In my conversations with learning professionals, I often hear people engaged in debates about who should be held accountable for learning transfer in the workplace. More often than not, the discussion revolves around whether the learning provider or the manager should bear this responsibility. Strangely enough, it’s rare to hear anyone mention that the learner themselves could, and perhaps should, be ultimately accountable.
Learning is not a spectator sport.
Sure, learning designers have a key role to play. They must create materials that help the learner grasp and apply new knowledge. Managers, too, are critical. They need to pave the way for learners to implement their newfound knowledge in the workplace, encourage them to do so, and follow up. However, despite all the efforts from these parties to motivate and transfer knowledge, neither can step into the learner’s mind and do the learning for them. Attitude and personal accountability are paramount here.
While learning providers and managers are undeniably vital to the learning process, we cannot understate the role of the worker. They are not, and should not be allowed to be, mere bystanders in their own learning journey. They have to be active participants who understand their role, embrace it, and step up to meet the challenge.
Involving learners in every step of the learning process, from planning their learning journey to choosing the opportunities that best align with their goals, is crucial. Their manager should play a guiding role, reminding them of the expectations and supporting them to meet those. At the same time, learning designers should avoid the pitfall of only consulting with subject matter experts and senior managers. The insights from frontline workers, who can offer an up-to-date and real-world perspective, are invaluable.
In the corporate learning sphere, we often make the mistake of making all the choices for workers, and then we wonder why they seem detached or why they play the role of a bystander. We need to encourage an environment where they take charge of their learning, feel responsible for it, and are accountable for applying it.
Ultimately, learners have a responsibility to engage with the opportunities open to them, absorb information, and apply what they have learned to their work. This includes participating in learning experiences, seeking out opportunities to use new skills, asking for feedback, and reflecting on their performance for continuous improvement. Learners should also communicate with their managers or the L&D department if they need additional support or resources to apply their new skills effectively.
How can we help them to do that?
- Set clear expectations: Make it clear from the onset that the learner’s engagement is not just beneficial but essential to the success of the learning initiative. Clearly outline the expected outcomes in terms of performance improvement or behaviour change and emphasise that the their active involvement is key to realising these outcomes.
- Encourage personal goal setting: Empower learners to set their own learning goals. This helps them take ownership of their development and gives them a personal stake in achieving those goals. Ensure that these goals are aligned with the overall business objectives of the learning, and are SMART (Specific, Measurable, Achievable, Relevant, Time-bound).
- Promote reflective practice: Encourage learners to regularly reflect on what they have learned and how they can apply it in their work. This practice helps them take ownership of their learning journey and reinforces the link between the training and their real-world performance. It should also highlight the use of “I” language in reflection, emphasising individual accountability.
- Facilitate application of learning: Provide opportunities for learners to apply what they have learned in a real or simulated work environment. This hands-on experience helps them understand the practical relevance of the training and the role they play in using their new knowledge or skills to improve their performance.
- Provide constructive feedback: Regular feedback is essential in ensuring that learners are on the right track. Personalised feedback can help them understand their progress, identify areas for improvement, and realise the impact of their learning on their work. It reinforces the idea that they are accountable for their growth and development.
By adopting these strategies, you can create a learning environment where learners are active participants, understand their roles, and take ownership of their learning outcomes. Remember, the goal is to transform learners from passive recipients of information to active agents of their own development.
So, let’s revisit our practices, our assumptions, and our approaches to workplace learning. Let’s shift the spotlight back onto the learner and emphasise their role. The success of any learning initiative ultimately depends on the learner’s active engagement, motivation, and the application of the learned material. It’s time we placed responsibility and accountability where they truly belong: with the learner.
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