Talent Development 10 Adult Learning Theory

September 17, 2020

One of the important skills in the CPTD Certification program for ATD is a knowledge of the Theories and Models of Adult Learning.

In this article, I will discuss Bloom’s Taxonomy and how to use it.


There are three categories that describe types of adult learning. These are: 1) cognitive (knowledge), 2) psychomotor (skills), and 3) and affective (attitude) (also called KSAs). These three categories were first described by Benjamin Bloom.

I will describe the differences between these three categories in my own words below.

Knowledge (cognitive)

This involves developing intellectual skills. You might study mathematics, or law, or you might become an expert on ecology and climate control. There are an infinite number of topic areas to explore, and the cognitive section involves becoming knowledgeable on any one or more of them.

Skills (psychomotor)

This area of the taxonomy includes the use of motor skills and physical movement. For example, you might become a ballet dancer, or a mountain climber, or an artist. The skills required to perform well in the particular subject involve use of motor skills.

Attitude (affective)

In this area, we deal with feelings and emotions. These are generally acquired skills that are experienced differently for each person. The whole area of motivation is part of the affective. We acquire these skills not only through training, but we also discover them ourselves from just experiencing life.

A key point here is that training professionals will use different tools and methods depending on what part of the taxonomy is being developed.

Knowledge is the easiest area to transfer information. It usually involves some reading and lecture to bring out the finer points of the concepts being taught. There is also significant practice time to ensure full transfer of the content.

Workbooks and problem sets give the learner significant variety of ways the tools are used. In most situations there is an identifiable right way to do things.

For skills, there is usually lots of practice time developing the motor skills and muscle control necessary to do the task. There may be more than one right answer to how things are done, so some degree of personal preference needs to be allowed.

Often safety factors are a major part of skill building. For example, if you are learning mountain climbing, you must know at what altitude you need to put on an oxygen mask.

For Affective training, the methods may involve role playing, group brainstorming, body sculptures, and simulations. These are mostly experiential techniques that instill the proper attitudes by having the person immerse him or herself in the scenario and a professional debriefing to highlight the key learnings involved.

The Affective area has the most variety of outcomes because each individual will take away potentially different information from the training.

Using Blooms Taxonomy involves understanding these three learning situations. For the professional trainer or designer, it is important to know what area you are working on at any particular point and use the correct tools to obtain an optimal result.


Bob Whipple, MBA, CPTD, is a consultant, trainer, speaker, and author in the areas of leadership and trust. He is the author of: The Trust Factor: Advanced Leadership for Professionals, Understanding E-Body Language: Building Trust Online, Leading with Trust is Like Sailing Downwind, and Trust in Transition: Navigating Organizational Change. Bob has many years as a senior executive with a Fortune 500 Company and with non-profit organizations.

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Leadership Barometer 47 More Delegation

April 24, 2020

I work with leaders on a regular basis, and most of them wish they were better at delegating. I have yet to meet a person who believes delegating is a bad thing to do.

Granted, it is possible overdo the technique and get into trouble, just as one can overdo any good thing, but for most of us, we would be far more effective if we did more delegation rather than less.

The reason for not delegating stems from each person’s desire to have things done well. We want things to be done the way we would do them, and are afraid that some other person will not live up to the standards we have for ourselves.

The excuse often given is “it is much easier to just do it myself than to teach the other person to understand how I want it done and make sure he does it that way.” That thinking sounds like just being honest, but it is not a helpful way to think.

The fear is not just about getting the work done the “right” way. It is also a sociological fear that if we need to have the work redone, then we have made an enemy or at least have to do some coaching to calm the other person down.

The dread of having to deal with the consequences of a failed attempt and the rework involved is very real and makes us feel like the time is better spent just doing the job ourselves. That approach will also prevent the time pressure if there is an urgency to the task.

You cannot use the “Law of Leverage” to multiply your good influence in the world until you let go of the idea of perfection and grab onto the concept of “excellence by influence.”

By trusting other people to figure out the best way to do something and leaving them alone to do it “their way,” you unleash the power of creative thinking and initiative in other people. They will often surprise you by delivering work and solutions that are far better and arrive sooner than you would have done yourself.

To have subordinates perform as you wish, it is first important to ensure you have defined the desired outcome. Make sure they can recite the objective back to you before they go off to accomplish the task.

This is also a great time to verify they have the resources needed to accomplish the work. Many managers fail to provide the time, money, or other resources that will be needed to do the job and then become frustrated when an employee tries to improvise a sub-optimal solution.

A typical problem is that managers have a preconceived idea of what the ideal solution will resemble. When we see the result of the work done by a creative and turned-on individual, it just does not look like the solution we envisioned, so the “not invented here” syndrome takes over, and we send signals that the work is not good enough.

