15 Aug Here we go again, just another workshop!

Have you ever attended a workshop that was really interesting and fun, but nothing changed in your work life afterwards? Have you wondered why?

At WorldsView Academy we are continually refining our approaches to help organisations thrive through individuals, teams, and ultimately, the organisation as a whole. Our ongoing quest for improvement led me to ponder on what truly makes a team or leadership programme successful. Whether you’re an L&D professional, HR leader, or a team leader looking for positive change, you’ve likely struggled with the challenge of sifting through countless options, wondering which will genuinely make a difference. Perhaps you’ve encountered programmes that seemed promising but didn’t deliver lasting change, or maybe you’re still on the hunt for that elusive, near-perfect programme to elevate your team’s performance and yield tangible results.

This prompted me to revisit some of the foundational principles of adult learning. Malcolm Knowles, a pivotal figure in adult education, introduced the concept of andragogy— essentially, the idea that adult learners are self-directed, bring their own experiences to the table, and are motivated by how relevant the learning is to their work or personal life (Knowles, 1984). This theory suggests that effective programmes should be anything but one-size-fits-all. Instead, they need to be tailored to the specific needs and experiences of the delegates.

WorldsView Academy, grounded by the principles below and our methodology incorporates key elements that we believe are crucial for any effective Organisation Development programme:

1. Contextual learning: Our programmes are designed to be adaptable, to fit the specific needs, context and culture of your organisation. For instance, a tech startup might require a different approach than a traditional manufacturing company. Research by Yorks, O’Neil, and Marsick (2019) highlights that contextual learning leads to better alignment with organisational goals and improved transfer of learning to the workplace. 
2. Creative dialogue and peer learning: Active participation and peer learning are part and parcel of all our programmes, rather than passive reception of information. This could involve role-playing exercises, group discussions, or problem-solving scenarios based on real workplace challenges. A study by Deslauriers et al. (2019) found that active learning methods can improve conceptual understanding by nearly 50% compared to traditional lecture-style training. In our programmes, we’ve seen how creative dialogue sessions can lead to breakthrough insights and innovative solutions to long-standing organisational issues. Our delegates frequently highlight the opportunity to engage in conversations they might not typically have and the value of learning from one another as the most rewarding aspect of our programmes. 
3. Action projects: Our learning approach includes practical, real-world applications that resonate with our delegates. Teams work on actual projects from their organisation during the programme, applying new skills and concepts in real-time. Research by Revans (2011) on action learning shows that this approach not only enhances skill development but also contributes to solving real organisational problems. During these interactive sessions, you’ll often hear delegates expressing their readiness to tackle difficult conversations and discussing how they’ll approach situations differently than they would have before the programme began. 
4. Ongoing support: We provide mechanisms for ongoing support and development beyond the initial programme to ensure that behaviour truly changes. This could involve follow-up sessions or a community of practice. A longitudinal study by Grant (2014) demonstrated that ongoing coaching support led to sustained behavioural change and performance improvement over time. The issue of sustainability is critical, many programmes are effective, but without mechanisms in place to support the implementation of newly acquired knowledge and skills, the effort can be wasted. When organisations invest in quality programmes, it’s essential to be intentional about supporting and sustaining the resulting behavioural changes. 

We’ve seen firsthand how incorporating these elements can elevate a good programme to a great one. By integrating contextual learning, creative dialogue, action projects, and ongoing support, we create a holistic learning experience that drives real behaviour change in individuals and transformation in the organisation.

Talk to us about your next programme that will not only be fun and interactive but will have a lasting impact on your organisation.

I’m curious to hear about your experiences with team development programmes. What elements have you found most effective? Have you encountered any innovative approaches that yielded notable results?