Historically Learning is considered as function of several factors which includes knowledge, skills and attitude. In my last post, I showed that knowledge (K), Skill (S) and Attitude (A) are the things we learn at university or workplace and these are pretty much “trainable”. In very first post, I also wrote about value of practice (P). Yes, practice pays very important role in retaining the knowledge, skills and also keep attitude polished. Ericsson says one need to engage in deliberate practice to shine his expertise. (See)
Overall amount of learning, if it could be quantified, is a complex function of how much do you know, what exactly you can do and how well you can do and it is also function of how much practice (or experience) you are gaining in applying it. Learning takes time. That’s why you see “time” factor in its equation. The learning is complex function.
Performance is again complex function of learning. Those who come from math or science background would know that like every function performance function also has a maxima. That essentially means it needs certain specific attributes or certain ingredient in your learning at which it may resonate and give you maxima. These “secret” ingredients are still a mystery in training and performance world.
This also suggests one very important point that not entire learning of an individual will convert into performance. You may be highly skilled, knowledgeable, with years of practice and “wow” attitudes to problems, but you may not be the “best” your manager would want you to be!!!
Why so?
It is because performance does not necessarily come out only from learning. In the subsequent posts I will write about if the shape of performance curve is truly a function of learning or something else too.
Stay tuned!!
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Subscribe original post at: http://rkattri.wordpress.com/2013/07/14/does-learning-equate-performance/
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Raman K. Attri is a Training Transformational Consultant, Learning Strategist and Researcher with rare experience in shortening time-to-proficiency of employees performing complex jobs at complex organizations. Strong believer in personal performance as the starting point of any world-class leadership, he developed a scientific model Personal Resonance© to achieve peal personal performance and self-leadership. Additionally he helps trainers, learning specialists, instructional designers and training professionals with articles on proven techniques to transition successfully into training and learning management role.
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