Adult learningLearning is a process of developing new neural pathways that when sufficiently practiced become ‘hard wired’; what we call ‘knowing’ and ‘experience’. This process applies not only to ‘facts’ but also to behaviour. The process is particularly interesting when emotions are involved, which with behaviour they inevitably are. The emotions lie in the limbic part of the brain which is the oldest part of the brain.Because the neural pathways of learned behaviour have been well trodden through our lives, to consciously change behaviour so that a new behaviour becomes our default is not easy or quick. Because children have not had their ‘pathways’ used for so long, the process of learning is easier. Also adults have much experience to add to the learning process. Children are much more a tabla rasa; they can be considered as unused learning blotting paper. Most adults require a purpose for learning; there has to be a real desire for change. Children more readily enjoy and accept learning for its own sake.This requirement for real desire for change has become known as Self-directed Learning and Change. Professor Richard Boyatzis at the Weatherhead School of Management has spent more than 15 years working with David Kolb on how adults acquire and develop new behavioural competencies for the long term. In 15 longitudinal studies of mature MBA and executive programme students it was confirmed that people can make genuine and lasting behaviour change to achieve valued objectives if they embark on a process fulfilling certain conditions:

the goals must be decided upon by the person who wants to change

there needs to be an articulated ideal future self

the goals must build on the current real self, the focus is on exploiting strengths and building on existing learning

the plan must be feasible in the person’s life – that is, grounded in reality, not fantasy

the plan must start from the preferred learning style

actions must fit into the structure of one’s life and work to enable practice to take place which will establish new neural pathways

The process of self-directed change needs to begin with the shock of recognition (what Boyatzis calls a ‘discontinuity’) that there is a gap between what I am doing now and how I would like to behave to enable me to be more effective (see slide 1). Many of us are oblivious to this discontinuity; we are ‘boiling frogs’; the discontinuity often reveals itself through feedback from others and many recoil from the perceived psychological danger of exploring the validity and utility of what they are doing now.Many also find it hard to be imaginative and creative about the future they want for themselves. It takes time and effort to construct a personal vision that is truly energising. Boyatzis’ research found that up to 30% of tutor contact time needed to be spent on working the ‘ideal’ reason to change. Sometimes this process can create a sense of despondency. We feel that opportunities have been missed; we have not made the best of

our lives/career so far; we will never catch up. This is why it is important not to rush into goal-setting. Focussing on our strengths and considering what impact it would have on our life and work if we did more of what we are good at is the springboard for action. Then having people exploring the wider realm of possibilities of what might be, in the context of meeting personal life goals, is critical to lasting change.Crucial to the success of adult behaviour change is to have a plan in place which is specific and measurable with milestones and action steps. Having a plan and declaring the goal increases the likelihood of success from 5% to over 60%.Behavioural change takes time and practice. Changing deep-seated behaviours takes continued practice. Patterns of behaviour that we exhibit are based on habits of acting and habits of a lifetime are not easy to change. Reprogramming our patterns of behaviour means creating new habits.The final critical component identified in the research of Boyatzis and Kolb is that ongoing support is vital in achieving true change. Having the support of a mentor, coach, consultant or referent group (a group of individuals who are mutually interested in the success of each other achieving behavioural change) is vital if people are to overcome obstacles, avoid relapses, have ongoing feedback and maintain the momentum required to achieve the goal of changed behaviour.Temperament is not destiny. People can ‘rewire’ their neural networks and emotional constellations through a self-directed learning process. Emotional Intelligence competencies can be learned and developed. Is it worth it? The research shows that effective management of Emotional Intelligence is a strong predictor of success in life and work, for both individuals and organisations.

Slide 1PERSONAL CHANGE MODEL (adapted from Boyatzis)

Personal ChangeModel (adapted from Boyatzis)

Actual State Desired State

Dissatisfaction

Personal Goals Aligned

with Work Goals

Self Assessment

Development of Goalsand Action Plan for

Changes

Ongoing Support

Review Progress

Practice New Behaviours

Behaviour Change