It is hard to admit that the solution we are presented with is, in many cases, a superior one. Here are some ideas that can help you lower this rejection reaction and be more accepting of the solutions others present.

1. Does it do the job?

In every task there are countless ways to achieve a result that actually does the job intended. When you see the work of another person, try to imagine that the solution you see is one of hundreds of alternatives, including the one you had in mind.

2. Did it help the other person grow?

Our job as managers and leaders is not only to get everything done according to some standard. Our primary purpose is to help people grow into their powerful best, which means putting higher value on what the person is learning than on the particular solution to a specific task. Even if the solution turns out to be flawed, it still is a success in terms of helping the person learn and grow.

3. Are you making a mountain out of a molehill?

We often get so intense about how things are being perceived by our own superiors that we lose sight of the bigger picture. By showing high trust and enabling more people to leverage their skills, you are going to be perceived very well, even if there is an occasional slip.

4. Who is the judge for which is the best solution?

Clearly if you have a preconceived idea of what the solution looks like, you are not in a position to be objective. You are already biased in the direction of your vision.

5. What kind of culture do you want?

To have an engaged group, you need to empower people by giving them tasks and trusting them to use their initiative and creativity to find their own solutions. If you want everything done “your way,” you will end up getting what most organizations typically do, which is roughly 30% of the discretionary effort that is available in the workforce. You end up with compliance rather than excellence.

6. What are you really risking?

When you stop and think about it, the risks involved are really quite small. Even if something does not work out, it will be of little consequence in a week or two. The risk is even lower if people are becoming more engaged in the work and more skilled over time through trial and error.

7. What is the best for you?

Realizing that you have a choice to micromanage or not and choosing to be an empowering rather than stifling manager lets you sleep a lot better at night. That is a huge advantage and well worth having to endure a serviceable solution that is not exactly what you had in mind.

The benefits of good delegation are well documented. Few people would vote for less delegation by any manager, so why not learn to set good objectives and trust people to come up with good solutions? You will find it is not as hard as you imagine, and your overall performance will go up dramatically as you leverage resources better.

Bob Whipple, MBA, CPLP, is a consultant, trainer, speaker, and author in the areas of leadership and trust. He is the author of: The Trust Factor: Advanced Leadership for Professionals, Understanding E-Body Language: Building Trust Online, and Leading with Trust is Like Sailing Downwind. Bob has many years as a senior executive with a Fortune 500 Company and with non-profit organizations

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Leadership Barometer 41 Mentor Power

March 9, 2020

If you do not have at least one active mentor, you are missing a lot. In my experience, having a strong mentor at work made a huge difference in my career.

Also, turn the logic around and you should be mentoring at least one other person, hopefully more than one.

Even in my ripening old age, I am still gaining benefits from the lessons and ideas planted in me by my mentor when I was younger.

There are obvious benefits of having a mentor in an organization. Here are a few of them:

1. A mentor helps you learn the ropes faster
2. A mentor coaches you on what to do and especially what to avoid doing.
3. A mentor is an advocate for you in different circles from yours.
4. A mentor cleans up after you have made a mistake and helps protect your reputation.
5. A mentor pushes you when you need pushing and praises you when you need it.
6. A mentor brings wisdom born of mistakes made in the past, so you can avoid them.
7. A mentor operates as a sounding board for ideas and methods.

Many organizations have some form of mentoring program. I support the idea of fostering mentors, but the typical application has a low hit rate in the long term. That is because the mentor programs in most organizations are procedural rather than organic.

A typical mentor program couples younger professionals with more experienced managers after some sort of computerized matching process. The relationship starts out being helpful for both people, but after a few months it has degraded into a burdensome commitment of time and energy.

This aspect is accentuated if there are paperwork requirements or other check-box activities. After about six months, the interfaces are small remnants of the envisioned program.

The more productive programs seek to educate professionals on the benefits of having a mentor and encourage people to find their own match. This strategy works much better because the chemistry is right from the start, and both parties immediately see the huge gains being made by both people.

It is a mutually-supported organic system rather than an activities-based approach. It is pretty obvious how the protégé benefits in a mentor relationship, but how does the mentor gain from it?

Mentors gain significantly in the following ways:

1. The mentor focuses on helping the protégé, which is personally satisfying.
2. The mentor can gain information from a different level of the organization that may not be readily available by any other means.
3. The mentor helps find information and resources for the protégé, so there is some important learning going on. The best way to learn something is to teach it to someone else.
4. While pushing the protégé forward in the organization, the mentor has the ability to return some favors owed to other managers.
5. The mentor gains a reputation for nurturing people and can thus attract better people over time.
6. The mentor can enhance his or her legacy in the organization by creating an understudy.

