Learning

Showing restraint: why less is more in learning

By June 27, 2016March 13th, 2018No Comments

There’s a bit of a problem in education.

The problem is simple: TMI.
(Too much information)

I think there’s a misconception that the more information the better – that way we can find the best material and critically analyse multiple sources.

But is this really the case?

In my former life as a secondary school teacher, I figured out that it wasn’t lots of information my students needed but the RIGHT information. As teachers, we are not just educators but curators. We look at the curriculum and instead of grabbing at every source both online and offline to stuff into hour long lessons, we discern. We select. And we deliver no more than we need to.

Restraint is essential.

I think restraint is important in instructional design as well. Perhaps some instructional designers fear they won’t hit this bit of criteria or that if we don’t include every keyword it won’t be valid. Or that compliance means must cover, cover and cover again. While this all makes sense on an intellectual level, it doesn’t mean we’re really educating – not in the true sense of the word. Like I said in my last blog, education actually means to ‘lead out’. So, if we’re too busy stuffing information into our students’ heads or spoon feeding so that we can be sure they complete an assessment, it can’t be true education. Something’s wrong.

Don’t misunderstand me, we need solid and rigorous curriculum to protect students from cowboy operators and poorly designed education programs BUT in the ‘age of information’ we need to be careful. There seems to be a bit of fatigue as we busy our days with email, text messages, social media interaction and the like. The information we add to that increasing burden needs to be pointed – we need to find what ‘cuts through’.

We can better achieve this by appreciating that the crafting of education is an art form. We select, we discern, we tailor and we might need to make some ‘adjustments’. Is it too much, too little or just right?

I’m thinking of Coco Chanel as I write this: “Before you leave the house, look in the mirror and take one thing off.”

The same goes for education. More is not better, more is just simply more.

Leanne Roulston – THINKA Co-founder, Learning

As follow-up, participants apply what they learn and leaders coach using the coaching cards provided, offering feedback to improve both team and individual performances. In due course, participants discuss what has changed, improvements or continued ‘roadblocks’ with their leader.

Follow up

(period defined by the business, with reflection and discussion)

A 5-hour workshop where we look at how leaders can work with teams on motivating, coaching and setting standards in effective ways.

 

Participants see how important communication and collaboration is when getting results. They learn how to work with each other to build positive store culture and design effective systems and processes.

Workshop 3

(5 hours, face to face)

As part of pre-work, each participant completes a survey that highlights what aspects of customer experience they’re comfortable with and what needs work. This influences the design of the program and its priority areas.

Pre-work

(30 minutes, online)

A 5-hour workshop where we work through the fundamentals of an outstanding customer experience from end-to-end.

 

Participants learn more about their ‘ideal customers’ and the typical journeys they go through, and how to design experiences that work for these customers.

Workshop 1

(5 hours, face to face)

A 5-hour workshop where we align the values, behaviours and actions required for an outstanding customer experience.

 

Participants see how to embed the values and behaviours of their business in practical ways – to improve customer interactions and promote long-term loyalty.

Workshop 2

(5 hours, face to face)

Contact Us

    Malcare WordPress Security