the power of experiential learning in executive development
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The Power of Experiential Learning in Executive Development
A Formicio Point of View
Describe your most powerful learning experience
Think about your most powerful learning experience, one where you felt you’d really grown as a result.
Note down: The context? What did you learn? How did it feel at the time? What was the learning process? Could you have achieved the same
learning outcomes another way?
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Very few people – particularly senior executives – cite formal training as their most powerful learning experience
Very few people give: their time at university a conference they attended a training courseas powerful learning experiences.
In the vast majority of cases people refer to a time when they faced a really challenging situation, one that took them out of their comfort zone and stretched them both intellectually and emotionally. This was a learning experience.
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“I hear and I forget,I see and I remember,
I do and I understand.”Confucius, 551-479 BC
Experiential learning can be orchestrated by putting people in a different context – one that they find challenging
When people find themselves in a new context – for example a new job or assignment – they often find that the competencies they have developed and used over many years fall short and new ones need to be developed quickly.
It’s the experiences that the new context can create that leads to learning.
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Learning only occurs when people are out of
their comfort zone.
Three of the most powerful context shifts for experiential learning...
When people:1. Take up a new role or assignment –
particularly when it is a stretch compared with what they have done in the past.
2. Have shared experiences with colleagues – particularly when developing a new organisational capability or solving a specific problem.
3. Collaborate with peers in other organisations – particularly when exploring a specific issue that is of importance to their organisation.
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“For the things we have to learn before we can do them, we learn by
doing them.”Aristotle, 384-322 BC
Three principles for effective experiential learning
1. Guided – the learner is guided through the learning experiences in a way that maximises learning.
2. Adaptive – the learning process is not defined in detail at the outset but adapts to what is being learned and how, whilst at all times keeping sight of the target outcomes.
3. Anchored – in an organisational need. At all times the learner is motivated to improve their organisation through what they learn and apply.
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Features of the three most powerful context shifts for experiential learning...
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A challenging appointment: That is a stretch Builds on existing
competencies Requires new
competencies to be successful
Supported by a mentor
GuidedAdaptiveAnchored
New role or
assignment
Colla
bora
te w
ith p
eers
in o
ther
org
anisa
tions
Shared experiences with colleagues
An exploration with peers: Focused on understanding
a specific topic or issue Involving 8 to 10
organisations Comprising briefings,
meetings, research and virtual discussions
Time-boxed
A learning journey with colleagues: Focused on developing an organisational capability to solve a specific problem Involving 8 to 10 people Comprising a blend of briefings, action learning, study tours, discussions and
experiential visits Lasting several months to allow for experimentation and reflection
In experiential learning the guide has a unique role to play
An experienced learning guide: Asks questions, not only to draw individual
answers, but also to encourage fundamental insight into the issue at hand.
Regularly reviews what has been learnt and adjusts the learning accordingly.
Ensures that the learner is actively involved in the experience.
Helps the learner spend time reflecting on the experience.
Helps the learner use analytical skills to conceptualise the experience.
Helps the learner use the new ideas gained from the experience.
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“I know that I am intelligent, because I
know that I know nothing.”
Socrates, 469-399 BC
Conditions for learning success
The learner must: Be willing to move out of their comfort
zone. Be willing to be actively involved in the
experience. Be able and have time to reflect on
the experience. Possess and use analytical skills to
conceptualise the experience. Possess decision-making and problem-
solving skills in order to use the new ideas gained from the experience.
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“People are much more likely to act their way
into a new way of thinking, than think their way into a new
way of acting.”Richard Pascale, 1938-
Our point of view on learning revisited
1. People – particularly senior executives – learn most when facing a really challenging situation, one that takes them out of their comfort zone and stretches them both intellectually and emotionally.
2. Learning experiences can be orchestrated by putting people in a new context that they find challenging.
3. Three of the most powerful context shifts for experiential learning are: when people are appointed to a new job/assignment; when people have shared experiences with colleagues; when people collaborate with peers in other organisations.
4. Learning experiences need to be guided, adaptive and anchored.
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We hope you found our point of view helpful
We encourage you and your leadership colleagues to develop a shared point of view on the best approach to experiential learning for your organisation.
It will take time and you won’t all agree at the outset, but it will be of great value in the longer term.
The Formicio Team
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We are thought partners and advisers to business and technology leaders around the world. We help our clients make informed choices, build capability and deliver sustained business change.
Through a combination of learning and consulting we help our clients: Build innovation and organisational capability. Succeed with the most complex transformation programmes. Transform IT organisations to meet the challenges ahead.
This is an Insight Presentation by Formicio
For further information contact...
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David [email protected]
+44 (0)20 7917 2993www.formicio.com