By Sharon Drew Morgen

training

Did you ever wonder why training fails so often? When important material, meant to improve or educate, is not learned or acted upon? Why perfectly smart people keep doing the same things that didn’t work the first time?

The problem is the training model. Current training models are designed to offer and present data, not help folks learn. Let me explain.

Using conventional training models, only those who are predisposed, only those who have beliefs aligned with the new material will learn. Others may endeavor to learn during their classroom study but may not permanently adopt it. The problem isn’t the value of information or the eagerness of the learner: It’s a problem with both the training model itself and the way learners learn. It’s Learning is a systems/change problem.

HOW WE LEARN

We all live our lives, stabilized and congruent because of our unique, internal systems, ruled by our mental models (rules, beliefs, history etc.) that form the foundation of who we are and determine our choices, behaviors and habits.

Indeed, our behaviors are the vehicles that represent these internal systems – our beliefs in action, if you will. So as a Buddhist I wouldn’t learn to shoot a gun, but if someone were to try to kill my family I’d shift the hierarchy of my beliefs to put ‘family’ above ‘Buddhist’ and ‘shooting a gun’ might be within the realm of possibility. Obviously, without shifting my beliefs, I would resist information about guns.

Because anything new is a threat to our unconscious, habitual and carefully organized internal system (part of our limbic brain), we instinctively defend ourselves against anything ‘foreign’ that might seek to enter.

I have spent decades unpacking change and the learning change entails. I’ve realized that learning doesn’t start from outside, from knowledge or information. For real change (like learning something new) to occur, our system must buy-in to the new or it will be automatically resisted – not because it’s wrong or bad, but because there is no ‘system’ in place in our brains to make sense of it.

And here is where current training models fail to engage learning. Our brains are programmed to maintain our status quo and resist anything new regardless of the efficacy or importance of the new material. Much like a sales pitch, training offers good data – and learners, like buyers, may not be able to congruently make the brain change the new information requires.

But there is another way to go about training that incorporates real, systemic change. Let’s begin by examining the training model itself.

HOW WE TRAIN

The current training model assumes that if new material

  • is recognized as important, rational, and useful,
  • is offered in a logical, informative, interesting way,
  • allows time for experience and practice,
  • offers enough experiential learning,

it will become accepted and habituated. But these assumptions are faulty. At an unconscious level, this model attempts to push something foreign into a closed system (our status quo) that is perfectly happy as it is: it might be adopted briefly, but if it opposes our habituated norm, it will show up as a threat and be resisted. This is the same problem faced when sellers attempt to place a new solution, or doctors attempt to change the habits of ill patients.

Until or unless the unconscious system that holds our beliefs and values and habits in place is ready, willing, and able to adopt the new material, any change will not be permanent and learners will resist. Effective training must change beliefs first.

LEARNING FACILITATION

To avoid resistance and support adoption, training must enable

  1. buy-in from the belief/system status;
  2. the system to discover its own areas of lack and create an acceptable opening for change

before the new material is offered.

I had a problem to resolve when designing my first Buying Facilitation® training program in 1983. Because my content ran counter to an industry norm (sales), I had to help learners overcome a set of standardized beliefs and accepted processes endemic to the field. To accomplish this, I developed a learning model to begin the process of changing core, unconscious, beliefs.

My training design is called Learning Facilitation. I’ve used this model successfully for decades. (See my paper in The 2003 Annual: Volume 1 Training [Jossey-Bass/Pfieffer]: “Designing Curricula for Learning Environments Using a Facilitative Teaching Approach to Empower Learners” pp 263-272). Here’s how I design courses:

  • Day 1 helps learners recognize the components of their unconscious status quo while identifying areas where new skills would be necessary for greater excellence. Once they recognize exactly what is missing among their current skill sets, and they determine what, specifically, they need to add to achieve excellence, then they are ready to learn. I do not begin by offering the new information; I begin with facilitating brain change. After all, if learners don’t have a place, don’t have neural pathways and circuits to adopt anything new, they won’t learn new information.
  • Day 2 enables learners to create a route in their brains – a new neural pathway – to congruently supplement their current skills, then tests for, and manages, acceptance and resistance. Only then does new knowledge get introduced and practiced.

Course material is designed with ‘learning’ in mind (rather than content sharing/behavior change), and looks quite different from conventional training. For example Day 1 uses no desks, no notes, and no lectures and focuses on brain acceptance. I teach learners how to enlist their unconscious to facilitate unconscious buy-in for new material.

Whether it’s my training model or your own, just ask yourself: Do you want to train? Or have someone learn? They are two different activities.

____________

Sharon Drew Morgen is a breakthrough innovator and original thinker, having developed new paradigms in sales (inventor Buying Facilitation®, listening/communication (What? Did you really say what I think I heard?), change management (The How of Change™), coaching, and leadership. She is the author of several books, including the NYTimes Business Bestseller Selling with Integrity and Dirty Little Secrets: why buyers can’t buy and sellers can’t sell). Sharon Drew coaches and consults with companies seeking out of the box remedies for congruent, servant-leader-based change in leadership, healthcare, and sales. Her award-winning blog carries original articles with new thinking, weekly. www.sharondrewmorgen.com She can be reached at sharondrew@sharondrewmorgen.com.

