Adult learning

Learning is a process of developing new neural pathways that when

sufficiently practiced become ‘hard wired’; what we call ‘knowing’ and
‘experience’. This process applies not only to ‘facts’ but also to behaviour.
The process is particularly interesting when emotions are involved, which
with behaviour they inevitably are. The emotions lie in the limbic part of
the brain which is the oldest part of the brain.
Because the neural pathways of learned behaviour have been well trodden
through our lives, to consciously change behaviour so that a new
behaviour becomes our default is not easy or quick. Because children
have not had their ‘pathways’ used for so long, the process of learning is
easier. Also adults have much experience to add to the learning process.
Children are much more a tabla rasa; they can be considered as unused
learning blotting paper. Most adults require a purpose for learning; there
has to be a real desire for change. Children more readily enjoy and accept
learning for its own sake.
This requirement for real desire for change has become known as Self-
directed Learning and Change. Professor Richard Boyatzis at the
Weatherhead School of Management has spent more than 15 years
working with David Kolb on how adults acquire and develop new
behavioural competencies for the long term. In 15 longitudinal studies of
mature MBA and executive programme students it was confirmed that
people can make genuine and lasting behaviour change to achieve valued
objectives if they embark on a process fulfilling certain conditions:

• the goals must be decided upon by the person who wants to

change

• there needs to be an articulated ideal future self

• the goals must build on the current real self, the focus is on
exploiting strengths and building on existing learning

• the plan must be feasible in the person’s life – that is,

grounded in reality, not fantasy

• the plan must start from the preferred learning style

• actions must fit into the structure of one’s life and work to
enable practice to take place which will establish new neural
pathways

The process of self-directed change needs to begin with the shock of

recognition (what Boyatzis calls a ‘discontinuity’) that there is a gap
between what I am doing now and how I would like to behave to enable
me to be more effective (see slide 1). Many of us are oblivious to this
discontinuity; we are ‘boiling frogs’; the discontinuity often reveals itself
through feedback from others and many recoil from the perceived
psychological danger of exploring the validity and utility of what they are
doing now.
Many also find it hard to be imaginative and creative about the future they
want for themselves. It takes time and effort to construct a personal
vision that is truly energising. Boyatzis’ research found that up to 30% of
tutor contact time needed to be spent on working the ‘ideal’ reason to
change. Sometimes this process can create a sense of despondency. We
feel that opportunities have been missed; we have not made the best of
our lives/career so far; we will never catch up. This is why it is important
not to rush into goal-setting. Focussing on our strengths and considering
what impact it would have on our life and work if we did more of what we
are good at is the springboard for action. Then having people exploring
the wider realm of possibilities of what might be, in the context of meeting
personal life goals, is critical to lasting change.
Crucial to the success of adult behaviour change is to have a plan in place
which is specific and measurable with milestones and action steps.
Having a plan and declaring the goal increases the likelihood of success
from 5% to over 60%.
Behavioural change takes time and practice. Changing deep-seated
behaviours takes continued practice. Patterns of behaviour that we
exhibit are based on habits of acting and habits of a lifetime are not easy
to change. Reprogramming our patterns of behaviour means creating new
habits.
The final critical component identified in the research of Boyatzis and Kolb
is that ongoing support is vital in achieving true change. Having the
support of a mentor, coach, consultant or referent group (a group of
individuals who are mutually interested in the success of each other
achieving behavioural change) is vital if people are to overcome obstacles,
avoid relapses, have ongoing feedback and maintain the momentum
required to achieve the goal of changed behaviour.
Temperament is not destiny. People can ‘rewire’ their neural networks
and emotional constellations through a self-directed learning process.
Emotional Intelligence competencies can be learned and developed. Is it
worth it? The research shows that effective management of Emotional
Intelligence is a strong predictor of success in life and work, for both
individuals and organisations.

Slide 1
PERSONAL CHANGE MODEL (adapted from Boyatzis)
 Dissatisfaction
Actual State Desired State

Personal Goals Aligned

with Work Goals

Self Assessment
Personal Change
Model
(adapted from Boyatzis) Development of Goals
and Action Plan for Changes

Behaviour Change

Practice New
Review Progress
Behaviours

Ongoing Support