Let’s revisit the fundamentals before we examine why intrinsic learning matters so much. Throughout this series, we’ve been exploring the ‘Six Is of real learning model‘ – a framework that breaks down what actually makes learning stick. Each component – Individual, immersive, incremental, iterative, intentional and intrinsic – offers a distinct lens for designing development that genuinely changes how people work. Now, we turn to the sixth and final I – Intrinsic learning.
What is intrinsic learning?
Let’s start with a definition – The Cambridge Dictionary tells us that ‘intrinsic’ is “an extremely important, basic characteristic of a person or thing”. In this case, the ‘thing’ that is extremely important is that life, especially work-life, is intrinsically developmental.
Ask this question of anyone at work: ‘What specifically can you do a lot better than say a year ago?’ Typically, answers will be easily articulated – we know how performance improves, and can describe this in detail. Next, ask this: ‘What training courses did you go on to learn all that?’ Well, this surely need not be pursued further.
Naturally occurring experiences and incidents in the real, raw work environment are – and will always be – our principal source of development. Every time we do anything, we have an opportunity to consciously and deliberately do it better the next time.
This is how we learn most – and yet it is least valued
When you identify specific, individual development needs, how often is the ‘go on a training course’ option taken without considering more tailored, directly relevant, and immediately beneficial options? Options that cost nothing and keep people in the workplace?
It’s too easy to take the low-value option over deliberately designed learning from work, especially when this is not on the minds of line management.
There is still so much noise around the entirely valid 70.20.10 mix of development. But little effort is made to maximise return from the 70% of actual work-based learning over the 20% from social interactions. And so much is spent on the (at best) 10% contribution from costly, away-from-work, non-need-based group activity.
When all is said and done, more is said about 70:20:10 than done.
Using real work as the primary platform for development sounds simple. However, it requires subtle and skilled management to navigate the support of learning, not its details or direction.
Informal, learner-centric development can be challenging, especially if neither the organisational will nor skills are in place to make this managed and purposeful.
Asking these questions can help:
- What are your priority development needs?
- What real-world, naturally occurring experiences can you learn from?
- What specific new and enhanced behaviours and performance will be seen and when?
- What support do you need?
- How will this positively impact your work, and beyond that, the organisation?
Of the five other ‘Is of real learning’ in this series, the individual and intentional components are particularly valuable in combination with intrinsic. If an individual is sufficiently motivated and intentional, real work-based learning can be achieved alone, with significant impact.
Unfortunately, the challenge of working on and supporting the unique development needs of individuals is so great for organisations that they typically reverse the proportions advised in the fabled 70:20:10 framework.
Intrinsic learners find their own way
Realistically, getting the most from intrinsic learning is likely to be a lonely journey – although it is possible to be alone with others!
The intrinsic learner realises that work is a laboratory. They are a scientist, deliberately experimenting with new behaviours and then reflecting consciously to improve performance at the next opportunity. While this approach can be enlightening for them, it can also be overwhelming.
All learning is a skilled process. The intrinsic learner actively and consciously seeks and uses experiences to enhance personal performance. Such valuable people often shun ‘training’ as unlikely to have sufficient relevance to their specific role, development needs or workplace. Such unusual people stand under a waterfall of constantly flowing learning, knowing they catch only the drips!
Intrinsically aware individuals understand that when learning is focused on and driven by reality, it can be used creatively. These people will seek advice, support and even criticism from those most skilled to accelerate capability and applied competence.
These are the few among us who capture and record their learning to reinforce it and provide a tangible reference to key experiences.
- How often do you see an organisation seek out and find these gems?
- How often are your line managers measured and rewarded for their efforts to develop themselves and direct reports?
- How often do you see unorthodox people, who are sometimes challenging to manage, tire of organisations that constrain talent rather than encourage self-management?
What is the learning from this?
For learning practitioners, I offer these thoughts on encouraging more intrinsic learning:
- Model the way: Tangibly show that you use real work and life as your primary development environment.
- Empower managers: Identify, encourage and support line managers who recognise the value in making more use of real work to accelerate development and performance.
- Promote work-based learning: Alert more colleagues to the value and rewards of genuinely managing their own development.
- Get involved, support individuals taking on this challenge: It is interesting, varied and, yes, intrinsically developmental!
