Learning: The Engine of Change

Change is a constant in our lives, both personally and professionally. In today’s fast-paced world, organisations are continually adapting to new technologies, market trends and customer demands. Successfully navigating these changes requires a workforce that is equipped to learn, adapt and evolve. This blog post will explore why learning is crucial for change, examine various learning theories and styles, and analyse the complex relationship between the learning process, performance and pressure.

Learning is "the process of acquiring knowledge through experience which leads to an enduring change in behaviour". This definition highlights the inherent link between learning and behaviour change, emphasizing that true learning is demonstrated through tangible shifts in actions and approaches. Learning is not simply the accumulation of information; it is the application of that knowledge to modify behaviour and adapt to new situations.

Learning is described as ‘the process of acquiring knowledge through experience which leads to an enduring change in behaviour’ (Huczynski and Buchanan, 2007).

Kolb's cycle emphasizes that effective learning is an iterative process, where individuals continuously move through these stages, refining their understanding and adapting their behaviour based on experience and reflection. This 'learning cycle' can be entered at any point, and if any stage is missed, learning may be inhibited.

Learning Styles: Catering to Individual Preferences

Building on Kolb's work, Honey and Mumford identified four distinct learning styles: Activist, Reflector, Theorist and Pragmatist. These styles represent individuals' preferences for different stages of the learning cycle:

• Activists: These individuals thrive on new experiences and enjoy learning by doing. They are enthusiastic about diving into new challenges and are willing to take risks.

• Reflectors: Reflectors prefer to observe and carefully consider experiences before taking action. They are thorough in their analysis and value time for reflection.

• Theorists: Theorists seek logical structure and clear explanations. They prefer learning through models and theories and enjoy analysing concepts.

• Pragmatists: Pragmatists are focused on applying learning to practical problems. They seek tangible solutions and are eager to experiment with new techniques.

Further, Fleming and Mills researching in a higher-education context found that many students had a decided preference for how they received information. They theorized the ‘VARK’ approach - Visual, Aural (Auditory), Reading/Writing and Kinaesthetic preferences.

Understanding these learning styles help organisations tailor their training and development programs to better meet the needs of diverse learners. By providing a variety of learning activities that cater to different preferences, organisations can foster a more inclusive and effective learning environment.

The Learning Dip and the Impact of Pressure

Learning process is not always smooth sailing. There is always a "learning dip" that represents a temporary decline in performance as individuals grapple with new information and skills. It occurs because learners are moving from a state of "unconscious competence" where they perform tasks automatically, to a state of "conscious incompetence" where they become aware of their limitations and struggle to apply new knowledge.

The learning dip is a natural part of the process, and it is important for organisations to recognize and manage it effectively. Providing support, encouragement and opportunities for practice can help individuals navigate this challenging phase and emerge with enhanced skills and confidence. Another factor that can impact learning is pressure. While a certain level of pressure can motivate individuals to perform at their best, excessive pressure can lead to stress and hinder learning. Creating a supportive learning environment that balances challenge with psychological safety is essential for optimizing learning outcomes.

Learning, Attitudes, and Behavioural Change

Learning extends beyond the acquisition of skills and knowledge; it also involves attitude change. Attitudes are mental and emotional stances towards individuals, groups, ideas or change initiatives. In a change context, shifting attitudes can be crucial for fostering buy-in and enabling successful implementation. There are two models for understanding attitude change:

• The attitude spectrum: This model depicts an individual's attitude on a topic as a point on a spectrum, surrounded by a "zone of tolerance". Ideas within this zone are more likely to be accepted and assimilated, while those outside the zone tend to be resisted. One way to help people to respond to new attitudinal requirements in change is to widen their ‘zones of tolerance’.

• The attitude triangle: The principle is that people seek congruence in their attitudes. This model illustrates how attitudes can be influenced by relationships. Individuals may adjust their attitudes to align with the views of people they like and respect. This model suggests that when there is a need to influence people it is important to have credible, respected people who clearly espouse the target attitudes.

Learning is the cornerstone of successful change. Organisations that prioritize learning cultivate a culture of adaptability, innovation and continuous improvement. By understanding the learning process, embracing different learning styles, managing the impact of pressure, and addressing the role of attitudes, organisations can empower their workforce to navigate change with resilience and achieve sustainable success.