A common message I hear. I was going to say ‘a common cry I
hear’, but the word ‘cry’ is a verb and also has an emotional meaning. And that
is the whole point. We cannot learn effectively without involving the parts of
our brain that handle how we feel.
Let’s examine real example. Last week we were all learning
ways of training in a virtual classroom. I felt worried about training in a
virtual class, so I did not say much to start with, and so I thought maybe I was
not keeping up with my colleagues. Notice how my feelings led to actions led to
thoughts:
Feel-Think-Do.
Research and common sense shows that personal learning experiences
in life are deepest when they include a strong emotion; shock, fear, pleasure
or excitement. Why is it that many training sessions leave you feeling flat,
bored, or partially interested at best?
Assume that THINKING comprises of knowledge, logic and
ideas, and that FEELING comprises of personal connection with the issue and
engagement with others, and that DO comprises of active practice and
application of ideas.
Many training sessions are heavily loaded with THINKING,
which provides knowledge. As a trainer, this is easy to do, simply load plenty
of concepts, models and ideas into a session. Some trainers assume that a good
session means lots of models.
To be fair, many trainers include a lot of DO in
a session, this is the practical element. However, be careful, because DO does
not mean a discussion or Q&A or even a role play. These activities involve
a lot more logical thinking than they involve real in-the-moment applications.
FEEL is the piece that is often ignored. We know that emotional connection with
a topic, and engagement with other learners makes a huge difference in learning,
so why does it make up so little of most courses? ‘No!’ I hear you cry (FEEL
response again). ‘I am annoyed that you say this of my training!’ I hear you
respond. Good – we have a feeling, and a strong one at that. Stronger the
better. Simply asking people how they feel about a subject, or practicing a
role play on handling emotions may not be enough. You have to generate the
actual emotion naturally, in the learning experience, as a typical and usual
reaction. This is not easy to either design, nor facilitate. And yet we agreed
at the start that emotions play a vital part in learning?
Let me show you two options: These two illustrations show
the emphasis that training sessions give to feel, think, and do, elements.
The
balance may vary between learning needs, and that is ok.
However is the balance
as good as it could be? Here are two approaches to a training session, the size
of the segments represents the emphasis and time given to each element.
What does this mean for managers? What does this mean for
learning specialists? What does this mean for the facilitators of learning?
For managers:
-
It is not possible to separate emotions from
performance and working life. People improve when they have a real feeling of connection with the importance of
doing something. Remember, discussing feelings is not the same as being
emotional, and it will give you an indication of the importance of an issue to
people. People are not machines, but then you know this?
For learning specialists:
-
How are you going to design experiences that
generate real, strong, emotions that connect with learning needs?
-
How will you convince your sponsors that
feelings are as important as thinking in learning?
-
Can you reduce the volume of what people need to
know, in order to spend more time connecting with it and doing something with
it?
For facilitators:
-
Asking people about how they feel about
something during training is a start, but not enough. Can you develop a
technique that carefully and supportively allows people to really feel connected
with their learning and those who are part of it?
-
Can you debrief learning activities that make
sure real, live, feedback is given and felt?
-
Can you ensure people leave with a full learning
experience that has ‘held up a mirror’, given people a surprise about
themselves, and learnt something?
Does it matter? We all remember how some teachers made us
feel at school? Remember events where we did something exceptional, good or
bad? And we all remember some things for a long time! This is usually when feeling-doing-thinking,
come together.
‘We don’t do emotion at work!’ Yeah right, it’s part of the
human condition! If you want robots, then fine. If you want people who show
passion for their work, that’s an emotion!
About the Author:

Nigel Murphy is Portfolio & Capability Development Director at MCE. He has a background in management in manufacturing, education and training. For the past 10 years he has worked on leadership programmes across the globe. He is interested in the mentoring of new managers and leaders, and leading remote teams of people in today’s globally dispersed businesses.
About the Author:

Nigel Murphy is Portfolio & Capability Development Director at MCE. He has a background in management in manufacturing, education and training. For the past 10 years he has worked on leadership programmes across the globe. He is interested in the mentoring of new managers and leaders, and leading remote teams of people in today’s globally dispersed businesses.
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