February 15th, 2021

Posted In: Listening, News

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trainingTraining successfully educates only those who are predisposed to the new material. Others may endeavor to learn during class but may not permanently adopt it. The problem isn’t the value of information or the eagerness of the learner: It’s a problem with both the training model itself and the way learners learn. It’s a systems/change problem.

HOW WE LEARN

We all operate out of unique, internal systems comprised of mental models (rules, beliefs, history etc.) that form the foundation of who we are and determine our choices, behaviors and habits. Our behaviors are the vehicles that represent these internal systems – our beliefs in action, if you will. So as a Buddhist I wouldn’t learn to shoot a gun, but if someone were to try to kill my family I’d shift the hierarchy of my beliefs to put ‘family’ above ‘Buddhist’ and ‘shooting a gun’ might be within the realm of possibility

Because anything new is a threat to our habitual and carefully (unconsciously) organized internal system (part of our limbic brain), we instinctively defend ourselves against anything ‘foreign’ that might seek to enter. For real change (like learning something new) to occur, our system must buy-in to the new or it will be automatically resisted. It similarly effects selling/buying, coaching/clients, doctors/patients, leaders/followers.

A training program potentially generates obstacles, such as when

– learners are happy with their habitual behaviors and don’t seek anything new,
– fear they might lose their historic competency,
– the new material unconsciously opposes long-held beliefs.

We are programmed to maintain our status quo and resist anything new unless our beliefs/mental models recognize that the new material will align with our status quo regardless of the efficacy of the required change.

HOW WE TRAIN

The training model assumes that if new material

  • is recognized as important, rational, and useful,
  • is offered in a logical, informative, interesting way,
  • allows time for experience and practice,

it will become accepted and habituated. But these assumptions are faulty. At an unconscious level, this model attempts to push something foreign into a closed system (our status quo): it might be adopted briefly, but if it opposes our habituated norm, it will show up as a threat and be resisted. This is the same problem faced when sellers attempt to place a new solution, or doctors attempt to change the habits of ill patients. It has little to do with the new, and everything to do with change management.

Truly experiential learning has a higher probability of being adopted because it uses the experience – like walking on coals, doing trust-falls with team members – to shift the underlying beliefs where the change takes place. Until or unless there is a belief change, and the underlying system is ready, willing, and able to adopt the new material into the accepted status quo, the change will not be permanent.

One of the unfortunate assumptions of the training field is that the teach/experience/practice model is effective and if learning doesn’t take place it’s the fault of the learner (much like sellers think the buyer is the problem, coaches thinks clients are the problem, and Listeners think Speakers are the problem). Effective training must change beliefs first.

LEARNING FACILITATION

To avoid resistance and support adoption, training must enable

  1. buy-in from the belief/system status;
  2. the system to discover its own areas of lack and create an acceptable opening for change

before the new material is offered.

I had a problem to resolve when designing my first Buying Facilitation® training program in 1983. Because my content ran counter to an industry norm (sales), I had to help learners overcome a set of standardized beliefs and accepted processes endemic to the field. Learners would have to first recognize that their habitual skills were insufficient and higher success ratios were possible by adding (not necessarily subtracting) new ones. I called my training design Learning Facilitation and have used this model successfully for decades. (See my paper in The 2003 Annual: Volume 1 Training [Jossey-Bass/Pfieffer]: “Designing Curricula for Learning Environments Using a Facilitative Teaching Approach to Empower Learners” pp 263-272).

Briefly: Day 1 helps learners recognize the components of their unconscious status quo while identifying skills necessary for greater excellence: specifically, what they do that works and what they do that doesn’t work, and how their current skills match up with their unique definition of excellence within the course parameters. Day 2 enables learners to identify skills that would supplement their current skills to choose excellence at will, and tests for, and manages, acceptance and resistance. Only then do new behaviors get introduced and practiced.

Course material is designed with ‘learning’ in mind (rather than content sharing/behavior change), and looks quite different from conventional training. For example Day 1 uses no desks, no notes, and no lectures. I teach learners how to enlist their unconscious to facilitate buy-in for new material.

Whether it’s my training model or your own, just ask yourself: Do you want to train? Or have someone learn? They are two different activities.

____________

See my new Entrepreneur Programs: Getting Funded; Creating a Selling Machine; Marketing to Buying Decisions

____________

Sharon Drew Morgen is the NYTimes Business Bestselling author of Selling with Integrity and 7 books how buyers buy. She is the developer of Buying Facilitation® a decision facilitation model used with sales to help buyers facilitate pre-sales buying decision issues. She is a sales visionary who coined the terms Helping Buyers Buy, Buy Cycle, Buying Decision Patterns, Buy Path in 1985, and has been working with sales/marketing for 30 years to influence buying decisions.
More recently, Morgen is the author of What? Did you really say what I think I heard? in which she has coded how we can hear others without bias or misunderstanding, and why there is a gap between what’s said and what’s heard. She is a trainer, consultant, speaker, and inventor, interested in integrity in all business communication. Her learning tools can be purchased: www.didihearyou.com. She can be reached at sharondrew@sharondrewmorgen.com 512 771-1117 www.didihearyou.comwww.sharondrewmorgen.com

November 9th, 2015

Posted In: Listening

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