As an individual and as an organization
That continuous learning is a matter of life and death is perhaps a bit exaggerated. At least at the individual level. At the organizational level, however, it is a truth for most organizations. But what does continuous learning mean and how do we achieve it in practice?
Here we describe how Informator views continuous learning and what the research says about how we actually learn.
By continuous learning, we mean that competence is developed continuously and systematically, as part of the work, rather than through individual training initiatives. In research, it is described as a process in which the individual continuously seeks new knowledge and new skills, reflects on his or her experiences and translates the insights into changed ways of working.
Three things distinguish continuous learning from traditional competence development:
Personal learning takes place in the individual: new knowledge, new skills, and new ways of thinking. It is driven by the individual’s goals, motivation, and ability to practice and apply.
Organizational learning is when what individuals learn becomes common: shared ways of working, routines, processes, and systems that remain even when individuals change roles or leave.
Being able to describe how to ride a bike is not the same as being able to ride a bike. That difference is central to our view of learning.
Education primarily provides knowledge. Ability only arises when knowledge is combined with practice and practical application. Research on transfer shows that a large part of what is learned in a course is never used in work if the prerequisites for application are lacking (Baldwin & Ford, 1988).
Therefore, we always start with the question: what should the participants be able to do afterwards?
Learning can be described in simple terms in three steps: we take in information, we make it stick and we develop it through practice to skill. Each step places different demands on how learning is designed.
Most of what we experience passes without leaving a trace. What we notice ends up in the working memory, which can only handle a limited number of things at the same time. If the working memory is overloaded, learning is impaired.
What we notice is determined by whether the information is perceived as important, unusual or familiar. The familiar is of great importance: new knowledge attaches to what we already know. You can compare it to shelves in a closet – those who already have shelves for an area quickly sort out new knowledge, those who lack them first need to build the structure. In cognitive research, these structures are called schemas, and prior knowledge is one of the strongest factors for how much we learn.
In practice, this means: start by creating an overview and formulating questions about the area, even before you know the answers. Build on what you already know, and dose the amount of new information.
Without processing, we quickly forget. Transferring knowledge to the long-term memory requires effort. What works best is not always what feels best:
A common trap is to confuse recognition with knowledge. Recognizing something when you read it again gives a sense of being able to, but says little about whether you can recreate or apply it. Learning that feels a little difficult often produces more lasting results.
We have different types of memory. Semantic memory holds facts and concepts, episodic memory events and situations, and procedural memory skills. Skills are not built by reading; they are built by doing.
Skill learning is moving from a conscious, strained execution to an increasingly automated one. The way to get there is through practice, and it is not just any exercise that has an effect. Research on deliberate practice shows that development requires clear goals, tasks just above current ability and feedback. Feedback that shows where you stand, where you are going and what the next step is has a strong effect on learning.
For this reason, it is relevant to divide the learning and use a combination of methods.
Learning together with others reinforces the effect. Study in groups and explain to each other. Preparing to teach something also improves your own learning.
Based on the research, we work according to five principles – for the individual employee and for the organization:
How Informator helps
Informator offers both training and consultancy support to build an organisation where learning takes place continuously. We help analyse the conditions for learning, map skills needs, develop competence plans and implement and follow up on learning initiatives – so that education becomes an ability in the business.
Read more about our consultancy support for learning organisations →
You can also contact us directly.
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