Learning about learning is at the very core of what the L&D profession does. During my four decades of helping people to learn, my own learning has been a continuous and deliberate, tangible effort. I delight in the discovery of new and immediately practical learning models, ideas and frameworks, such as the Dunning-Kruger effect; the three forms of reflection, and so much of Nancy Kline’s work on the ‘Thinking environment’.
Yet, as most L&D practitioners are aware, it’s really tough to create learning that leads to long-term application. Afterall, learning is a different path for each of us. Realistically, how often do we understand that specific, unique journey such that we can truly support what must always be a self-directed and owned experience?
To help L&D folk achieve this difficult feat more often, I have developed the Six Is of Learning Model, based on 40 years of dedication to developing myself and others.
This model was designed to help make what we do of direct and measurable value. And it shows that, ultimately, all development is self-development, that people choose to learn, and that mature, supported learners are capable of genuinely driving their own development that improves performance.
First, a definition of learning
While there are numerous definitions of learning relating to obtaining knowledge, skills and experience, my preferred definition is from learning practitioner Tim Russell. In his paper ‘How people learn: Part one’, published in the Training and Development journal in 1983, he states that learning is ‘A long-term change in behaviour prompted by an experience’.
The focus here is on learning as something that is observable and evidential. Take the example of learning to drive. No one wants to be in traffic behind someone who feels they have ‘learned’ to drive after watching YouTube videos or reading books, without ever holding a steering wheel.
Learning is not a fleeting thought that is lost and cannot be recalled ten minutes later. Real learning results in long-term behavioural changes that survive setbacks, barriers and obstacles. It often takes time, effort and support, and is less often achieved than may be presumed.
The Six Is of Learning
The six components within this model will help you understand the true nature of learning. In each installment of this content series, you will get an in-depth look at one of the six elements that create real learning. Here is a quick round-up of all six:
1. Individual
All learning is unique, dynamic and contextual. Efforts made to respectfully identify and work on needs at an individual level pay off far more than most group-based events.
2. Incremental
Applied learning that directly leads to sustained enhanced performance typically grows in small, unexciting steps. Over-ambitious, unrealistic plans rarely achieve success.
3. Iterative
Learning is not linear. The higher the value of learning the more persistence is required –
and with this an acceptance that the journey can be frustrating and difficult.
4. Intrinsic
We learn most not from infrequent, non-needs-based ‘training courses’, but from the continuous experiences of our real lives. So tune in, identify development opportunities within your daily routines and exploit.
5. Intentional
Learning is often random and accidental. Clarity around personal development priorities helps, as does developing skills in deliberate and managed development.
6. Immersive
Results from learning are rarely immediate, and often require more uninterrupted time than anticipated. Outcomes from superficial learning have low value – dive deeper.
Combinations work best
Each of these Six Is of Learning has value in isolation. However, combining two or more elements will enhance the value of learning insight and application.
For instance, immersive learning may require conscious recognition of the need to work iteratively and incrementally. If you embark on a deep-dive exploration, you will likely need to confront barriers along the way and value progress in small, significant steps.
Another combination could be intentional learning with intrinsic, where you may create a deliberate plan to seek and exploit informal, unstructured, naturally occurring development opportunities.
This is simple; it’s also not easy
This leaning model is deceptively straightforward. It’s not particularly technical, it does not require months or years of study, and it is too easily dismissed as ‘common sense’.
Yet having gone through five decades in the learning sector, I rarely see an interest in – or even an awareness of – these fundamental elements of real learning.
I encourage you as a fellow practitioner to consider each of these Six Is of Learning, and use them as a means to focus on and support the development of each unique person with whom you work.
Having introduced you to the model, next up I’ll provide you with an in-depth look at the first I – Individual.
