12 Sep How to Create Results-Oriented Learning Experiences With the Use of Deliberate Practice
One of the key components of Catalyst’s design approach is the cultivation of a Results Oriented Learning Experience (R.O.L.E.). A play on Ressler and Thompson’s widely-known “Results Only Work Environment,” Catalyst’s R.O.L.E. Out path facilitates self-driven learning and deliberate practice to develop expertise.
R.O.L.E. Out is a solution for contemporary learning. It’s autonomous, it’s results-driven and it holds the learner 100% accountable. It fosters development for every skill level and organizational role and asserts that every employee is capable of mastering the skills they need to make an exceptional contribution to the organization.
Catalyst’s R.O.L.E. Out Program draws deeply from Anders Ericsson’s Peak: Secrets from the New Science of Expertise, which summarizes the findings of his 30-year research into the general nature and acquisition of expertise.
As lifelong practitioners of evidence-based learning, we utilize concepts from Peak that are the foundation of Catalyst’s R.O.L.E. Out approach to designing learning:
Truly Deliberate Practice Leads to Expertise
Deliberate practice, unlike ordinary practice, uses a systemic approach to learning that rises above simple repetition. It requires focused attention and its goal is to improve individual performance. When done well, it can turn potential into reality.
For example, a person who wants to become a master bowler can play countless frames to repeat the necessary steps that might lead to proficiency in the sport. However, to deliberately practice, the learner’s best approach would be structured lessons, a comprehensive breakdown of the elements of the game and an inner motivation to master the craft. The R.O.L.E Out Program offers this same thorough, results-oriented path to developing skills and expertise.
Traditional Teaching Methods Are Antiquated
Traditional methods of teaching are knowledge-based and largely ineffective from an engagement and retention standpoint. Numerous studies show that students excel in an active, iterative learning environment versus a “Sage on the Stage” model with instructors dictating, inquiring and providing limited feedback
In a study conducted by the University of British Columbia (UBC) in Vancouver, Canada, Physics Nobelist Carl Wieman trained two groups of students– one used the deliberate practice method and the other used the classic lecture approach. At the end of the study, results showed the students in the deliberate practice group scored more than twice as high on a 12-question multiple-choice test than those in the lectures. They also exhibited more overall engagement than the control group, with attendance rising by 20%. Finally, nearly all of the deliberate practice students said they would have preferred the entire 15-week course be taught via the interactive model versus a standard lecture.
It’s Not About Starting Better, It’s About Staying Better
An innate predisposition can provide a built-in advantage when it comes to learning and skill development. A higher IQ, larger physical frame or predetermined propensity puts someone ahead of the pack in their command of a given subject, skill or hobby.
While those who start off “better” might continue to excel and gain further expertise, it’s not safe to assume they will stay ahead of the pack. In many cases, quick learners with high IQs have fallen behind diligent and deliberate practitioners who are intrinsically motivated and willing to do whatever it takes to develop their own aptitude.
The Need to Navigate the Organizational Learning Curve
With a complex cast of generations, dynamics and skill levels navigating digital transformation and workplace changes, a few bumps and curves are expected on the path to professional development.
Some employees start at a lower level and then, as a result, are denied access to the same coaching and learning opportunities as their peers. On the other hand, a high potential employee might be denied valuable training opportunities because they are assumed to already be proficient.
Similarly, an employee who would master a particular skill through a somewhat longer deliberate practice might be overlooked because of inaccurately gauged potential. Are these learners being left behind because they didn’t start out strong?
It’s important to understand how each employee’s unique professional development plan informs a learning environment to foster personal and organizational growth.
Break Through the Learning Ceiling
As long as there’s true motivation to learn, expertise can be developed with the use of deliberate practice and self-regulated learning. An organizational culture that systematically creates equity and transparency in the learning process.
Results Oriented Learning Experiences empower employees to take ownership of their own learning, turn away from tired teaching models and leverage their true potential for their organization and career.