Experiential learning has become a buzz phrase within the learning and development (L&D) function. It’s a phrase implying that lectures have evolved into lecturettes and pitches have transitioned into action learning projects. While some of these elements could move adult learning in the right direction (fewer pedagogical designs), there are other elements to experiential learning that could make a larger, longer lasting impact on the learners we serve. Let’s start with some scrappy andragogy.
When it comes to leadership development and adult learning, we are often reminding our participants of the very lessons and behaviors most were taught as a child. Adults often know what we should be doing, but as the context becomes complicated, emotions escalate and time shrinks, we choose alternative behaviors. Children, however, are exposed to coaches and leaders (in both good and bad forms) for years before posing for their first company badge photo. As children, we have signed pledges and recited short poems about the way in which we should care for ourselves and behave toward others. When we violated any of the aforementioned, we endured the consequences: a meeting with the school principal, a reflective note of apology, getting benched, a grounding or worse (suspension) would be mandated to ensure we learned “the lesson.” Fast forward, and those children become adults entering an employment construct not unlike the one they had as a school-age child. Instead of “anti-bullying campaigns” and “good citizen poems” defining their social contract, the adult context offers statements about employee values and leader behaviors … more pledges and consequences.
A commonly held belief when it comes to leadership development is that:
- Most adults have been taught principles of leadership as children.
- Most adults know what they should (and shouldn’t) be doing to foster a collaborative environment.
- L&D professionals are merely reminding employees of these critical skills and the need for and benefit of regular application.
If the above is true, then what can L&D professionals do to truly change behavior? How can you ensure that the leadership lessons in next week’s workshop get applied the following Monday (and regularly after that)? Use these tips to get started.
Emotion Moves the Body to Action
Leadership models, theories and processes have their place — but if that’s all you teach, leadership remains nothing more than an intellectual exercise. If you want your leaders to remain calm under pressure, to understand the true value of offering in-the-moment feedback or to experience the selflessness of servant leadership, then you need to create emotional experiences that challenge their personal values and sense of self. For example, for leaders who have a difficult time understanding the power of scaling leadership: Put them in a situation where they are not the leader but one of many followers. For leaders who have a difficult time being vulnerable (admitting when they made a mistake, asking for help, stating they “don’t know”), design an experience that would be foreign to most participants (e.g., art, music, martial arts or an unusual hobby).
Take Learners Out of Their Typical Context
Ditch the corporate conference room for a day and teach leadership to first graders, become the next Habitat for Humanity construction crew, conduct career counseling for soon-to-be released prison inmates or help adult immigrants practice their English. Create an experience where no instructions are given and the participants are required to figure out a path to success. Through such experiences, you as the facilitator will begin to see frustration, anger, confusion, embarrassment, vulnerability, joy and satisfaction. The experience, while powerful, isn’t as critical as the debrief to follow. Unpack not only how they did, but how they reacted to what they did during the experience. Growth often comes from discomfort. Sustainable growth comes from discomfort supported with love and compassion.
Experiences Off the Popular Path
Learning about leadership can go beyond “read a book; take a class.” For example, if you want participants to improve their executive presence, a workshop might not be the answer. Instead, select a participant to introduce an upcoming guest speaker to their peers. The catch? They aren’t allowed to read a biography, they need to share a story about that guest related to the topic of the course. Upon completion, they receive feedback from the class (and maybe the speaker) on how well they did. Need to help a group of employees to think on their feet or lean into lifelong learning? Hire a talented comedian or two for an afternoon. Comedians are exceptional at understanding universal human conditions. They painstakingly practice their craft (stories and punchlines) hundreds of times to experience how their material is received by their audience. The best (think Chris Rock, Colin Mochrie, Sarah Silverman, Wanda Sykes or Brad Sherwood) are lifelong learners who read, watch and listen to global content across multiple genres.
Business simulations have their place but can sometimes be expensive and time consuming and exclude less-experienced employees. Instead, bring your classroom to the manufacturing floor, the sales dialogue, the convention hall or the distribution center. Ensure participants arrive armed with questions and curiosities. Strategy theory can be taught, of course, but after the lecture, invite a regional (or global) chess champion in to teach chess and inspire an impromptu chess tournament among class participants. Debrief the strategic elements of chess and apply the learning to their work roles and challenges. You will create new thinking patterns and perhaps a few new chess enthusiasts.
Coaching Is (Almost) a Silver Bullet
While facilitators and instructors focus on curating content for participants, assign an executive coach to focus on participant skill building, behavior modification, team dynamics and overall performance. Offer both formal and informal coaching opportunities for participants to expedite the learning. Formal coaching opportunities could include a 45 to 60-minute private coaching session between the participant and the coach. Don’t forget to teach them how to prepare for that coaching session in order to maximize the experience.
Informal coaching occurs while the coach observes the class and offers coaching “at the elbow” when possible. A difficult dialogue between two participants, an awkward display of low confidence or insecurity, or an opportunity to lead peers in a more substantial way are coaching notes that could be offered while on break, over coffee or with a quiet and quick exchange during the session. The key to this experiential element is to find the right type of coach: experienced, courageous, insightful and quick to build trust. Seek out a coach who can instantly offer techniques and strategies for participants to try. The coach should be able to work with individuals one-on-one and the group. They should challenge assumptions, highlight behaviors and offer alternatives without derailing the ultimate course agenda. Their role is rather meta — the lesson beneath the lessons.
Design your learning experiences to elicit emotion. Demonstrate the importance of learning from everything, everyone, everywhere. Introduce learners to the value of coaching, both formal and informal, and encourage them to play that role for others as soon as possible. Make learning personal for your participants, and they will take learning personally — right into the office on Monday.
