"Creative learning is what takes place when the process of learning allows for creative exploration of a subject, time to digest knowledge before making a commitment to use it, and a culture of succeed or learn." - Nikie Forster L&D Consultant.
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Sound simple enough right?   

Well, yes and no.  The trouble is we’re so use to receiving traditional training, where we expect to be given information and then construct action plans at the end of a session, we sometimes switch to autopilot. So, when someone rocks up and encourages us to find out the answers for ourselves… and oh by the way you don’t have to commit to anything at the end of the session, we can sometimes feel duped.  What are we paying them for if I have to do all the work?

​Ultimately, creative learning creates more independence, confidence and better decision making.  As previously mentioned, a traditional approach is top down.  ‘I have the correct answer, I will share it with you.’ This is often mirrored outside the training room with some managers coveting the ‘expert’ role.  A creative learning approach is more collaborative. ‘I’ll help you explore what the answer could be.’  The more this is done, the more people seek collaboration and try things out for themselves, increasing innovation and self learning. 

INITIAL TOPIC TRAINING

Group A (Traditional Training). Throughout the first part of the session, the trainer is keen to share information and models that will aid the managers to become better in their day-to-day roles.  There are PowerPoints, discussions, post-it notes, and role play to bring home the learning. The Trainer leads from the front and offers advice when tricky scenarios crop up.

Group B (Creative Learning). Throughout the first part of the session, the trainer is keen to allow the learners to explore the topics by using ‘creative exploration’. They use props and activities to allow learners to discover possible answers.  The trainer has prepared some models and stories to help the learners to dig deeper but will only use these if needed.

DISCUSSION

Group A (Traditional Training). Throughout the session, the trainer feels confident in presenting information to the learners and facilitating discussions by asking probing questions.

Group B (Creative Learning). Throughout the session, the trainer feels confident in allowing the learners to explore.  They facilitate discussions by allowing the learners to ask questions. 

CAPTURING LEARNING

Group A (Traditional Training). Towards the end of the session, the trainer is keen for the learners to create action points.  They believe this will drive transfer of learning back in the workplace.

Group B (Creative Learning). Towards the end of the session, the trainer explains that the best ideas on how to use their new learning, may come to them after the session has ended.  The trainer asks them to jot down any thoughts they may currently have, and then to review these ideas at a set time frame in the future and add to them.  The trainer explains that a follow up session will be available to explore these thoughts further.

AND FINALLY…

Group A (Traditional Training). The trainer uses the final part of the session to recap on the key take away points and gain some feedback on how the session went. This session is now complete.
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Group B (Creative Learning). The trainer asks the learners to recap on the session and make a note of anything that would aid them further in this topic.  An agreed time frame is set to review the learning and a story or activity is used to bring the session to a thoughtful close.  No feedback is solicited at this stage, this will only be done after the review and via an online portal to allow people to create a considered response.

Did you spot the differences?

Before we go any further it’s important to say that there is nothing wrong with the traditional training outlined here.  It’s a solid training session and learners will still go away having acquired some new knowledge.

​But the group that attended the creative learning session, will have had a much more immersive experience.  And, because the session wasn’t closed down by agreeing to action points, they will feel more empowered to continue thinking about the topic and decide for themselves how they will apply their learning (with the help of the review session.) 

Here’s three ways to start introducing the concept of creative learning into your sessions.
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1. Have at least one hands-on activity that allows learners to explore and find out for themselves what the answer might be.  The debrief is key here as this is ultimately where the learning will take place.
2. Leave action points / goal setting till they’ve had time to digest the learning.  A great way to do this is design more programmes and less one-off events.  That way you can build on learning over time, allowing for that all important gap for the brain to do its thing.
3. Work with senior leaders, and managers to let them know you’re encouraging a ‘try and learn’ element to your sessions. (They may need some support themselves in this area too!)

Nikie Forster is the owner of Curious Lighthouse Learning Consultancy Ltd, focusing on increasing competence and confidence in Managers & Trainers. For over 20 years, Nikie has used elements of creative learning in her training, but it was only in more recent years that she realised that her 3-point creative learning principles could benefit other trainers and facilitators to increase engagement in their own sessions.

One of the many props Nikie uses to aid creative learning is LEGO®.  To find out more head to:

​https://www.curiouslighthouse.co.uk/learning-and-development.html

As the sun rose over Salisbury plain hitting the stone circle, I breathed in deep and took in the magic of the moment.


Rewind 6 hours and I was completely out of my comfort zone. I had never ‘done’ the summer solstice before, not even in the comfort of my own home, let alone in a field full of strangers. It was cold, noisy, and was heavy with smells last encountered coming from the student union building at college!


As the evening continued, I settled into the environment, people mingled, sang songs, and moved around the stones exploring. As the fateful hour approached (somewhere around 4.40am) more people arrived, and we all faced in the same direction, feeling the warmth of the summer sun on our faces. 


Job done, we scurried back to reality and a massive full English at the local pub. But the experience lives on. This was 5 years ago, and that moment has stayed with me ever since.


How does any of this relate to training?


I’ve worked as an L&D professional for over 25 years now. At the very beginning, as a much younger naïve trainer, I expected people to leave bathed in new light and looking to change immediately. As I progressed in my L&D career, I recognised that learners often leave before the sunrise moment has had chance to take place. This is largely down to the ‘traditional learning’ approach: tell them something, check they understand it, set an action plan, off you go!!! 


So, I started doing some research and came up with my own version of Creative Learning Principles which I now use in my own sessions:


1.    Creative exploration – Playful learning
2.    Distracted reflection – Time for the brain to digest
3.    Succeed or learn – be prepared to not get it right first time and understand that’s ok


Training is an experience, it should allow for that moment when the sun rises, (Minus the student union smells!) It gives people the space to experience new things, to challenge what works and what doesn’t, to come together with likeminded individuals, to put into practice and recognised successes and future learning too


So, on this summer solstice, I’d like to know… how do you let the sun rise in your sessions?


https://www.curiouslighthouse.co.uk/workshops.html


#curiouslighthouse #summersolstice #learninganddevelopment