Sunday, July 22, 2012

Here's why consistency is terribly overrated in corporate education


One of the things that we talk quite a bit in corporate education is consistency. I've spoken about it quite a bit earlier as well. It seems this is something that every training manager out there is thinking about. After all, if you want to train hundreds of people, then you need a consistent process and a consistent output. There's a small problem though, people aren't consistent. And the last I checked, if you place an inconsistent set of inputs into an extremely consistent process, you still get very inconsistent results. One size fits all, fits no one. In today's blogpost, I want to outline the problems with consistency and the alternatives that corporate education and education at large needs.

Is the obsession with scale and consitency a monoculture of the mind?

A few days back, my colleagues Rohit and Sriram spoke about monocultures of the mind. In particular they attacked the monocultured notion that "If it can't scale it's no good." For my benefit and for my argument I want to repeat what I understood of Rohit's argument. First - what is scale?
Scale is any undertaking where more than a few people come together and organise themselves for a purpose determined by a small set of people at the top.
The benefits of scale are things we've talked about several times, but there's one big problem with scale. While a majority complies and bears the brunt of scaling, only a minority reaps its benefit. And of course, as you increase scale and there are more people involved, you create so many levels of abstraction in your process, that you also increase the level of dysfunction.

The problems with scale

Rohit and Sriram talked about the further problems with scale. Let me list them out:

  1. When you separate planning and execution to scale, you effectively lose local solutions that individuals earlier had, albeit over a period of time. Take the example of the green revolution in India. It introduced fertilisers and pesticides to increase agricultural yield, but 40 years hence, we've lost the local solutions that farmers then had, so they could deal with the problem.
  2. The separation of planning and execution create way too many levels of abstraction. This leads to hidden incompetence and learned helplessness because people working at the service end of the process have lost connection with the reason why they do things in a certain way. You lose autonomy and ownership at the individual level, because at the end, everyone is just 'doing a job'.
  3. Scale leads to standardisation. For example, everyone in corporate India speaks English. In fact that's what I've spoken as a first language for all my life. This means though, that we're losing our diversity - I can't speak Bengali or Hindi or Marathi fluently though these are family languages!
  4. The most disturbing effect however is the apathy that the division of responsibilities causes. When I went to Bharatpur, I shared a lunch with my guide Mr Bhim Singh Rana. Rana farms for a living, but he doesn't eat the grains he farms. Instead he has a smaller plot of land where he grows his own food, devoid of pesticides and fertilisers. He's aware that this reduces his yield, but he'd rather have the non-toxic food. Isn't this a problem? The buyers of his grain are separated by so many layers of anonymity that he doesn't really care about poisoning them. His concern for me and the quality of food I had with him was a stark contrast to this apathy.
Try to relate these same problems to top down, large scale, consistent educational programs and you'll know why I have little faith in our education system.

People are different, so why does learning have to be consistent?


"It's I believe we have a system of education which is modelled on the interest of industrialism...Schools are still pretty much organised on factory lines...We still educate (children) by batches...If you are interested in the model of learning you don't start from this production line mentality...It's about standardisation...I believe we've got go in the exact opposite direction...That's what I mean about changing the paradigm." - Ken Robinson
If Sir Ken Robinson says something like this you've got to sit up and take notice. Learning is a very personal exercise. People learn differently. They prefer a different combination of modalities given the context, they have different talents, motivations. You cannot make curriculum the confinement of human experience.

So what does education need instead?


"We deal right now in the educational landscape with an infatuation with the culture of one right answer that can be properly bubbled on the average multiple choice test. I am here to share with you, it is not learning." - Diana Laufenberg
In my view what educators (corporate or not) need is a way to empower themselves. The old model of education where we needed scale, was based on an assumption. An assumption that knowledge is scarce. And since that assumption was true, you could make sense of the 'sage-on-a-stage', 'butts-in-seats', 'everyone-does-the-same-thing' model. As it turns out, knowledge is not scarce today, so educators need to let go of that part of their roles give way to democratised means of gathering knowledge. Share the context, and set them free. We have examples of great knowledge sources all around us. Starting from Wikipedia, all the way to Khan Academy, going right upto iTunesU. Corporates have a unique opportunity to use modern web media to create similar, yet contextualised knowledge sources for their organisations. I believe that we need to drive these knowledge sources using social, collaborative technology with new media at the center. Democracy is at the centre of content creation on the consumer web. Why can't it be in the enterprise?

So what is the educator's role then, if it isn't to disseminate theory? I believe the educator's role in today's world focusses on skills instead of knowledge. Face to face interaction is a wonderful thing - this is an opportunity to solve complex challenges in a collaborative setting. Educators have a wonderful chance today, to participate as coaches, as facilitators of this collaborative experience. In that, you have a repeatable process, but one that is daringly inconsistent and individualised. Those learning have the choice to pick their own learning path to the challenge. Once in the challenge, they have the opportunity to decide how much they wish to stretch themselves. As they stretch their own selves, they challenge educators to support them through this journey. We now have the opportunity to create educational contexts where mistakes are the norm, we view failure as a stepping stone to learning and eventual success and there's no one-right-answer.

The obsession with consistency and scale isn't new. It's something I've seen since the last decade and perhaps even earlier. In a way, the recession was a good thing for the industry. Several companies took some time to focus on learning without having to bother about massive scale given their reduced hiring targets. I'd be concerned though, if the attitude changes when the market does. I'd hope that Ken Robinson, Salman Khan, Diana Laufenberg, Sugata Roy and others have taught us enough about autonomy and individualisation for us to bury the notion of consistency once and for all.

26 comments:

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Team building games said...

You can know why consistency is terrible read the post to know details

Wealth Management eLearning Course said...

Number of such things like elearning course, management course, training are become a part of education. If we are talking about the corporate management elearning education is consistent or not, it is become a brain stater or we can say incresess mind adaptability. It seems this is something that every training manager out there is thinking about. If you want to train about many people, then you need a elearning process and a consistent output. You get very results. Corporate management elearning education and elearning education at large needs.

Theodore Van said...

Education did not evolve to become a structured set of learning programs like what we have today. People in other parts of the world still have to get student loans before they can even begin to study. Others rely on the education provided by uneducated parents. Still others send their children abroad, for instance in England, but have to get a property for sale in liverpool so that they can be with their children while they are studying. These people get different levels of education and afterwards become who they want to be - corporate managers or corporate followers.

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Neel said...

Consistency is the biggest need for a company with a context to employee. How will companies tend to grow if there are no consistent inputs to give consistent outputs? And the managers do not leave any stone unturned to find that “Consistency”. Corporate education - sounds good, also I agree with the line – “I believe the educator's role in today's world focusses on skills instead of knowledge”. There should also be a bonding in terms of work and culture to understand things better. Finally to tell - “IT’S AWESOME BLOG”.

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