How do you train people–development practioners and devlopment trainers–for learning in an area that is so ambiguous and ever-changing? How do you give people th etools to take their current practice and articulate what they know and learn what they will need ot know? Mann boils this down to three questions:

What is the purpose of learning? His purpose is to get people to consider the context of their practice along with their actual practice and how they affect one another–for this he advocates for presence (attending to the whole without being consumed), getting out of the box (thinking in new ways), thinking strategically, and getting things done (it’s all about what you’ve done at the end of the day).

What is the approach to learning? He says you learn as much from how you learn as you do from the content and to encourage the kinds of purposes or metagoals as he calls them described above he advocates experience-based problem solving, which is learning by or while doing instead of instruction-led learning, which is learning before doing (which so reminds me of the conversation I had about ref desk observation vs. jumpping in while scaffolded).

What is the focus of learning? What should we be teaching people (so often the first question rather than the third)? Who decides? Tacit vs. explicit knowledge and how to leverage the former in development training.

And I’m loving that diagram. . .

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