Academia realized years ago that new learning methods were needed to improve student performance and retention — thus the “Flipped Classroom” was born. The traditional model delivers concepts in the classroom and homework/application is done at home or on the student’s own time. In contrast, the flipped classroom model has students learn the concepts, principles and key definitions on their own, in advance. Then students gather in the classroom to discuss and apply what they’ve learned.
In the busy world of work, time is the most precious resource. The use of self-paced learning respects the fact that there is limited time and gives participants the freedom to learn the foundational principles and concepts as time allows. Participants capture insights and are given fieldwork during this phase. Self-paced learning can include videos, articles, online classes and book excerpts. This element of the experience gives the message to the learner that “we trust you” and puts the learning into their hands.
To stop here though is insufficient for the leader and the organization to experience the benefit of the investment. This is only a foundation of information and insights. The learning experience has to continue and include the following four dimensions:
1. PRACTICE
Workplace learning experiences have advanced leaps and bounds over the last 20 years. Based on insights from neuroscience and organizational psychology on how we learn, we now know more about how to support different learning styles.
The next level of learning is through an intensive “dojo-like” experience where practice takes the highest priority. The learning experience should be a place where learners can safely practice the skills they are learning. Leadership, influence, communication and the other deeply interpersonal skills must be practiced. When engaged in leadership development, emphasis must be placed on practice in the group setting where participants can make mistakes, hone their approach, and build a high level of confidence to go out and integrate the insights, concepts, and practices into their work lives.
2. COMMUNITY
Change or movement towards anything new is virtually always more successful when done in community. Charles Duhigg, author of the Power of Habit, examines the civil rights movement, spiritual development in churches, and the efficacy of groups like Alcohol Anonymous and Weight Watchers. In all cases, the community or group of people (and the leadership of those groups) were a key factor to affecting change in behavior.
Going it alone in anything is challenging. We draw power from a group where everyone is learning new habits and start to believe change is possible by watching others demonstrate it.
Learning in organizations benefits from this same principle. Create a cohort, small group or community experience in the learning where they not only learn together, but they also practice together and support one another as they apply the new skills in their work and lives. They also are able to give one another feedback which takes us to the next dimension of leadership development that sticks and pays off.
3. FEEDBACK
Feedback is where things can get hard. But, the hard stuff of real, unfiltered feedback is where the transformation of a person can really begin. We overestimate our skill level and we take too much credit for past positive outcomes without acknowledging areas of weakness or skill gaps. It’s easier for the mind to construct supportive rather than contradictory evidence. We overestimate our own skill, the accuracy of our predictions and don’t see blind spots.
Leadership development that is going to affect real, long-lasting change must have a starting point of an honest assessment of the leader’s skill in the area of focus. Ideally, this feedback is collected by a third party who can then provide the insights. However, the feedback cannot remain anonymous. Open and frank discussions must take place with those providing feedback about what they are seeing and experiencing with the leader as they work to integrate the new skills.
4. COACHING
The fourth dimension of a leader’s learning and development experience that will create a real, sustained impact is coaching. Coaching could come from someone like me, a professional coach, but coaching could also come from a trusted person who’s willing to tell you the truth, ask you the hard questions, and give you feedback.
This type of partnership creates healthy friction where you know that your coach or partner is going to ask that tough question when you talk to him/her next week. I’ve been creating these partnerships with my clients in small groups because limited time makes it impossible to coach everybody. It’s really been cool to see how the healthy friction that comes from coaching has caused real change in how they’re approaching their work and the adoption of new habits.
The demands of work today require innovative approaches to learning and development. Unfortunately, most learning is still “event-based” and dictated by the teacher at the front of the room. You gather your team for a two-day offsite, while the business is put on hold. The impact of the training quickly fizzles as soon as they get back to their desks (and their inboxes).
What’s really required is to turn that approach upside-down, put the learning the hands of the students and create community around the learning. I’m personally seeing the power of this in an organization that has never invested in their people until now and the combination of self-paced learning and community we’ve created is turning the ship around quicker than anyone thought possible.
Would you like your training and development efforts to be more effective? If so, let’s explore together how a Flipped classroom approach could be applied to your programs. Click here to schedule 30 minutes together.