So in that spirit, I added a zinger to some professional dialogues in the past two months: "Content in corporate classes is so bloated. Many courses have as much as 80 percent too much content. What if we could just teach the 20 percent of content that is targeted, new to the learner and essential for competency?"
I expected to get serious push-back, but instead saw nodding heads. So to take the experiment a bit further, I added this statement: "For many learners, they only need, want or benefit from 20-30 percent of the content in a given course. For example, we could teach project management or leadership essentials in a deeply slimmed-down fashion by skipping the stuff people already know, assuming they will continue gaining knowledge through social learning, on-the-job learning or with performance support. Why, we might be able to get that five-day class - whether e-learning or classroom delivered - down to one day or less!"
I was truly expecting deep push-back from that statement. Instead, a period of quiet reflection followed. Then, the conversation quickly shifted to how this could be accomplished and the obstacles to making these shifts.
Let's explore the bloated content phenomenon with open hearts and creativity. Start with the question why. What are the roots of bigger content loads in our courses?
1. Compliance and regulation
Legal advisers often want us to add content that will potentially protect the organization if "bad things" happen.
2. Tradition
Everyone has their own sense of tradition. Traditions may be relevant, but as multiple "musts" are added to a course, it gets bloated.
3. Design is an additive vs. zero-based process
Unless it is a brand new program, the design process starts with adding content instead of a clean slate.
4. Least common denominator
We often design for the least competent and experienced learner, which results in teaching things many people already know.
5. The renaming and jargon effect
A good percentage of content can result from renaming and reframing something that is already known, or from taking common sense and converting it into a complicated graphic with a new piece of jargon.
6. Length often precedes design
I am often asked if I am available to teach a one- or two-day program before the program's objectives have been set. We sometimes plan for the footprint we have in mind before we define the learning experience.
7. Lack of experiments
The design and needs-assessment process usually results in a single model of content for an instructional outcome. We rarely experiment to see if we can effectively deliver the same content in a less bloated fashion.
No one is the villain here, and there are courses that are appropriately large and complex. Yet, I challenge my learning colleagues to take a fresh look at learning content. If we change a few of our assumptions in light of changing economic times and acceptance of technology's potential role, we could place our content on a dramatic diet. Keep these ideas in mind:
a) Extreme design might be required.
If your CEO told you that you had to design an abridged emergency version of a key course, you could and would. And it might be way better.
b) Slimmer means more learning.
As we slim down courses, we can spread learning resources and budgets across a larger slice of the workforce.
c) Adult learners really can take responsibility.
Malcolm Knowles, the godfather of adult learning, pushed the idea that adult learners are capable of and willing to take on more responsibility in the learning process. If we treat them as adults, they often surprise us.
d) Teaching is just the trigger for learning.
I would rather teach less and trigger longer, deeper learning experiences for learners. I would rather leave a class hungry and motivated to continue learning than put them to sleep with a 400-slide presentation that leaves them sedated and unmotivated.
What started as a provocative statement has turned into an exciting personal and professional exploration. I am quite motivated to gather evidence and conduct experiments on content bloat, and I invite you to take part.