Action does not follow learning: it is part of it

Why are the modalities for training through action so effective? In reality, these are not innovative methods, replacing the existing methods of face-to-face, e-learning or simulated training. Whatever the modalities put in place, action is always the final objective of learning. In other words, the learner will systematically need to transfer his theoretical knowledge by acting for real.

The novelty is the fact of equipping this crucial phase (of transition to action) and thus allowing learners to practice in order to effectively increase their skills.

All learning follows the same 3 phases: knowledge, the creed, and theaction. Each phase has its obstacles and specific challenges, requiring reinforced support from training directors for learners.

Phase 1: Knowledge

Knowledge corresponds to what the learner hears or reads: a reading, an e-learning video, a course, a sharing of experience... This is a purely informative phase, where the learner increases his theoretical knowledge on a given subject.

In this first phase, the fact of having limited attentional capacities is a real obstacle. Indeed, it is very difficult to allocate your attention to different tasks at the same time: we are not made for multi-tasking. We will necessarily focus our attention on certain elements of a given training course, and therefore at the expense of others. For example, focusing on the text on a particularly dense slide will prevent us from listening carefully to what the instructor is explaining at the same time. Not to mention that there are, unfortunately, a plethora of distractions outside of the training, which constantly interfere with us (for example, notifications on our mobile phone...).

To optimize knowledge transfer, the challenge during this phase is thus to limit the scope of the training as much as possible: it is necessary to focus the content on a specific skill, and in a context that is as relevant as possible for the learner.

For example, offering training on communication, organization and administrative procedures at a distance will be too much of an effort for learners to concentrate on too different subjects. Starting by focusing on the aspect of distance communication will be a first step in favor of better knowledge acquisition. Offering training on distance communication for transversal managers is an even better approach, since the elements presented will be very relevant for the learners then targeted, who will recognize their daily life in it.

Phase 2: Belief

This phase represents what learners interpret from their training, i.e. what they understand, but also how they appropriate the information acquired during the first phase and how they prioritize the axes in relation to their own challenges.

In this phase, learners are not so much facing a barrier to learning as they are facing an increased need for support. Indeed, this phase is absolutely fundamental since it is within it that the action plan that learners will want to put in place in order to develop their skills is formulated. Thus, this is where an important work of personalization must begin: learners must be able to appropriate the content of their training, i.e. be able to make connections with their reality and translate it into actions relevant to their context. This makes it possible, on the one hand, to consider the transfer (the conditions under which the practical application of theoretical knowledge will take place) and on the other hand to increase the perception of its value (the expected effectiveness of the transfer) .Thus, they reinforce their motivation and generate a real intention to act.

Phase 3: Action

Once the first phases (purely cognitive) have been through, learners enter the action phase, which is the most crucial for learning (and paradoxically the least equipped!). Indeed, this is where the main obstacle to skills development occurs:Intention-Action Gap, that is, the gap between the intention formulated (in the previous phase) and the real action. Learners are subject to their cognitive functioning, which is largely biased (and that's normal!). The cognitive biases that block our passage to action are numerous (we present some of them in our series” Nudges at Work ” published by Echos Start): learners, too often left to themselves during this phase, due to a lack of capacity to deploy a heavy human support system, do not finally take action... Unfortunately, our cognitive abilities are limited as we pointed out above. And this behavioral inertia (the fact of not carrying out one's action plan) prevents learners from effectively developing their skills.

It is to overcome this major challenge of skills development that the solutions of eDoing, thanks to functionalities based on behavioral sciences. As close as possible to the cognitive functioning of learners, these solutions make it possible to bridge the gap between the belief phase and the action phase, by supporting the learner from the formulated objective to a concrete and measured progression of his skills.

By supporting learners in taking action, we are not only increasing the impact of the early stages of learning: we are also strengthening future learning. Indeed, the transition to action triggers an iterative loop: each action makes it possible to generate new learning and new experiences, allowing the learner to identify new opportunities for action... and therefore for learning.