May 20, 2024
[Русская версия]
This is the first of four articles on the topic “why it doesn’t work”, based on the THM 2.0 development model. The series of articles includes:
- Why training doesn’t work (this article);
- Why coaching doesn’t work;
- Why psychotherapy doesn’t work;
- Why consulting doesn’t work.
In our time of developed Information Technologies, there are enormous opportunities for training in almost any direction. In particular, there are a large number of both paid and free online trainings. Face-to-face training has also become much more accessible. However, the training may not give the expected result. Let’s look at the reasons why this happens using the THM 2.0 model.
Physical Intelligence
First, we need to define what is meant by the term “training.” If we consider training as part of something larger, then in the THM 2.0 model (the author strongly recommends that you familiarize yourself with the model since the entire article is based on its elements), training corresponds to a physical pattern. A physical pattern defines the structure that emerges after ordering chaos. It also defines the action that leads to any result. This means that as a result of the training, the student should acquire structured knowledge and skills that produce results.
The four qualities required by the learner (and indeed by the instructor/teacher and all parties involved) include:
1) Ability to desire. It is obvious that without this quality one cannot expect results from the training. Advertising, marketing and propaganda can help to develop this quality;
2) Initiativeness. It is necessary for the student to actively absorb knowledge and master skills. For this quality to arise, motivation, discipline, and planning can help;
3) Capability. It is obvious that if a student is not able to master the material or master skills due to his physiological capabilities (health, for example), then the training will not be successful. Availability of opportunities also refers to instructors/teachers, as well as the availability of training space, tools, manuals, etc. Collecting relevant data on the availability of opportunities and solving problems associated with this can help;
4) Efficiency. This is, in fact, the very conduct of the training with obtaining some result. At this level we can talk about any result. The next section explains the qualities that make it possible to speak about the evaluated result.
As can be seen from the above four qualities, success in training should not be expected in the absence of at least one of them. It follows that the physical pattern corresponds to physical intelligence. Physical intelligence is characterized by such qualities as strength, speed, endurance, etc. These qualities should be attributed not only to the physical body, but also to thinking (this depends on the topic of the training).
Cognitive Intelligence
Consideration of training only from the point of view of the Physical Pattern is limited, since training is considered as if in itself. But if we take into account the other levels of the THM 2.0 model, we can take a broader view of training and understand all its benefits, identify and solve problems.
So, the next pattern of the THM 2.0 model is the Intellectual Pattern corresponding to the evaluation of facts, logic and cognitive intelligence (the author will use this term to distinguish cognitive intelligence, which is almost always called simply intelligence, from other types of intelligence, such as emotional or creative intelligence), assessed by the widely known IQ (Intelligence Quotient). The four qualities required by the student, as well as the instructor/teacher and all parties involved include:
1) Ability to evaluate. This quality allows one to evaluate cause-and-effect relationships, facts, phenomena, etc. Evaluation, in turn, allows one to understand what is valuable and what is useless. The main thing is that in the end there can be an understanding of whether the training was useful or not. Often there are situations of incorrect evaluation of training, in which the value of successful trainings is downplayed, and the uselessness of others is assessed higher than what is actually the case. For the emergence of this quality, practices of developing Cognitive Intelligence, solving logical problems, etc. can help;
2) Self-improvement. With the ability to evaluate, the opportunity for improvement arises. Within the training, self-improvement is a quality that obviously directly affects the overall success of the training. To develop this quality, the practice of developing Cognitive Intelligence in the field of optimization problems will help;
3) Flexibility. Flexibility is a very valuable quality in any matter. In the SLMHM model (see THM 2.0 for details), which structurally corresponds to the THM 2.0 model, this quality corresponds to the presence of alternatives. In trainings, examples of the presence of alternatives are different ways of conveying the same information to the student, different sources of information (text, video, audio), flexible training schedule, etc. It is obvious that the presence of alternatives is the basis for flexibility, since it gives the choice of the best from the options. To develop this quality, practices of developing Cognitive Intelligence in the field of studying material, knowledge management and finding alternative ways to solve problems will help;
4) Adaptability. This is the most valuable quality based on flexibility. It allows one to adapt to any change that arises. This level corresponds structurally to the level of innovation in the SLMHM model. To develop this quality, the practice of developing Cognitive Intelligence in the field of finding non-trivial solutions to problems and solutions to problems under time constraints will help.
