Functional Learning. Working those ABBS!

July 17, 2012 - PRLog -- http://www.trevor-brennan.com/blog/2012/7/17/functional-learning-working-those-abbs.html

Over the last few months, I have been studying the effectiveness of delivering training and coaching sessions within teams, departments and individuals. During each session, I analysed both the delivery and subsequent results. Common observations were:

- There is an eagerness to learn and to teach.
- The content of the training is generally of a good standard.
- The environment varied, but was often acceptable to provide adequate psychological attention.
- Most sessions were taught in a logical order.
- The sessions nutured an improvement in some, but not with others.

The last point concerned me. The learners had demonstrated real willingness to develop core skills, and the teachers delivered content that was suitable for the audience. Why then, did the same variables combine to deliver contrasting outcomes?

This got me thinking. And researching. Lots.

It became clear that the desire (of both the learner and teacher) to receive and/or administer knowledge was not enough. To cultivate improved performance, further principles would have to be created and amalgamated into each session. We would simply have to make our learning functional.

A concoction of ideas quickly proceeded, and following weeks of creative deliberation, Arrow, Builder, Brain & Smile! (ABBS for short) was born quietly unto the world.

By including ABBS into each session, training soon became structured, engaged and fully functional. Evidence (of it's success) was in the data: An immediate increase in productivity, motivation index and end-result all came about following ABBS-led functional learning sessions.

- Arrow. To start with the end in mind.

Before each course, module or lesson, both the learner and teacher agree a measurable outcome to the content. This can be a benchmarked conversion, an index-score, or a pass-rate percentage (you get the idea!).

- Builder. To have a structured plan to achieve 'the Arrow'.

Once the Arrow is created, both now look to create a dynamic plan that directs attention toward achievement. Dated benchmarks are agreed, and perserverance may well be required if both fall behind their agreed 'mini-goals'.

- Brain. To provide a connection to the 'why'.

The learner is provided with a thorough understanding of the layers surrounding the delivered content. The teacher fully understands why (s)he is teaching in the format or process requested at senior-level.

- Smile. To ensure an emotional connection.

Both learner and teacher believe in what they are 'doing', and perhaps more importantly, there is a definate link between 'practising what is preached' and what is being delivered.

Accompanying standard content with an ABBS work-out (do you see what I did there?) encourages both an engaged session and structured future reviews. It adds a sophisticated layer to learning, whilst not separating the instinctive (biological) urge to seek further knowledge that we all desire.