Lifelong learning came to prominence as a phrase following the launch of a government initiative of that name in 1998. The then Department for Education and Employment was looking to stimulate long-term economic growth and development by continuously building the collective skills and knowledge of the UK workforce. However, the idea of lifelong learning is greater and more fundamental to human growth than any single government initiative. Doug Parkin explains.
The ability to learn effectively from experience lies at the heart of lifelong learning. We are born with an innate capacity to learn but this instinct can become lost or stifled as we progress into adulthood and particularly into the often harsh and competitive environment of the workplace. The greatest resource for learning is actually around us all the time in the experiences we encounter in our own lives, work and creativity. But an experience is only as valuable as the learning we derive from it, and we do not necessarily learn from our experiences automatically: experience gives us the lesson, the learning comes later.
Processing experiences
What does this mean? Well, there are certain distinct stages involved in learning from experience:
Something happens ? an activity, event, problem or encounter
What happened? ? a period of observation and reflection
So what? ? the time for ideas, options and drawing conclusions
What next ? committing to a plan or approach for future situations.
Deceptively simple, this learning process is actually cyclical and continuous as we practise skills, similar situations emerge and we progress through life. Lifelong learning is essentially about doing this well.
Unfortunately, in complex and challenging situations doing this well may be far from straightforward. For one thing, many people are stronger at one stage of the process than at others ? this differs from person to person. The opportunity to be supported through this process, of being able to learn how to learn, lies at the heart of development techniques such as coaching, operating on a one-to-one basis, and particularly action learning.
Action learning
All of this presents quite a challenge to those of us engaged in professional training and workforce development. If learning from experience is the key to real adult growth and lifelong learning, where does this leave the portfolio of training courses and educational programmes where the content is often largely defined in advance? Well, the first thing to say is that they most certainly still have their importance. Well put together, such courses should hook and then build upon the existing knowledge and experiences of the learners. But what is critical is taking advantage of other forms of learning and development that make it easier to learn and capitalise upon experiences in an enquiring, imaginative and problem-solving manner.
Action learning is a strong example of this. The first thing to say in describing it is that the agenda comes from the participants ? a small group (or set) of about six people, usually managers, working in related fields. Unlike other more traditional learning opportunities, the role of the facilitator is not to set the agenda and prescribe content but rather to focus on the process of learning and the environment in which it happens. Action learning gives people the chance to step outside the pressures of their professional role and to view it from a different perspective. This can be particularly valuable to people operating at a senior level. In a sector like the arts, where management roles can feel isolated and detached, the value of this is increased still further.
What makes action learning relevant to the idea of lifelong learning is the unique opportunity it presents for participants to raise and revisit their own ?real world? experiences (issues, problems or challenges) that may be complex, ill-structured, emotionally charged, confusing or unresolved. The very process of articulating the experience and responding to probing questions helps to make it more intelligible. As described above, the learning comes through processing the experience and planning and committing to future actions. As Reg Revans the pioneer of action learning put it, the process as distinct from many other forms of training is about ?teaching a little and learning a lot?.
The Independent Theatre Council (ITC) is currently running an initiative on action learning. Under this, a small group of people has spent time over the last few months developing skills for setting up and facilitating sets. The next stage will be for them to start running ITC Action Learning Sets for groups drawn from the arts sector (predominantly the performing arts). Our vision is to create a fresh resource for the sector that can contribute to continuous professional development and lifelong learning.
Developing tools
The impact of action learning can be very profound for the individual. ?A powerful tool for self-awareness, problem solving and action ? gives hope in an environment where resources are scarce and the pressures huge?, was how one ITC participant described it. The reason for this impact is that at the same time as addressing ?real world? issues in a safe environment, the process also challenges ingrained learning habits and blocks. And this brings us back to lifelong learning. Engaging with training opportunities such as coaching and action learning helps to refresh and recharge our natural ability to learn from experiences. The increased sophistication this brings about for the individual as learner can be transferred potentially into any setting or situation.
Inevitably, the answer is balance: a combination of training courses, programmes and facilitated reflective learning. I would never decry the value of courses and workshop-based training, they can be an excellent means of acquiring a new subject area or set of skills quickly and effectively, no matter at what level you may be operating. For instance, I have come across very experienced managers hampered in their approach by a paper-thin understanding of basic management theory. The right training courses would accelerate their development and provide a framework for reviewing their practices.
The idea of lifelong learning, however, goes beyond the specifics of subjects and content and takes us into a territory where the learner?s own experiences become the agenda. Theoretically, at least, there are no barriers to this ? no level to reach, no grade to pass, no box to tick ? the learning is quite literally a lifelong journey and adventure. This is the challenge and the excitement of it.
Doug Parkin is Training and Development Manager at the Independent Theatre Council. If you would be interested in participating in an ITC Action Learning Set please call 020 7089 6829. w: http://www.itc-arts.org