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As adults we learn best at the point when we need it
WHy does it seem to be hard to develop groups of leaders well?
We understand how adults learn, yet leadership programs often bombard leaders with bulk content, at times when it may feel irrelevant. Even with tailored training, examples and exercises may not resonate. Once back at work, and the moment has passed, so often the learning and good intentions pass too. Peer coaching works though, so why don't we focus on that?
Let's explore how your leaders can thrive
True leadership cannot be taught in a classroom; it's cultivated through real-world experiences and challenges
Traditional Leadership Programmes are often flawed
Learning content is delivered at predetermined intervals
Learning content is delivered at predetermined intervals
Learning content is delivered at predetermined intervals
Learning content is often delivered according to predetermined schedules, which may not be when leaders truly need or relate to it. Adults learn best when the information feels relevant to their current challenges and experiences so timing is critical.
exercises are spurious
Learning content is delivered at predetermined intervals
Learning content is delivered at predetermined intervals
Ebbinghaus's findings indicate that we forget half of what we learn within a short time. While exercises aim to reinforce learning, they feel disconnected from leaders' realities, some times they miss the mark and often they don't make an impact.
significant investment in creating scenarios
Learning content is delivered at predetermined intervals
significant investment in creating scenarios
Despite the significant investments made in creating / testing scenarios or immersive experiences, a study by the Corporate Executive Board found that employees could only apply about 25% of what they learn in training to their jobs.
Long design lead times
MUltiple pieces of content delivered simultaneously
significant investment in creating scenarios
Either programmes are off the shelf and not not context specific; or organisations need to invest significantly in long design cycles to develop inhouse programmes tailored to their context. And while the design evolves, so does the business context.
MUltiple pieces of content delivered simultaneously
MUltiple pieces of content delivered simultaneously
MUltiple pieces of content delivered simultaneously
Delivering learning in workshop format, often means that multiple pieces of content are delivered at the same time and leaders then only take away what resonates for them in that moment. The rest is often lost.
Ongoing learning is sporadic
MUltiple pieces of content delivered simultaneously
MUltiple pieces of content delivered simultaneously
Without consistent reinforcement and support, the knowledge gained from learning initiatives fades quickly. When learning is sporadic, and practice or experimentation is optional, it limits the potential for meaningful behavioral change.
Agile, facilitated, peer coaching works better
Let's evolve our approach using facilitated peer coaching as the primary intervention. Picture this: we pinpoint the business needs and anticipate the learning topics most likely to arise. We compile them into bite-sized one-pagers, like user stories, in a learning journal. Then, we deploy the learning as it becomes relevant to the challenges leaders face, using peer coaching and short, integrated skills builder discussions. This way, we cover the same ground but in manageable pieces, seamlessly integrated into the flow of work. With a learning journal at their fingertips, leaders can chart their own course with easy-to-access resources, exercises, and personal experiments.
What makes our approach interesting
Facilitated peer coaching sessions, work through the leadership challenges as they arise. Leaders learn in the moment when it matters so them, practicing in real time, within a safe environment to refine their leadership capability.