ROBERT J.R. GRAHAM: Learn, Develop, Grow

Learn

Gardner’s Multiple Intelligence Theory (1993 & 1999) [The theory of multiple intelligences was first proposed by Howard Gardner in 1983 in his book Frames of Mind. It is based on the idea that people have a unique blend of intelligences which they use to process information. Originally Gardner identified seven intelligences: verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, musical, spatial/visual, bodily/kinesthetic. In 1999, he added two further intelligences: naturalistic and existentialist. Howard Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences' (Gardner, Frames of Mind, 1999)]

As individuals, your people process information in unique and varied ways. Some may be logical processors, others linguistic, musical, spatial, or kinesthetic. Several may be interpersonal or intrapersonal thinkers.

To accommodate the range of intelligences across your organisation we use Gardner’s Multiple Intelligence Theory (1993 & 1999)

to underpin the design and overall learning choreography of content and activities. This ensures that each user receives and processes information in a relevant, varied and challenging way.

Develop

Social learning theories of Lave & Wenger’s, Situated Learning (1991) [Situated learning, with its roots in Vygotsky’s social learning methods, is a general theory of knowledge acquisition. Often used as a model in adult education, Lave and Wenger’s Situated Learning fundamentally explores the social and cultural transformation of knowledge when it takes place in the context it is applied.]

Linking theory to practice is vital in ensuring that knowledge is successfully applied in the workplace. Inspired by the social learning theories of Lave & Wenger’s, Situated Learning (1991), iLearn uses a visual and text based interactive narrative that requires the user to consider and apply concepts within the context of the workplace and the individual. This encourages ownership of knowledge as the user understands intellectually, emotionally and practically how their learning fits into the way they work and the organisation’s strategic objectives.

Grow

Behavioural Change Model of Prochaska and DiClemente (1986) [The Transtheoretical Model is a model of intentional change that focuses on the decision making of the individual. In attempting to explain the dynamics and structure of staged behaviour change, Prochaska and DiClemente developed this model to propose that behaviour change occurs in five distinct stages through which people move in a cyclical or spiral pattern from unawareness to advocacy.]

To ensure the sustainability of learning, we incorporate the Behavioural Change Model of Prochaska and DiClemente (1986) in the architecture of our learning structure to ensure that knowledge is embedded in the culture of the workplace: