How do we allow for fast continuous learning without disrupting productivity?

• Formal classroom training has served workforce trainers well for years. This method of instruction allows those of us who provide it to control the environment, and to organize the content of our instruction.

• However, new times call for new models. We have heard managers ask for ways to provide employees with the knowledge and skill that they need to perform their jobs without taking them off the job. Likewise, we have engaged in problem-solving on how to ensure that our training transfers to the real job -- a perennial topic of conversation and debate for those of us in the training and development professions!

• Teach within the context of real work! We have come to believe that the best way to address these dilemmas and facilitate workplace learning is to teach and train in the context of real work. For example, we have piloted several team skills development programs that are carried out with actual work groups dealing with real tasks. The facilitator helps the team solve real problems, conduct actual meetings, or carry out real tasks such as troubleshooting equipment.

• Structure work so that learning can occur simultaneously. The facilitator talks with the work group about the dual task goals and learning goals at the beginning of the project. The facilitator/instructor follows the review of the dual goals with some brief teaching of concepts and skills needed to perform the tasks. Then the work group carries out the work tasks, keeping the developmental (learning) goals in mind. At various points in the work process, the facilitator debriefs with the work group, reinforces learning, and discusses how the learning can be applied in the future to new tasks and projects.

• "Action learning" is the phrase we apply to this model. This approach to training prevents the costs of taking people off the job entirely while training them. Through this approach, people are accomplishing real work tasks and learning at the same time. After all, the research has demonstrated that we learn best from doing!

• For an example of "action learning" in operation, review the Case Study: Action Learning in HR Redesign