How to learn better

There is only one thing more satisfying to me than eradicating a reluctant leader’s skepticism.

It’s the applause that comes at the end of a workshop well-delivered.

It’s energising.

However, as we moved into the mid-2010s, I felt a creeping dissatisfaction with the workshop model of executive learning.

Workshops are such fun to deliver, and they do have a place.

But … what happens afterwards?

Do people really use the techniques, or just celebrate having had a nice time together absorbing ‘a few good ideas’?

So, I began experimenting with flipped classrooms, online workshops and coaching to allow greater scheduling flexibility and cut costs.

Today I’ll share a framework I use to design learning programs that I hope will help you also.

Before I get to that, one quick announcement…

The Board Paper Bootcamps are getting close.

• October – for Asia, Europe and Africa – 12 places remaining.
• November – for US, NZ and Australia – 13 places remaining.

Places are limited to 20 per program to ensure everyone can participate actively.

We are happy to help you get funding support from your employer too.

3Ps capability building framework

What is your favourite way to grow as a leader?

Do you like to look over someone’s shoulder, read a book, watch videos, or perhaps attend an in-person workshop?

One of the joys of my world is to design programs that (hopefully!) help participants make the biggest possible shift with the least possible effort.

Here is a framework I use when designing capability-building programs for minimum effort and maximum impact.

1. Progress. How big a lift does this group need to make for them to play their role? Think about how much time is lost while preparing and reworking drafts or when meetings are unproductive and when decisions are delayed. How big is the capability gap?

2. Proximity. How much opportunity does this group need to access an external facilitator versus internal leaders and colleagues? After the program, colleagues will need to rely on each other for both accountability and feedback. How do we minimise dependence on the external facilitator?

3. Practicality. How much time is this group willing or able to invest in skill-building right now? How much budget is available for their learning? If either of these is less than you would like, ask why. Does the team not see the need, or are they genuinely squeezed? Is it worth starting small and chipping away over time if they are tightly squeezed, or do you need to help them see why it matters?

These are some of the questions I have in mind when speaking with a client and designing programs to suit their situation.

I hope you find it useful in your own world also.

Davina

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