TRADITIONAL TRAINING

ACTION REFLECTION LEARNING

Generalized objectives

* Establishes specific developmental objectives with outcomes on five levels
* Learning co-designed with client
* Obtains learner ownership and
commitment through seeking
their input into program

Segmented teaching topics

Learning objectives integrated with organization’s and learners’ work realities

Learning ends with the program

Coaches provide continued learning support as learners work to achieve their personal action plan

Teaching predicated on “One size fits all” approach that overlooks individual preferences and needs

Design establishes and addresses learners’ differing learning styles and preferred behavioral styles

Intangible ROI

Concrete ROI which can be quantified using three measurable gauges

Focus on skills or knowledge transfer

Focus on pre-determined skills and knowledge, on attitude and on specified behavior change

Teaching by experts

Learning with coaches; rather than
a one-way transfer of information, ARL focuses on reflecting on actions, on drawing meaning from experience, and applying the learning to a new set of actions

Just in case training. Learners are taught processes to use when and if the need arises

Just in time learning. The learning is part of an organic process, and is provided by coaches to the learners when they need it. The learners apply the tool/process in the moment of their need

Case studies, hypothetical situations

Anchored on current challenges. Learners solve actual business challenges facing them and their organization. They receive coaching in how to address the challenge, and the problem serves as the vehicle for their learning

Simple transfer of knowledge

Oriented towards the transfer of knowledge, of learning, of reflection and of new action

Action focused only

Action and reflection oriented, so that the learner learns from both success and failure and develops a personal development plan to include learnings gleaned from past actions taken