Emotional Intelligence
In our time of development of Information and Communication Technologies and Artificial Intelligence, developed Emotional Intelligence is becoming more and more in demand. In the THM 2.0 model, Emotional Intelligence refers accordingly to the Emotional Pattern. Emotional Intelligence allows one to solve problems that cannot be solved at the level of Cognitive Intelligence or arise due to contradictions that arise in the Intellectual Pattern (these are the conclusions of research on the THM 2.0 model). Taking into account the Emotional Pattern in matters of training effectiveness allows one to achieve even greater benefits. The four necessary qualities of an Emotional Pattern include:
1) Sense of justice. In the SLMHM model, this level corresponds to the benefit received by all interacting parties. It is worth mentioning that the Emotional Pattern corresponds to feelings. If one talks about justice, then this is precisely a feeling, but not the distribution of benefits equally. The distribution of benefits equally or in accordance with some criterion (age, position, etc.) refers to Cognitive Intelligence. Understanding this difference is key to harnessing the power of Emotional Intelligence. To develop this quality, practices for developing Emotional Intelligence in the field of communication will help;
2) Esteem. The feeling of esteem further enhances the effectiveness of the training. Here one can talk about a feeling of esteem both for the student and for the instructor/teacher, the subject, the instrument, the organizers, the training as a whole, or anyone else related to the training. To develop this quality, practices for developing Emotional Intelligence will help, such as practices for developing gratitude (similar practices can be found in various spiritual movements);
3) Morality. Morality is nothing other than following the Ten Commandments of the Bible or the principles of Yamas/Niyamas. Here we should mention the statement of Doctor of Psychology and Philosophy Sergei Kovalev: “If a person does something harmful, then any of his colleagues will always want to trip him up at the most inconvenient moment.” To develop morality, practices for developing Emotional Intelligence will help, such as practices for developing communication and appropriate spiritual practices (as mentioned, following the Ten Commandments of the Bible or the principles of Yamas/Niyamas);
4) Love. This is the highest degree of Emotional Intelligence. Love for the subject of study/mastery, for the instructor/teacher, for the organizers, etc. Removes all psychological blocks to memorizing the material (and mastering skills) and sets the body up for the most optimal learning. To develop this quality, practices of selfless service will help.
It is obvious how the presence of these qualities is useful for the success of the training, and the absence of any of them reduces its effectiveness. At the same time, the means of developing these qualities are the practices of developing Emotional Intelligence and spiritual practices. Strictly speaking, the mentioned spiritual practices are generally developmental as they help not only in training, but also in other issues, including spiritual search, from which they were borrowed.
Creative Intelligence
Creative Intelligence follows the Creative Pattern of the THM 2.0 model. If the Emotional Pattern corresponds to feelings, then the Creative Pattern corresponds to states. The qualities of this pattern can also significantly influence the success of the training. The main qualities are:
1) Attentiveness. It is obvious that attentiveness is a very important quality leading to the success of the training. Practicing meditation on concentration can help in developing this skill (in yoga this corresponds to the practice of pratyahara, in which one gets rid of the unnecessary and concentrates on what is necessary);
2) Awareness. If attentiveness allows one to perceive information, then awareness allows one to understand and record it. Meditation practices for prolonged concentration can help in developing this skill (in yoga this corresponds to the practice of dharana, in which long-term concentration occurs on what is necessary);
3) Mindfullness. Developed attentiveness and awareness ultimately lead to an increase in the fullness of perception (mindfullness) – the ability to process large amounts of information. Meditation practices for prolonged concentration can help in developing this skill (in yoga this corresponds to the practice of dhyana, in which the expansion of consciousness occurs);
4) Transcendence. This is the highest state of the psyche in which complete fusion with the object occurs. In training, this is a complete fusion with the topic and methods being studied, with the instructor/teacher and everything that is related to the training. To understand such a merger, one can imagine that an experienced driver merges with the car and controls it as part of himself. When driving, one merges not only with the car, but also with the road and other road users. And the wider and deeper this merging, the more efficient the ride. Meditation practices aimed at achieving a state of transcendence, which in yoga is called samadhi, can help develop this skill.
Recently, more and more organizations have been offering their employees meditative practices, called Mindfulness. These practices are also offered to students of universities and schools. It should be noted that it is necessary to understand what Mindfulness is. The author found the most correct definition of this term in Harvard Business Review, Emotional Intelligence Series, 2017. We can say that this state corresponds to the state of “here and now” – complete presence in the training. In the THM 2.0 model, the fullness of perception exactly corresponds to the term Mindfulness.
Conclusion
The main results of the article can be concluded by the following:
- The trainings relate to the physical pattern of the THM 2.0 model, which relates to structure, that is, to the structuring of information and skills;
- The three remaining patterns: intellectual, emotional, and creative contribute to success in training;
- Training can be viewed through the THM 2.0 model independently. It can also be considered as part of something larger in which it is contained: in a business, in an organization, etc. At the same time, the THM 2.0 model can be applied to this larger one;
- To develop the necessary qualities, a number of practices can be used, including spiritual practices. The THM 2.0 model allows us to understand the practical benefits of spiritual practices, which most understand as personal development practices;
- The presence or absence of the described qualities to one degree or another contributes, respectively, to success or failure in training.
References
Gakh, D. The Conception of the Theory of Human Motivations 2.0 / Концепция Теории Мотиваций Человека 2.0, DOI: http://dx.doi.org/10.13140/RG.2.2.18975.84644
Leave a Reply