fits-all approach to learning is like trying to fit a square peg into a round hole. It's clear that to truly engage employees and build meaningful knowledge, we must tailor learning to individual preferences and styles. While we've previously explored Prosci’s ADKAR model for fostering 'Knowledge' and 'Ability' in change, today, let's dive into APMG’s perspective on learning preferences, grounded in Kolb’s Learning Cycle. This approach promises a more dynamic and effective path to skill development and successful change.

The Distinction Between Learning and Training

Understanding the distinction between learning and training is crucial for crafting effective experiences to build knowledge and ability. Training primarily focuses on the activities of the trainer, aiming to impart specific skills for immediate application. Learning, on the other hand, centres around the activities of the learner, encouraging a deeper, integrated process of acquiring new knowledge and transforming existing understanding. This learner-centric approach fosters critical thinking, problem-solving, and adaptability, essential traits for thriving in a dynamic environment.

The Intersection of Change and Learning

Change and learning are intrinsically linked. APMG highlights that leading change requires an understanding of learning theory, skills development, learning planning, and coaching. These elements are beneficial in addressing issues that may arise when learning does not support successful change. Collaborating effectively with learning specialists and fostering an engaging learning environment are key to building the knowledge necessary for effective change management.

Kolb’s Learning Cycle: Ensuring Effective Learning

Kolb’s Learning Cycle is a well-established framework that emphasises the importance of iterative learning through experience, reflection, conceptualisation, and experimentation. By engaging in each stage of the cycle, learners can deepen their understanding and enhance their skills, resulting in more effective and meaningful learning experiences to effectively change. Let's dive into the four stages of Kolb’s Learning Cycle:

• Concrete Experience: Experiencing something happening.
• Reflective Observation: Thinking about the experience.
• Abstract Conceptualisation: Identifying patterns.
• Practical Experimentation: Testing theories.

People need to complete all points in the Learning Cycle for learning to be effective. 

Real-World Examples: Applying Kolb’s Learning Cycle

As an illustration, in a healthcare setting, the application of Kolb’s Learning Cycle might involve the following steps:

• A Doctor has an effective consultation with a patient (concrete experience).
• For learning to take place, the Doctor must think back over the consultation reflecting on their interactions with the patient, considering what went well and what could be improved (reflective observation).
• The Doctor observes that, early in the consultation, they spent longer listening before developing a treatment plan. The Doctor then forms a hypothesis: ‘Listening carefully to the patient’s symptoms before making a diagnosis led to greater trust & a more effective treatment plan’ (abstract conceptualisation).
• Finally, the Doctor tests new approaches, such as adjusting their questioning techniques to better understand patient needs (practical experimentation).

The doctor uses this new approach and behaviour and applies it to all consultations, therefore learning continues. This iterative process not only enhances the doctor’s skills but also improves patient outcomes through continuous learning and adaptation.

Employees can enter the Learning Cycle at any point, but all points in the Learning Cycle must complete for learning to be effective.

Consider another scenario from the perspective of a Junior Doctor:

• A Junior Doctor present at the same consultation could have observed what happened between the Doctor & Patient (in this context, this would be reflective observation).
• Building on this observation, the Junior Doctor hypothesising that active listening leads to better patient outcomes (abstract conceptualisation).
• The Junior Doctor participates in simulated role plays, practicing extended listening techniques and further refining their approach (practical experimentation).
• The Junior Doctor leads their own patient consultations, applying the hypothesis in real scenarios, through reverse-shadowing (concrete experience).

Moving Beyond Traditional Methods: A Call to Action for Change Leaders

I firmly believe that many leaders and organisations have relied solely on instructing impacted employees to read documents on the intranet, complete e-learning modules, or join virtual meetings as the primary means of building new skills for change. However, these methods alone are insufficient. True skill development and effective change require a more comprehensive approach that includes hands-on experiences, reflective observation, and continuous feedback.

Call to Action for Change Leaders

Change leaders, it's time to move beyond the basic and passive methods of instruction. To truly embed new skills and drive transformation within your organisation, you must actively engage your employees in the Learning Cycle. Start by creating opportunities for reflective observation where employees can learn from real-life examples and peer interactions. Encourage abstract conceptualisation by fostering an environment where they can form hypotheses about the benefits of new approaches. Facilitate practical experimentation through hands-on training, role-plays, and simulations. And finally, enable concrete experience by allowing employees to apply their newfound knowledge and techniques in actual scenarios.

By championing these dynamic and immersive learning experiences, you will not only enhance individual capabilities but also build a resilient and adaptive organisation. Lead the way in cultivating a culture of continuous improvement and innovation, ensuring that every change initiative is met with enthusiasm and success.

Looking Ahead: Exploring Additional Learning Styles

In a future article, we will explore how Change Leaders should also consider Honey and Mumford’s and Fleming & Mills’ VARK Learning Styles when designing and delivering learning opportunities for impacted employees.