This page contains a Flash digital edition of a book.
OPINION


chairman, Learning and Performance Institute @DonaldHTaylor


Donald H Taylor I


am optimistic about the future of L&D, and with good reason. We’ve learnt


more about the brain in the past two decades than we ever knew before. Te web has revolutionised the accessibility of information. And above all, in the emerging knowledge economy, devel- oping personnel has become a serious matter for most organisations. Tere is one thing holding us back. I call it the schoolroom assumption. It’s the assumption that the best


way to learn is the way we did it at school – or, more precisely, the way we remember being taught at school. Most schools today adopt a variety





of approaches to teaching, including discovery and debate – but that isn’t what managers and employees at work remember. Tey remember the physi- cal environment of the classroom and the adult-child power structure of the lesson, the model of knowledge trans- fer involving an expert at the front of


Don fears our schoolroom assumptions are limiting opportunities for workplace learners


does create two insidious effects. First, there is the assumption that all learning, rather than some, should happen via a course in a classroom. Second, and to my mind more importantly, are the implications for personal responsibility. At school, it wasn’t we pupils who


set the curriculum, homework and expectations. As we grew older, we were given more responsibility, but were never put entirely in charge. Any trainer who has ever opened a course to hear the words, “I’m here because I was told to come,” knows that this position is still far too widely accepted – both in the classroom and online. If learning and development is as


important as we in L&D surely believe it to be, this attitude has to change. Part of the reason is practical: no L&D department today has the resources to provide all employ- ees with directed training on everything they might need to know. Tere is too much there, and it changes too fast. Te other part follows on


No L&D department today has the resources to provide all employees with directed training on everything


the room, conveying information into pupils’ heads.


Tis assumption is pretty uniform


across income, race and age. Te result: a view that learning is synonymous with the experience of our schooldays. None of this is an attack on schools.


Tere are good reasons why schools have to run the way they do. Neither is this an attack on the


classroom. Tere are times when a physical environment is the best place to learn, and times when an expert instructor or facilitator is invaluable. But the schoolroom assumption


www.trainingjournal.com


from this: adults usually know what they need to know. Tey may need some help, but a self-starting learner, encour- aged and supported by their workplace and guided by their L&D department, will learn faster, be more useful to others, and have a more valuable career as an individ- ual. Fostering that attitude of responsibility, I believe, is key to the future success of organisations today. Schoolrooms belong in


school. At work, it’s better for everyone if we can treat adult learners like adults.


Donald H Taylor is a 25-year veteran of the learning, skills and human capital industries. He blogs at donaldhtaylor.co.uk


| October 2016 | 5


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44