How we change what others think, feel, believe and do
Training vs Learning: do you want to train? Or have someone learn?
Guest articles > Training vs Learning: do you want to train? Or have someone learn?
by: Sharon Drew Morgen
Did you ever wonder why training fails more often than not? When important material, meant to improve or educate, is not learned or acted upon? Why perfectly smart people keep doing the same things that didn’t work the first time? The problem is the training model. Current training models are designed to offer and present data, not help folks learn. Let me explain.
Training successfully educates only those who are predisposed to the new material. Others may endeavor to learn during their classroom study but may not permanently adopt it. The problem isn’t the value of information or the eagerness of the learner: It’s a problem with both the training model itself and the way learners learn. It’s a systems/change problem.
HOW WE LEARN
We all operate out of unique, internal systems comprised of mental models (rules, beliefs, history etc.) that form the foundation of who we are and determine our choices, behaviors and habits. Our behaviors are the vehicles that represent these internal systems - our beliefs in action, if you will. So as a Buddhist I wouldn’t learn to shoot a gun, but if someone were to try to kill my family I’d shift the hierarchy of my beliefs to put ‘family’ above ‘Buddhist’ and ‘shooting a gun’ might be within the realm of possibility
Because anything new is a threat to our habitual and carefully (unconsciously) organized internal system (part of our limbic brain), we instinctively defend ourselves against anything ‘foreign’ that might seek to enter. For real change (like learning something new) to occur, our system must buy-in to the new or it will be automatically resisted.
The design of most training programs poses problems for learners, such as when
Our brains are programmed to maintain our status quo and resist anything new regardless of the efficacy of the required change. Much like a sales pitch, training offers good data – and learners, like buyers, may not know they need it or be able to congruently make the change the new information requires. But there is another way to go about training that incorporates change. Let’s begin by examining the training model itself.
HOW WE TRAIN
The current training model assumes that if new material
it will become accepted and habituated. But these assumptions are faulty. At an unconscious level, this model attempts to push something foreign into a closed system (our status quo) that is perfectly happy as it is: it might be adopted briefly, but if it opposes our habituated norm, it will show up as a threat and be resisted. This is the same problem faced when sellers attempt to place a new solution, or doctors attempt to change the habits of ill patients.
Until or unless the unconscious system that holds our beliefs and values and habits in place is ready, willing, and able to adopt the new material, any change will not be permanent and learners will resist. Effective training must change beliefs first.
To avoid resistance and support adoption, training must enable
before the new material is offered.
I had a problem to resolve when designing my first Buying Facilitation® training program in 1983. Because my content ran counter to an industry norm (sales), I had to help learners overcome a set of standardized beliefs and accepted processes endemic to the field. Learners would have to first recognize that their habitual skills were insufficient and higher success ratios were possible by adding (not necessarily subtracting) new ones.
My training design is called Learning Facilitation. I’ve used this model successfully for decades. (See my paper in The 2003 Annual: Volume 1 Training [Jossey-Bass/Pfieffer]: “Designing Curricula for Learning Environments Using a Facilitative Teaching Approach to Empower Learners” pp 263-272). Here’s how I design courses:
Course material is designed with ‘learning’ in mind (rather than content sharing/behavior change), and looks quite different from conventional training. For example Day 1 uses no desks, no notes, and no lectures. I teach learners how to enlist their unconscious to facilitate buy-in for new material.
Whether it’s my training model or your own, just ask yourself: Do you want to train? Or have someone learn? They are two different activities.
Sharon Drew Morgen is the visionary behind Buying Facilitation® - a change management model that includes learning how to Listen for Systems, formulating Facilitative Questions, and understanding the steps of systemic change. For those of you wishing to learn more, take a look at the program syllabus. Please visit www.dirtylittlesecrets.com and read the two free chapters. Consider reading it with the companion ebook Buying Facilitation®
Sharon Drew is the author of the NYTimes Business Bestseller Selling With Integrity, as well as 6 other books on helping buyers buy. She is also the author of the Amazon bestseller What? Did you really say what I think I heard? Sharon Drew keynotes, trains and coaches sales teams to help them unlock situations that are stalled, and teaches teams how to present and prospect by facilitating the complete buying decision process. She delivers keynotes at annual sales conferences globally. Sharon Drew can be reached at email@example.com 512 771 1117
Contributor: Sharon Drew Morgen
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Classification: Education, Sales
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