The 5 (not so secret) secrets of accelerated learning

IMG_0962 (1)To me accelerated learning is somewhat of a misnomer, because it is not just about speed.

As well as reading this you can also download two recent podcasts from the Trainer Tools website.

In comparison to traditional learning, accelerated learning principles, when applied properly, will make learning faster, more memorable and easier to design, because:

  • Instead of beginning at 9am, day 1 of a learning programme, learners start to learn before an event (they have a head start in the race)
  • The learning continues after the event (because everyone knows real learning takes time, repetition and review)
  • Behaviours begin to change (because the objectives are business focussed) by line managers and other stakeholders being involved in the whole process
  • Learners are inspired to learn for themselves, not just spoon-fed and directed as to what to learn
  • Time is given to analysing the real needs, so not just a TNA or LNA, but real probing into what is going on “under the bonnet”
  • The latest neuroscience is applied so that the learning makes the best use of how the brain works (this on its own does not guarantee business results, just as great objectives on their own do not guarantee the learning will be “sticky”)
  • The learning environment is a balance of a stimulating physical room, where social learning is encouraged and emotionally the learners feel safe, as well as supported. The social learning continues across other platforms.

There are many accelerated learning models out there and each has its own merits. My “5 secrets” are broad brush areas, which have to be addressed in order that learning is accelerated through any organisation. If you take care of these areas then you can use another great model like David Meiers 4 P’s, Colin Roses MASTER model or my own NATURAL model to give more definition to what you do next.

Lets revisit the 5 secrets:

  • Business focused and learner centred objectives – this ensures both stakeholder and learner buy-in
  • Be a facilitator not a trainer – this promotes and inspires learners to learn more and carry on learning.
  • Look at all the various ways in which learners can learn – introducing variety means there is more chance that the learners will be engaged for longer
  • Make the environment safe but visually appealing – feed our natural childlike curiosity  and entice the learners to learn together
  • Learn about the brain to maximise retention – having covered the other 4 secrets, if you don’t work with how the brain works, learning will not stick.
  1. “Quick off the Mark” Krystyna Gadd, The Training Journal, January 2013

If you would like to know more then join us on The Learning Loop® or at one of our Showcase events, or contact us directly.

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