The goal of your learning and development strategy is to make someone into a learner and when you have done that you have opened their door and your door too.
Knowing what is needed and wanted by the learner in your learning and development strategy will allow streamlining the design of resources, structuring the courses correctly and verifying if they understand it before you let them loose!
I will share with you the steps to take.
In order to do this, we need to go back to basics; we need to work backwards from our goal or purpose.
1. Life is about solving problems. If you have no problems, there is no need to think.
I don’t think I need to prove this point. Our life is defined by how well we solve our problems. You don’t solve the drop in sales and you have had it.
You want to stop smoking and the doc says, your lungs aren’t looking good, you have to solve the problem of stopping smoking
If you can’t do something, you have to figure out how you can learn it.
2. Thinking is about solving problems.
Our mind is constantly engaged in solving problems. It may only seem like daydreaming but it is virtually all critical thinking. The drawer is stuck, how will you solve this problem? Will you continue trying to open it until it is opened or give up? You want a better income or how to get along with people or perhaps you feel some suppression in your life, it is constantly on our mind to resolve those problems.
3. What is the anatomy of problems? Problems are things that impede directly or indirectly our intention or objectives.
Here is an example:
There a chest of drawers with six drawers, it is an old chest, wood, locked, no key visible.
I am standing in front of the chest in a small room with three similar past experiences.
I have given you here some of the facts or data.
There is one more fact: it is stuck! When we analyse a problem we find it is composed of facts or data.
To solve a problem we must find which fact is incorrect, missing or can be changed! We realize the drawer can be unstuck by a swift pull and solve the problem.
4. Facts versus Problems. What is the difference?
If we assume all facts are correct, none is missing and can’t be changed then we conclude the drawer can’t be opened.
In play, we learn which facts can be converted into problems and thus solved.
The key is to help him learn to find the datum that is incorrect, missing or can be changed, not to provide “solutions.” Critical thinking starts with questioning the data.
In school, we teach kids all data is true, none is missing and teachers have all the correct answers. Einstein is right, Newton is right, gravity is right, teachers are right, parents are right, walking across water is false, we teach facts as truths.
Tests, peer pressure, and future prospects, competition, etc. all reinforce that the only “truth” that matters is what is taught. Our mind can’t find problems if it is taught all data is true and correct.
All geniuses have one thing in common, they disagreed with the truth of a fact; often that fact was considered the truth by “everyone.”
While “play” does accomplish this, we can’t send all our executives to the playground. Furthermore, being taught continuously that facts are truths isn’t easily undone. You got to retrain the mind to disagree with facts as truths.
“Fear” serves as a good example, facts are considered as absolute truths and haunt the mind; you see the problem but all its data is true. It drives us mad.
The top performers often urge their fellow man to get up and do. They stress that anyone can do it but they can’t isolate what it is exactly; they simply disagreed.
Learning begins by disagreeing and ends with agreeing.
Thank you and always I would love to hear your thoughts.
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