Don’t Leave Learning to Chance

Before Choosing a Training Program, Ask These Three Questions

Your organization is likely encouraging you to seek professional development. It may even have offered you, as a perk, budget to pursue a training program of your choosing.

If so, congratulations. But—now what? That is, how do you choose from many options that may seem useful, interesting, or just tempting?

Course descriptions, whether from external providers or internal learning departments, often omit answers to three questions that, in our experience, are critical. Questions that, by the way, will be equally valuable to those who are charged with identifying training programs for a team or function in any organization.

What will you actually be doing?

In other words, whether it’s an hour, a day, or even more, and whether you’re in person or online, how will the time be used? Is it something of a lecture? Will there be slides? Are there activities? Will deep engagement be a primary focus?

Following the research in neuroscience, we strongly believe in the value of immersive learning. Adults, in particular, learn best by doing, rather than by listening or reading. Our brains absorb lessons most effectively when we are engaged; and we are most engaged when we are fully immersed. Think about when this may have happened to you: if you’ve ever had to take part in a role-playing exercise, suddenly you forget entirely about your phone and your email and all the little things you have to take care of. Your brain is automatically and completely engaged, and open to learning from your experience.

So, before you sign up for a program, find out the degree to which it involves practical activities, simulation (like role play), experimentation and time-bound challenges. Look beyond what you’ll learn; ask about how you’ll learn.

Everyone learns differently, yes. But some physiological and neurological facts are resolute.

Who are you learning from?

Of course you will learn from the instructor (or instructors). But if that’s as far as it goes, you are likely missing out on more important benefits. Because your fellow learners are essential to what you take away from any training program.

Professional learning and development is naturally a group activity. We learn from each others’ experiences and stories—this is wisdom that goes back to Socrates. Scholars continue to update his thinking with concepts that focus on dialogue in the classroom. Serious programs in senior executive education typically emphasize dialogue and group interplay in the design of their curriculum and activities. 

Pay attention also to classroom demographics. For example, a professional development course that mixes experienced professionals with recent graduates may run into problems. However, variation in the nature of learners’ experience provides valuable opportunities for mutual learning.

In choosing a program, then, ask how the teaching environment encourages shared learning opportunities. Ask how participants are grouped in classes or teams to allow for constructive exchanges and the cross-pollination of experience.

How will the learning stick?

You’re making an important investment in your future, so the learning has to last. As with any form of education, this is a challenging proposition. How the two questions above are handled play an important part. But there are other critical factors.

Consider other aspects of course design, for example. Activities should be designed to include spaced repetition and the reinforcement of key concepts; again, that’s the science of learning. But for best results, these concepts should extend beyond the formal end of the program.

Ask whether there are options for follow-up activities, such as coaching sessions with the instructor or tailored pathways to guide graduates toward further learning. Most important: don’t leave your course until you have talked to your instructor, one on one, specifically exploring how the most important lessons from your experience can be woven into your daily or weekly life at work. If you don’t use it, you’ll lose it. Socrates probably came up with that one too. 

The answers to these three questions will strongly influence the value you’ll get from any learning experience. The answers can also set in motion a virtuous cycle of engagement, learning, and satisfaction. That’s where we find the joy of learning. We see this in the courses we run—often. Frequently this joy is visible in an individual who has battled through a series of challenging activities when suddenly it clicks—it all falls into place. We also see it as an outcome of all the teamwork, where the grinding, as a team, pays off and the whole room feels it.

Finally, then: ask (and answer) the three questions. And aim for both value and joy.

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