L&D 2020: Shaping change in learning

Brain & Mind

Accelerating learning

Most employees have reported ‘no time for learning’ at some stage in their career, but what was once seen as an excuse is now recognised as a very real problem. One manifestation is known as ‘continuous partial attention’^{1, 2} – the constant and addictive checking of handheld electronic devices. This behaviour is not the same as multitasking, where people aim to be more productive by simultaneously surfing the web while eating breakfast, for example. Multi-tasking requires little cognitive processing because tasks are fairly automatic.

Continuous partial attention, on the other hand, involves constantly scanning for opportunities to keep up with contacts, events, and activities. Endless bandwidth – unmatched by personal bandwidth – provided by mobile communications and increased computing power is amplifying these pressures.

The earlier Hewlett-Packard² , findings are confirmed – those who constantly deal with a barrage of messages at work experience a temporary ten-point drop in IQ over a 24-hour period. The ‘always-on’ world is adding to the problems of sleep deprivation for interruption-driven executives whose potential for learning is severely compromised. The never-ending, ever-increasing stream of incoming data is leading to early burn out.

Companies are adopting the advice of industrial psychologists by providing staff with devices such as noise-cancelling headsets and personal stereos. These reduce information overload and enable more personal control.

Learning facilitators are working with building managers and IT staff to provide dedicated floor spaces and virtual environments for meditation such as yoga and Tai Chi. These classes have been found to accelerate the learning process by ‘readying the mind and calming the spirit’.

Learning opportunities reflect earlier accelerated learning³ theories. Current provision uses whole brain learning – not just analytical thought – to employ the subconscious mind. Learning sessions take place in positive learning environments incorporating the use of music, visual art and drama. Sessions typically create space for reflection and meaningful dialogue, providing much-needed spiritual peace and time to think.

Coaching is an accepted accompaniment to learning either in person or virtually. Studies showing productivity increases from 28 percent without coaching to 88 percent with coaching have had an impact. Coaching accelerates the incorporation of new knowledge following an energising learning insight – central to facilitating personal change.

Sudden bursts of high frequency brain oscillations appear just before an insight, which help create complex new connections across parts of the brain⁴. By conducting regular coaching sessions, these new connections become hardwired, enhancing an individual’s mental resources to overcome the brain’s resistance to change.

Companies are adopting the advice of researchers who have proved that the built environment affects learning. Suggestions include⁵:

link the indoors and outdoors to promote movement and oxygenate the brain’s cortex
vary spaces to provide multiple areas with different shapes, colour, light, nooks and crannies
regularly change the environment e.g. new displays and stage constructions to create an interaction with the environment that stimulates learning
keep learning resources handy for rapid development and cross-fertilization of ideas
create active and passive places – places for reflection and retreat as well as active interpersonal engagement
recognise personal space – express identity by personalising space and having places to express territorial behaviour.

Companies are re-thinking their employee brand to portray an attractive work culture that offers more discriminating choices and better quality of life. These companies are contributing to life-long learning from an understanding of how an individual learns rather than what they should be learning.

1. http://continuouspartialattention.jot.com/WikiHome

2. HBR breakthrough ideas for 2007

3. http://www.newhorizons.org/strategies/accelerated/deporter.htm

4. The neuroscience of leadership: Rock, D. and Schwartz, J. Strategy and Business Issue 43, Summer 2006

5. www.ets.org/Media/Campaign/2306/pdf/BrainCompatibleLearningEnvironments.pdf