How to design training programmes using Accelerated Learning techniques
By Antony Shearn (September 2005 Issue)
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From theory to practice
Having started life as a fringe interest some years ago, AL has become increasingly commonplace, and acknowledgement of at least some of its basic premises is now widespread. Its core propositions - the idea that learning should be active and participative, that it is more effective and enduring if it is fun, or that both left- and right-brain preferences have an important part to play - are now accepted by a majority of training practitioners.
Acknowledgement of such principles, though, is not always so readily translated into new and different training designs. It is easy enough to incorporate some ice-breakers and energisers, regular breakout groups, humour and games; perhaps even music and attractive room décor. Yet beyond such superficially attractive elements, the core of the learning experience often remains largely untouched.
In my own experience one reason for this is lack of a clear method for AL design. It is one thing to accept basic principles about learning and the brain. It is another altogether to translate these aspirations into lively, enjoyable, and relevant activity in practice when confronted with the requirements for training on auditing procedures, or the company appraisal scheme!
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