Leveraging the Full Learning Continuum
Formal learning (structured and designed classroom or e-learning programs) has been taking a beating these days. The informal learning movement, powered by constructivist concepts of learning and web 2.0 applications is well underway. Carl Sauliner almost got his virtual head lopped off in the blogosphere for suggesting that predictions of the death of classroom training may be premature (Long Live Instructor Led Training).
I too believe that facilitating informal learning in the workplace is critical and has been long overlooked by the Learning function. However, we’re creating an artificial competition between formal and informal learning and should be careful not to throw out the proverbial baby with the bathwater.
Learning in organizations is a continuum from informal natural learning through loosely structured learning experiences to formally structured and designed training. Traditional training functions have typically focused on the design, delivery and management of structured learning programs. Organizational Development, Performance Technology, many quality systems and Senge styled Organizational Learning practitioners have all merged learning and work through semi-structured, facilitated learning experiences. Knowledge Management and more recently social media (web 2.0) have provided environments that support informal knowledge creation and sharing environments. This continuum of informal through formal learning continuum might look something like this:
Leveraging the full range of this learning continuum is important for every organization. Here are some general suggestionsfor how to do that.
Use formal training to prepare employees for jobs and tasks
Well designed, formal learning (traditional or on-line) develops new skills fast. Leaving routine, job specific skill development to informal, buddy system methods is wasteful. Skills may need to be tweaked and refined once on the job but organizations need rapid development to a performance standard for quick productivity. Well designed structured learning is the best way to accomplish this. The time/performance chart illustrates this time tested principle:
Informal learning encourages “learning from mistakes and experimentation” and is great for experienced employees. But it’s also true that we “learn our mistakes”. This is the risk of leaving initial training to chance and buddy systems.
When jobs change, new methods or technology are introduced, formal training methods can again be the best method to get up to standard quickly.
Use non-formal (semi-structured) learning to build organizational capability
When employees become productive, they need continuing opportunities to learn and develop in ways that grow organizational capability and resilience. Here learning must be intimately integrated with work–almost a byproduct. When employees say they learn the most from “experience” this is what they mean. Learning by doing.
Skilled facilitation through team development, real time problem solving and process improvement efforts move learning in the direction needed to build individual and organizational capability. Organizational Development, Human Performance Technology, Senge inspired Organizational Learning have all produced sophisticated methods for results focused learning in job settings. After initial training, as job expertise develops through experience, less formal learning interventions are more effective for shaping culture, building capacity, and improving performance. I discussed some methods in my last post.
Create processes and tools that build learning into jobs and cause informal learning
Experienced employees also learn plenty (sometimes intentionally and sometimes unintentionally) simply from interacting with people, ideas and objects in their work environment using the natural learning cycle I described here. We can create work systems that can cause this type of informal learning through well designed and visible work processes, feedback, and performance systems. Web 2.0, social networking tools and communities of practice give employees, especially knowledge workers, tools to create, share and use organizational knowledge.
Clark Quinn in his recent article Social Networking: Bridging Formal and Informal Learning, includes this useful chart describing the value of formal vs. informal learning for new and experienced employees.
The Learning function in combination with other functions tasked with improving performance need to work together to use the full range of the learning continuum. How the learning continuum is used and where emphasis is placed depends on job type, organizational function, industry sector, performance issues etc. but the ultimate solution should be a combination of informal, non-formal and formal learning methods to best suit the needs of the organization.
Ultimately we need to use the continuum to create programs and services to:
- Build requisite knowledge and skills
- Create pervasive learning opportunities beyond initial skills
- Encourage collaboration and team learning
- Establish systems to generate, capture and share learning
- Build organizational capability and adaptive capacity