Dynamic Leadership as a Lever to Hosting ‘Transitional-Led Learning’

Posted on June 18, 2018

Redwood & Co. joined hundreds of people at the CIPD Learning and Development Show, leaving London’s Olympia buzzing with insights and reflections from the realms of ‘Technology and the Future of Learning’, ‘Learning Essentials’, ‘Leadership, Skills and Talent Development’ and ‘Strategic L&D for Business Performance’.

After a few days of deeper reflection on the many exciting and varied processes and tools for learning that are emerging currently, we were left with some new thoughts as well as pondering a new question for today’s technology enabled leaders…

“If learning is a mechanism for change, and more and more bite-size solutions are becoming available for individuals to take ownership for their own learning – in all kinds of blended formats – how must leaders adapt to help each individual on their team bring to life their unique learning in a manner that invites the ripple effect, to take their learning both deeper and wider?”

As leaders focus on the bigger picture, they can tend to focus on the external dimension of a learning intervention- the resultant change that is enabled through new insights and information (what outcome are we trying to achieve?) paired with the learning process itself (how and when are we going to reach our desired destination?).

Might leaders more holistically leverage learning from also appreciating that there is an internal dimension of personal transition that also takes place in each learner – a journey towards change that is driven by emotions and needs?

If this inner dimension (‘what am I personally experiencing as a result of my learning?’) is also engaged with, it can perhaps better enable the learning to be actualised and sustained in a manner that then maximises value. This value can be recognised in terms of tangible improvement – not only at the externally measured team and organisational level, but also at an intrinsic motivational level for the individual. Here at this individual level, deeper reflection and insights are then truly leveraged not only in the moment but more sustainably.

“As change and transition do not always move in sync with each other, how important does the role of the leader become in terms of hosting learning as change? And what mindset and skills might be needed to best do this?”

How can leaders be supported in harnessing skills and processes to host ‘Transitional-Led Learning’ that enable the individual – who is taking accountability for their own learning – to integrate their personal journey back into the team environment, and drive the organisation towards its destination?

From our experience, the most impactful leaders have dynamically tapped into skills such as Coaching and Emotional Intelligence to host the creation of Transition-Led and Growth Mindset oriented ‘Pauses.’ In these pauses, dynamic leaders have held a space for learners to critically reflect on the impact of their learning, both in terms of changes in their performance and in terms of the discovery of resultant new needs and associated emotions around those needs.

By facilitating reflective pauses as part of individual and team coaching, dynamic leaders:

  • Attune to the arising needs of each individual to ensure that momentum driving the learning process is continued;
  • Facilitate cohesion among the team as integration of learning outputs in turn calls for new behaviours to be embedded and for associated structures to be evolved and refined to match.
  • Awaken new possibilities within the team vision of ‘what else is possible’, so that team learning becomes both an organisation’s opportunity and journey.

What stories do you have about maximising learning by leading change through hosting transition?

We would love to hear your thoughts!

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