It asks what appear to be some basic science questions that most people can't answer. For example "Could you draw a diagram of the solar system showing the shape of the planets' orbits?"
Interestingly people mostly get the answer wrong (I did). Jonathan emphasises the points that quite often we teach theories without really spending much or any time actually playing around with things to see if the theory actually makes sense. If we are told something then we generally will accept it and then even find examples that reinforce the belief.
Why is this relevant to learning & development? It made me think about the folowing important factors to consider when designing some learning:
- It is really important to give people the opportunity to try stuff out for themselves. Tell them about a new approach, technique, theory or concept but let people make their own connections.
- You may need people to 'unlearn' things before they can take on a new concept. We are creatures of habit and like to do things the same way. Create an environment that encourages people to try something new but also show them that there are benefits to doing things differently - give them a carrot.
- Be clear that you can only give them a taste of the real thing in a learning environment and it is back in the real world where the real learning will take place You can learn about things on a course but the real learning takes place when you get back to work. People need support back in the work place to both reinforce the learning and to stop the old habits slipping back. Without support the training will have minimal impact on performance.
- Ensure that the people providing support are actually involved in the course, ideally in delivering it. You want to make sure that a consistent message is being applied. If they can't be involved then make sure they are briefed appropriately.
So, another question from Jonathan:
"How does an aircraft's wing create lift?...........and ensure you explain how planes can fly upside down"!
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