Why learning on the job better is sometimes better
by Rob Wilkins
I have been reading a book by a Molecular Biologist; John Medina, called “Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School”. I have often talked to people about why corporate classroom learning fails to deliver and this book firms up some of my thinking on the subject. My biggest takeaway is why we think we can multitask when the brain is not hardwired to do this! (You will need to read the book!)
Learning is an individualised act but more importantly is an act that requires a disposition towards critically thinking about what we are engaging in. A lot of the time Classroom learning should be about taking time out to reflect and discuss and not about improving performance directly on the job. Improving performance is better achieved “on the job” as there is context.
Here are some of the key takeaways from Johns book for me and why on the job learning is so successful:
• Brains need to be oxygenated. When on the job, learners are moving around to get whatever they are being shown, tagging along or trying something for themselves. The brain is oxygenated by this breathing and revived by the increased blood flow.
• Adaptation to new skills happens by gaining experiences in what it feels like to adopt new skills, how the situation reacts to making a move, what to do after something does not go as expected, which things create added problems, etc. Setbacks call for innovative alternatives!
• When on the job, learners make sense of new learning in their own way, taking different amounts of time to grasp each part of it, having trouble with different facets, needing different amounts of attention and coming by some of it quite naturally.
• The learners pay attention because it’s like a conversation, they expect to engage based on how much they observe. Their attention won’t be undermined by multi-tasking, boring lectures or a lack of context. This is not the fault of the lecturer but rather not being able to get the same type of learners in the same place at the one time.
• The learners acquire the new skills and information in the same context they will put them to use. The situations will be recalled more easily and how they acted and what they did to respond to setbacks will be able to be used more frequently.
• Sleep is important for the brain! Because they are not changing their schedules, individuals will not see training as an interruption to be prepared for. Therefore, it’s possible they have gotten more and better sleep than the typical classroom student and their ability to store and build their knowledge is enhanced.
• Finally, the learners are immersed in multi-sensory experiences that engage all their senses to take in what they are first shown and then given a shot at themselves. Their experiences when they’ve succeeded would include the sounds, sights and tactile dimensions of the moment. This may be why experiential learning seems to have more impact in the classroom.
Neurological studies are informing us more and more and if we are going to do our minds and the minds of learners justice then we may need to stop and think about whether learning needs to happen in the classroom.
Rob Wilkins is a Learning and Development professional with over 20 years experience in Corporate Learning and Development, Management and Executive Development, Learning Technologies and Organisational Performance Improvement. Currently completing his Masters in Knowledge Management and Business Information, Rob is considered a specialist in eLearning and Personal Learning Environments with a strong Knowledge Management influence guiding his research and professional development. Email: dawilkos@tpg.com.au : or more of his insights on a daily basis: Blog: http://roalp.blogspot.com
August 6th, 2008 at 7:47 am
Great article, really makes a lot of sense.
Do you have any tips for breaking the multitasking habit though?
I try not to do this but keep getting stuck.
August 13th, 2008 at 3:07 am
G’day Stuart,
In John’s book he highlights the fact that a brain is a sequential processor, that is, it processes everything in one sequence. Each sequence can become part of the knowledge tree in the brain. For instance, we may think we are multi tasking when we are talking on the phone and folding clothes as well as running to stir the pasta. In fact, with repetition this becomes a stored sequential task. But in the beginning we are in fact task switching! Basically we suffer from interrupting the tasks we want to complete with other tasks we want to complete and this leads to a lot of “task switching”. The internet, because of it’s ability to provide instantaneous reponse to information seeking, tends to be one of the major interrupters!
Like any habit it first takes some “enlightenment” on behalf of the individual. i.e. This is in fact what they want to do! Once this is realised, it is like any other habit forming routine. I set finalisation of this task as a priority and I will be a dog with a bone until it is done. Once achieved I will celebrate this success and move on to the next task. I will do this for 30 days and then reflect on my wants and needs with regards to my habit.
Hope this helps!