Also by the same authors: The Dark Side of Behaviour at Work: Understanding and Avoiding Employees Leaving, Thieving and Deceiving (2004)

LEARNING AT WORK

Also by the same authors: The Dark Side of Behaviour at Work: Understanding and Avoiding Employees Leaving, Thieving and Deceiving (2004)

Learning at WORK Excellent practice from best theory John Taylor Adrian Furnham

John Taylor and Adrian Furnham 2005 Softcover reprint of the hardcover 1st edition 2005 978-1-4039-4574-7 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their right to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2005 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. 10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin s Press, LLC and of Palgrave Macmillan Ltd. Macmillan is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN 978-1-349-52321-4 ISBN 978-0-230-50565-0 (ebook) DOI 10.1057/9780230505650 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Taylor, John. Learning at work : excellent practice from best theory / John Taylor and Adrian Furnham. p. cm. Includes bibliographical references and index. ISBN 978-1-349-52321-4 1. Organizational learning. 2. Employees Training of. I. Furnham, Adrian. II. Title. HD58.82.T39 2005 58.3 124 dc26 2005049832 10 9 8 7 6 5 4 3 2 1 14 13 12 11 10 09 08 07 06 05

For Memsahib and The Dauphin (AF) For Anne, Pammie and Norah (JT)

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vii Contents List of Figures List of Tables Preface Acknowledgements viii ix xi xiii Introduction 1 1 Overview 5 2 Memory and Learning Theory 16 3 Learning Quotient 48 4 Learning in Groups 64 5 One-to-One Learning 89 6 Learning with Technology 119 7 Assessing Learners 138 8 Asssessing the Providers 171 9 Learning in a Diverse Workforce 191 10 Conclusion 206 Bibliography 211 Index 219

viii List of Figures 2.1 Memory processes 22 2.2 Ebbinghaus s forgetting curve 31 2.3 Kolb s learning cycle 36 2.4 Honey and Mumford learning styles 36 2.5 The trainers learning cycle 37 2.6 Some learning preferences 40 3.1 Actual and self-assessed ability 51 3.2 Motivation to learn and confidence 55 3.3 Assessing the learning quotient 56 3.4 Measuring the learning quotient 62 4.1 The training cycle 66 4.2 Examples of good and bad objectives 68 4.3 Ownership of objectives 69 4.4 Example of a mind map 76 4.5 The Johari window 77 5.1 Definitions in the one-to-one learning business 90 5.2 The transition curve 103 5.3 Commonality of the six disciplines 117 6.1 The triangle of knowledge 126 6.2 Putting in the fourth element 130 6.3 The five dimensions of creating TBL 132 8.1 Example evaluation questionnaire 173 8.2 Objectives for the CIPD Certificate in Training Practice 186 9.1 Past, present and future 198

ix List of Tables 1.1 Advantages and disadvantages of classroom learning 10 1.2 Advantages and disadvantages of one-to-one learning 11 1.3 Advantages and disadvantages of TBL 12 1.4 Advantages and disadvantages of self-learning 13 1.5 Comparison of the effectiveness of various learning methods 14 3.1 Murray s original taxonomy of needs 53 4.1 Words for objective setting 68 4.2 Possible effects of size on courses 73 4.3 Hardingham s 10 design principles and theory 75 4.4 Popularity of training methods 85 5.1 Comparison of coaching processes 102 5.2 Differences between counseling and therapy 105 5.3 Communication breakdowns 114 5.4 Summary of the three main differences 118 6.1 Potential value of TBL systems (assuming high-powered PC/laptop/recorder) 136 7.1 The 16 personality factors with score meanings 146 7.2 The six scales of FIRO-B 150 7.3 The 20 factors of PAPI 151 7.4 Summary of some personality tests 152 7.5 Belbin s team roles 154 7.6 Arguments for and against using 360 feedback for appraisal and pay 166 8.1 Four critical training questions 176

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xi Preface Like so many good things in life, the idea for this book came at lunch. On this occasion, the two authors and their managing editor at Palgrave Macmillan, Stephen Rutt, thought first about a book on the blossoming world of coaching. We wanted to ask questions about the new profession of coaching and whether the theory, processes and standards are rigorous. Both the authors have coached, mentored, counselled and delivered a wide variety of training in many countries with varied audiences and clients. It quickly became apparent that while much had been written on the subject of coaching, most of the books were light on the theory of learning. It did not take long to recognize that this detachment from theory was true not just of coaching, but also traditional training and the other blossoming industry, learning based on technology. Learning at Work has one foot firmly in the academic camp of learning theory and the other in the camp of the practicing coach, trainer and designer of technology-based learning. In the process, we not only refined our own knowledge but also explored new territory. We had both been involved in discussions about whether it was possible to assess an individual s ability to learn, sometimes described as someone s potential to develop. Was it, for example, purely a factor of intelligence? We conclude there are a number of other factors which influence someone s ability to learn. We initially called this learnability, a rather ugly word. As we worked on the model we adopted the phrase Learning Quotient a natural progression from IQ, and EQ! More work has to be done to make the model more accessible to practitioners, but for those, particularly in the field of recruitment, who want to assess whether candidates can still learn new things, there is a methodology presented here. There were surprises. Some of the best training happens in organizations not always associated with academia. The British army for example has long adopted practices, which could come straight out of the theory books. Their slogan of training practice: explanation, demonstration, imitation and practice has its roots firmly in the camp of Kolb s experiential learning. Similarly their slogan for the instructor: tell them what you re going to tell them, tell them and tell them what you ve told them is recognizable in academic works on adult learning and memory theories. Slightly perturbing are the serious practitioners who go about their business and write on their subjects without any reference to or concern with what theory-based research has established. The question, for example, about whether coaching should be directive or non-directive attracts strong

xii PREFACE debate, particularly among the non-directive school. They base their views on practice, which is fine except that they become dismissive of the more directive methods, which have had success over many centuries. Similarly, consultants and some trained psychologists (who should know better) acquire an affinity for one particular psychometric test, often to the exclusion of others. They have learned how that instrument can be used and then attempt to use it in a variety of situations, many inappropriate. Some tests are better than others, but none can be applied to every situation. One of the functions of Learning at Work is to open windows and alternatives to practitioners and buyers of training. Management consultants and writers have taken many ordinary words from the English language and twisted them to mean different things. Those involved in human resources are more guilty than most. Coaching, development, competences have all taken on a new meaning, which to the uninitiated are confusing. Furthermore, training and coaching are presented as difficult skills or arts, best left to experts. Too many managers do not try to help their staff learn new skills. Coaching and training are not difficult skills. In Learning at Work we have tried to put learning in the context of sound theory. We hope it is also practical and that it encourages people in the work place to become better at passing on their knowledge, skills and values.

xiii Acknowledgements It is hard not to learn from others. Those who have helped us with this book about learning include: Alison, Aly, Lawrence, Carole, Adrian, Pammie, David, Lindsay, Kris, Bob, Jackie, Svein, Mohammed, Roger, Clare, Simon, Ann-Marie, Ian (at least two of them), Paul, Anthony, Abstracts, Steve, Christopher, Laura, Lois, Stephen, Saleh, Marie, Micheline, Colette, Nick, the Riff Raff, all those students of training for trainers who wittingly or unwittingly contributed, as well as Simon who has to tolerate JT as a cotrainer, Roger and Chris for asking the questions which led to the creation of the Learning Quotient Model and Stephen for sowing the first seeds of this book. Stephen and his team at Palgrave and those at Aardvark, who made the production of this book as effortless as possible, deserve, as ever, our special thanks. Every effort has been made to trace all the copyright holders but if any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.