So, what does a learning technology for today's "Knowledge Era" require? First and foremost, it must be flexible and adaptable. It must provide enough structure to begin a process of inquiry, but not so much structure as to be unable to adapt to complexity and change.

It must be learner-driven and adaptable to the needs of a changing environment, while modeling the use of neutral, respectful language for discussing and managing differences. It needs to offer cognitive maps and mental models for processing information and increasing comprehension, while encouraging questioning rather than predictability and conformity. It needs to evolve in response to the changing questions from learners, rather than becoming rooted in fixed practices and organizational dogma.

In other words, a learning design for the Knowledge Era needs to be an instrumented learning design where assessment instruments are used to frame the questions the learner wants answered using a cognitive map. The assessment instrument then provides feedback to the question, which will determine the direction of the next question.

It is as simple as asking the first question: I wonder how I tend to behave in my work environment? After receiving the response to that question in the form of feedback about his or her behavioral style, the learner then asks another question: I wonder what the behavioral style is of my boss (co-worker, spouse, children, etc.)? This question can be answered by using a number of different instruments based on the DiSC® [1] format, as well as learning to use the cognitive map for reading other people’s behavior.

A third question then develops in the work environment: I wonder how my behavioral style interfaces with the roles that comprise my job. What do I value? What could I do to improve my communication effectiveness? How does my style affect how I approach my job? As quickly as the questions are answered by the feedback from the assessment instrument, the learner is able to determine the next direction of inquiry, keeping the learning process evolving in the direction of his/her motivation and interest. The learner retains control over the direction of his/her learning—an important factor in how adults best learn.

A final question is: What management style would be the most appropriate given my behavioral style, the style of those that I’m managing, the requirements of the role that I’m in, and the willingness and ability of those I’m charged to manage?

Performance Management vs. Performance Control

The old paradigm for learning used assessment instruments as “tests” that defined and predicted an individual’s behavior for all time! In that paradigm, the goal was to eliminate diversity and complexity using the results of the “tests” to control outcomes and eliminate the role of human judgment in selecting, managing, and promoting people.

As a result of this past experience with testing and reporting, people today still have an initial tendency to mistrust assessment instruments that, when appropriately used, create powerful learning environments where the learner becomes the consultant to his/her own learning process. The learning design emerges as part of the process of inquiry. The use of assessment instruments (in this case, DiSC® and the Personal Profile System® [2]) to develop a process of structured inquiry and feedback results in exactly the kind of flexible, adaptable, “emergent” design necessary for meeting the learning needs of the Knowledge Era--where change, complexity, and quick response-time are essential requirements.

If the learning design for the Knowledge Era is different, how has the role of the manager, trainer, and consultant changed? The primary shift is from being a professional “expert,” who provides all the answers, to assuming the role of Human Resource practitioner, whose primary skill is creating environments where inquiry can take place safely and productively.

Training should reflect the integration of the latest learning technology and instructional design. The focus is to create a safe environment where self-discovery and inquiry are most likely to occur. The benefit to the learner will be the opportunity to practice new strategies that will make the most effective use of his/her strengths and re-direct efforts that come from overuse of strengths to minimize what we have traditionally viewed as “weaknesses.” The result will be a highly effective person, engaging in a more enjoyable and satisfying experience in all arenas of life.

Contributed by Ron Nielsen, owner and founder of NTG, a business development and training company. You can read more about this topic and others or sign up for our free online newsletter at www.quicktrainingsolutions.com [3].

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