Art versus science: Designing a framework where your learners’ creativity thrives

As learning and development leaders, we know training is a critical tool when it comes to teaching new skills and supporting behavioral change. We also know that designing the right training requires setting a thoughtful approach on the objectives, learning modality, length, etc. However, what often gets neglected is an eye toward an approach that balances delivering both art and science.In some cases, such as with compliance courses, or when needing to follow a very specific process, it may not be necessary to incorporate this approach, but, in the cases of true behavior change through L&D, such as manager training, leadership development or change management it is something that needs to be given serious consideration.

What do I mean by science and art? When I talk about “the science,” I’m referring to frameworks, processes and approaches that we hope the learner will learn and apply. “The art” takes into account the individual learner. It’s the part that encourages the learner to take what they learned and to make it their own.

Let’s use the simple example of designing a workshop on giving effective feedback. As practitioners, I am sure we typically design a session based on a simple framework, provide examples and then give opportunities for employees to practice creating feedback statements in some sort of a role-play scenario. To elevate this design, we need to incorporate “the art” and allow for nuance. Perhaps here, we might give each learner an opportunity to adapt the framework and think about the tact they might take when giving feedback. They could use the style, tone and approach they feel might fit the situation.

For example, we have traditionally been told that feedback needs to be given immediately and directly. However, that axiom lacks empathy and discounts the importance of understanding the learner’s perspective, including how they prefer to receive feedback.  Some reporting relationships invite a more casual expectation, so tone needs to be considered.

By designing a workshop or learning experience that encourages the learner to take some creative freedom, you invite them to be authentic. When we can help the learner take an approach, make it their own, customize it, the approach comes across as truer and more natural. The learner needn’t robotically memorize frameworks; they simply need a model that works for them and the culture of the organization.

Let’s use another example of a course we recently designed to help managers engage their employees in a hybrid world — one that I am sure hits close to home for all of us. The workshop was based on a set of manager behaviors, and we designed the program to encourage participation and engagement from the group. We suggested strategies for managers, and in turn, the learners shared nuances of these strategies that worked better for them. Learners chimed in with their ideas and discussed how they might tweak certain approaches.

Finally, when we talk about “the art,” we need to reiterate to our learners that art takes time. We must remind learners that when they leave a workshop they cannot leave solely with a feeling of, “Wow, that was a great session”, but more of “Wow, I have to figure out how I can incorporate what I just learned in my day to day and find opportunities to practice it.”

Akin to when a basketball player learns a new way to shoot a free throw, an artist learns of a new brushstroke or when we all first learned how to use Excel, L&D shouldn’t be a one and done approach, but rather ongoing practice, repetition and tweaks. Of course, we don’t want to leave the learners completely alone, we want to emphasize the message of practice by embedding accountability through partners in the session, through managers, setting up follow-up sessions or both.

So how can you ensure this balance is embedded into L&D? I recommend the following steps:

• Simplify the science — Too often, frameworks and models are too complicated for most organizations. They become too hard to not only memorize, but are so prescriptive they can lead to employees forgetting or leading to learning things their way. By keeping the approach simple, you allow individuals to add a bit of themselves to it.
• Sense check the content — Engage with people in the business you trust to give you real feedback, including the ones who may be your toughest critics. Show them the content, explain how you will facilitate the discussion and then ask them two important questions: What is missing? What would you do differently? DO NOT ask them, “What did you think?” Questions like that often lead to them saying, “I like it,” and don’t solicit any real feedback. By asking what is missing, you are acknowledging that there could be something you left out and lowering the stress of them having to answer. Asking them what they would do differently, allows them to add an approach they might like to see if they were the learner. 
• Be flexible — Some of us, when we were less experienced trainers, would follow the presentation slides, making sure we get through each slide. You’re playing a balancing act of getting through all the content in time, speeding through slides and ignoring the discussions. Those discussions should create an amazing space for learners to discuss “the art.” Slides often serve as a crutch and create a poor experience for the learner. This means we need to shift our mindset from being trainers to being facilitators. As a facilitator, you cover key points and allow the discussion to go where the learners want it to go.
• Ensure accountability — There is no right or wrong way to drive accountability, but you want to make sure there is a way that learners are applying what they learned. This can be done through surveys a few months later, a check-in call to see what has been tried or involving the managers to follow up. Whatever the approach, accountability ensures the learning doesn’t stop at the end of a workshop.

With this approach, you can start to be more deliberate in balancing  “the art” with “the science” in your deliverables. This can help make for more engaging and inclusive learning experiences.