Lessons Learned ~ Not to be Deleted

We often hear of "life lessons not to be repeated."  The adage, "Been there, done that, got the T-shirt" is one we hear frequently enough in response to someone's reflection on something gone awry.

Where's the T-shirt that reads, "Been there, done that, would do it again in a heart beat?"

While we are still in the month of New Year's resolutions, have you ever given thought to which life lessons you would repeat, over and over?  That is to say, the ones not worth deleting, and why?

I dare suggest in this post that the lessons we are consciously and readily willing to repeat over and over again, are the ones that have brought us joy or reward over discomfort and negative consequences.  For example, if you work hard on a project and it leads to promotion, you're likely to work hard on another.  However, if you err in a way that affects the P&L negatively and end up demoted, you're likely to avoid making that mistake again.

The risk with this orientation to life's lessons is overlooking one's fundamental capacity and drive for growth. The greatest learning happens when we are most uncomfortable; when we can tolerate living in a state of confusion; when we don't rush to the solution or conclusion; when we can learn from a mistake.

So, how do we reconcile these two facets of the human condition: The desire to experience joy and avoid being hurt or even worse embarrassed, yet the perpetual experience and likelihood of screwing up, which promotes learning?  Moreover, as instructional designers, teachers, instructors, organizational coaches, how do we weave this understanding of the human condition into the design and development of new learning content and experiences?

Here are some of my lessons learned, not to be deleted:

1. Count on learners bringing their prior expectations, interests and knowledge to any learning experience.  Whether you are designing an e-learning module or an instructor-led seminar, attendees will always bring their full selves to the experience.  One of the best ways to ensure that your engagements meet their needs is to attempt to "personify" who they will be.  Make a list of their anticipated characteristics and possible inquiries.  Design your learning engagement with this in mind at all times.

2. Learners need something complex that challenges them to explore. Don't spoon feed anyone anything. When designing e-learning or instructor-led sessions, give thought to ways in which you can create an emotional and mental challenge.  Keep in mind, the training environment is where individuals ought to be able to make mistakes and be applauded and rewarded for their risk in taking and sharing them.  The greatest learning comes from the "ah-ha" moment, otherwise known as transformational learning. When the light bulb goes on, it's a result of the synthesis, analysis and conclusion of outcomes and consequences from prior experiences, likely ones where mistakes occured.
 
3. Do not confuse being a teacher or trainer with being an expert just because you have the podium, mic, or LCD remote control.  Given the rate and breadth at which new information is available today, the likelihood that you will have someone attending your lecture, webinar or e-learning with knowledge in one area or another that exceeds your own is pretty high. Move away from the tendency to be didactic, imparting information to the masses, and more towards facilitative, eliciting and directing knowledge within the masses.