You are herePersonal Life Leadership / 1. Effective Leaders Are Learners / The Learning Process
The Learning Process
Let us look more closely at the learning process. It is helpful to remember that true learning is a journey through various emotions, and we will use these emotions to help us understand the learning dynamics. We will simplify this process into three main stages:
1. The Comfort Zone
In this stage, we can become very comfortable with our existing habits and way of thinking. This stage is dominated by feelings of comfort and complacency. Many people do not want to move out of their "comfort zone" to learn anything new and therefore do not adapt well to the continuous change that is happening around them.
We can fail to move out of the "comfort zone" for a number of reasons:
- Not being exposed to enough challenges that will draw us out of the 'comfort zone'.
- Having an 'island mentality' by thinking that we do not need other people's teaching.
- Possessing 'just enough' mentality, that we thinking that we know enough to get the job done.
- Being held back by insecurity and a fear of failure.
- Having a narrow vision, not ever realising that more could be accomplished.
- Lacking a developing relationship with God, the people around us and other groups or churches.
Failing to move out of the 'comfort zone' not only robs us of the greater richness that we can experience in our lives and ministry, but also robs those that we lead.
In contrast, learners are constantly looking for ways to improve their capacity to achieve the results they really want in life. At some point in this search, they find some new information about positive change. This can be obtained from many sources, including a sermon or training, advice from a trusted friend, or a book. This event is only the catalyst for learners to move out of their "comfort zone" towards stage 2 in the process. Often our experience with formal education can lead us to believe that this passive experience is learning, but there is a very significant difference between receiving new information and the learning process. Receiving new information is a very important, but only small part of the learning cycle.
2. Thinking New - Doing Old
"Anyone who listens to the word but does not do what it says is like a man who looks at his face in a mirror and, after looking at himself, goes away and immediately forgets what he looks like. But the man who looks intently into the perfect law that gives freedom, and continues to do this, not forgetting what he has heard, but doing it - he will be blessed in what he does." (James 1:23-25)
The stage second in the learning process is where we seek to put into practice the new principle and become doers not just hearers. The emotions that are often felt include fear and apprehension as we take a risk and try something new. We can ask ourselves, "Will it work?" "What about the costs?" During this stage, we often unconsciously fall back into our old ways of doing things. Although we are thinking in a new way, the gravity of our old habits sometimes draw us back in our old ways. The emotion felt here is frustration; something that most of us can identify with. For many individuals, learning stalls at the second stage. After periods of lonely frustration they give up and fall back into their old way of thinking and doing, the "comfort zone". Most of us have experienced this at some time.
However, the transition from stage 2 to stage 3 is the most important and most difficult part of the learning process. It is here that we must persist and not give up to receive the promise of Galatians 6:9. It is here that we can experience the transformational learning and change of Romans 12:2 as our mind is renewed.
"Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God's will is - his good, pleasing and perfect will."
Often we work hard, depending on our own desire, determination and discipline to make the journey from our old practices, to new thinking and practices. However, many of have experienced that the loneliness and frustration of this stage can cause us to slip back into old habits. Even though this may be representative of past experiences, it need not be the pattern that we follow for future learning experiences. There are several learning dynamics that can help us to move successfully from stage 2 to stage 3, including support, encouragement, feedback and accountability.
Instead of seeking to progress through the learning process alone, we can enlist the help and support of others. Practically, this can be achieved by forming a 'small group' or 'learning cell' where we can provide the support, encouragement, accountability, and feedback by sharing that challenges that we are facing in our personal development. Whilst this can be challenging for us, the rewards of developing open, accountable relationships are immeasurable.
Most of us understand what it means to give others support and encouragement.
"Let us not give up meeting together, as some are in the habit of doing, but let us encourage one another - and all the more as you see the Day approaching." (Hebrews 10:25)
We must also be prepared to give and receive feedback in the spirit of Ephesians 4:15: "Instead, speaking the truth in love, we will in all things grow up into him who is the Head, that is, Christ."
We need to be prepared to receive criticism constructively as it can help to reveal potential blind spots in our learning and behaviour. In addition, we are all accountable to God and can help each other to grow through accountable relationships.
"Nothing in all creation is hidden from God's sight. Everything is uncovered and laid bare before the eyes of him to whom we must give account." (Hebrews 4:13)
To hold someone accountable in the learning process is simply helping them to keep commitments to themselves and to God. These commitments may include learning goals, or changing habits or ways of doing things. To achieve this, we must be prepared to ask direct questions of others regarding commitments they have made, and be open to such questions about commitments we have made. It is very important that this is done with an attitude of grace, not legalism, and with in the spirit and purpose of Hebrews 10:24.
"And let us consider how we may spur one another on toward love and good deeds."
As learners we must develop interdependent relationships with others that will provide support, encouragement, feedback and accountability for us, and we need to provide them for our fellow learners. This is often best achieved within trusting relationships in a small group environment.
3. Thinking New - Doing New
When we reach this stage we generally feel excited and fulfilled We have persisted through the frustration of our old habits and stage 2 with the help of others, and have now developed some more effective skills and habits. Our actions are aligned with our new way of thinking.
In order for us to consolidate our learning, we must continue to use self-discipline and practice our new skills and habits. In this way, we will return to the start of the process with a greater level of effectiveness. Also, almost immediately, effective leaders are looking for new opportunities to move out of their 'comfort zone' and embark on another learning journey!