Approach to Learning
Wilson Learning, since our founding more than 40 years ago, has been at the vanguard of advances in human resource development. We were among the first to introduce video modelling, the first to utilise multi-rater feedback instruments, the first to use group decision support tools in learning, and the first to use interactive video technology in teaching interpersonal skills. Throughout our history, we have employed some of the leading experts in psychology, education, communications, and technology to bring our clients the best learning and development solutions possible. In this paper we would like to share with you what we have learnt about how to deliver effective adult learning.
How We Enhance Human Performance Through Learning
Learning, the acquisition of new skills, knowledge and capabilities, always occurs within the context of human performance improvement! Wilson Learning approaches every client situation from this perspective. That is, we begin with a process of understanding the client’s needs, expectations, situation, and problems. We do not assume that learning is the answer to every performance issue. Many performance issues that organisations and individuals face, however, do require the learning of new skills, knowledge, and capabilities.
Thus, the primary purpose of this paper is to address the question: How does Wilson Learning structure the learning and development process to maximise impact on work performance? Over the years we have developed a comprehensive philosophy and processes for developing effective and meaningful learning and development solutions. We have based this philosophy on our own experiences as well as our understanding of the research on adult leaning; from the early work of scholars such as Knowles, Linderman, Bloom, and Mager; as well as contemporary researchers such as Swanson, Holton, Nicholl, Rothwell, Mayer, Seligman, Gardner, and others. We also recognise that the field of adult learning is constantly changing and adapting as new theories and techniques emerge.
Training – Education – Development
Any discussion of our approach to learning needs to begin with the purpose of the learning processes. We deliver learning to support the Development of individuals and organisations. We distinguish Development from Training and from Education, and summarise the differences in the following table.
Given our focus on performance improvement, Wilson Learning does not provide Training (or for that matter, Education), but individual and organisational Development services. Thus, we don’t create seminars as discrete events, but create learning processes that involve multiple activities and events. Our learning helps people develop a deep understanding of critical competencies that they can apply in a flexible, versatile, way. Finally, our learning focuses on performance improvement not discrete learning or skill objectives. We have found that true improvement in sales performance, leadership, and interpersonal communication, requires learning that teaches people how to think and how to act in unique situations. Processes that focus on teaching discrete skills and actions fail to produce people who can adapt and apply their learning. Thus, while training may be part of a development solution, it is never the whole solution.
To explain further how this perspective impacts what we do, the remainder of this paper is organised in four principle sections:
- Our core beliefs about adult learning, focusing on the uniqueness of adult learners
- Our instructional design principles which recognise that creation of effective development activities is both a science and an art
- Instructional Design Methods
- Learning Flow
Contact us
Please call us! Our team would be delighted to help you with your enquiry:
+61 2 9232 4124
For questions or comments you would like to direct to us through email:
Email us - clientservices@wilsonlearning.com.au