Encourage a strong mentoring program in your organization, but steer clear of the mechanical match game and the busywork of an overdone process. Let people recognize the benefits and figure out their optimal relationships.

Bob Whipple, MBA, CPLP, is a consultant, trainer, speaker, and author in the areas of leadership and trust. He is the author of: The Trust Factor: Advanced Leadership for Professionals, Understanding E-Body Language: Building Trust Online, and Leading with Trust is Like Sailing Downwind. Bob has many years as a senior executive with a Fortune 500 Company and with non-profit organizations.

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Leadership Barometer 27 Be a Mentor

December 3, 2019

There are several ways to tell how great a leader is. One true measure is how dedicated that person is to mentoring other leaders.

A favorite quote on my website is “The highest calling for any leader is to grow other leaders.”

Many organizations have some form of mentoring program. I support the idea of fostering mentors, but the typical application has a low hit rate long term. That’s because the mentor programs in most organizations are procedural rather than organic.

A typical mentor program couples younger professionals with more experienced managers after some sort of computerized matching process.

The relationship starts out being helpful for both people, but after a few months it has degraded into a burdensome commitment of time and energy. This aspect is accentuated if there are paperwork requirements or other check-box activities.

After about six months, the activities are small remnants of the envisioned program.

The more productive programs seek to educate professionals on the benefits of having a mentor and encourage people to find their own match. This strategy works much better, because the chemistry is right from the start, and both parties immediately see the huge gains being made by both people.

It is a mutually-supported organic system rather than an activities-based approach with forced meetings and burdensome paperwork.

The protégé benefits in a mentor relationship in numerous ways.

Here is a list of some advantages you get from having a mentor:

1. A mentor helps you learn the ropes faster if you are new to the area.
2. A mentor coaches you on what to do and especially what to avoid.
3. A mentor is an advocate for you in different circles from yours.
4. A mentor cleans up after you when you have made a mistake and helps protect your reputation.
5. A mentor pushes you when you need pushing and praises you to encourage further progress.
6. A mentor brings wisdom born of mistakes made in the past, so you can avoid them.

I contend that in any good mentor relationship both the mentor and the protégé benefit from the relationship.

How does the mentor gain from it?

1. The mentor focuses on helping the protégé, which is personally satisfying.
2. The mentor can gain information from a different level of the organization that may not be readily available by any other means.
3. The mentor helps find information and resources for the protégé, so there is some important learning going on. The best way to learn something is to teach it to someone else.
4. While pushing the protégé forward in the organization, the mentor has the ability to return some favors owed to other managers.
5. The mentor gains a reputation for nurturing people and can thus attract better people over time.
6. The mentor can enhance his or her legacy in the organization by creating an understudy.

Encourage a strong mentoring program in your organization but steer clear of the mechanical match game and the busywork of an overdone process. Let people recognize the benefits and figure out their optimal relationships.

A good mentoring effort improves trust in both directions.

I believe there is a shortage of excellent leaders, but I also believe with the proper mentoring and support, a majority of professional people have the innate capabilities to become good, if not great, leaders. So what is missing?

The real shortage is a lack of mentors for future leaders. Reason: most highly effective leaders are consumed with trying to optimize things in their current environment, and they neglect the activities that would develop other leaders.

If you are not happy with the number of excellent leaders in your organization, ask why there are not more leadership mentors.

Get some help to train all leaders not only to be better at their function, but to step up to the challenge of growing other leaders for the future.

Bob Whipple is CEO of Leadergrow Inc., a company dedicated to growing leaders. He speaks and conducts seminars on building trust in organizations.

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Political Wisdom

August 24, 2014

RakeThere is an old saying “Too soon old – too late smart.” During my long career in a large organization, I somehow managed to do some pretty bonehead things politically.

I will never be someone who is politically brilliant because I am far too outspoken. But I have learned some things and want to pass on an idea to others.

In some training sessions, we learn about how people have their own unique learning style. Some of us learn only by doing, some by hearing , some by visualizing, etc. I remember one class where we all had to reveal our most useful learning style.

When it got to my turn, I said, “My style of learning is the rake.” Everyone in the class looked a little puzzled, so I explained. If I step on a rake and the handle comes up and thwapps me in the face, I have learned something that I will never forget.

That is a pretty accurate description of how I learned my horse sense on political mistakes to avoid. It is not to say I have found all the potential rakes out there. I still get konked from time to time, but hopefully each new learning is from a rake I have not seen before.

I will share my own list below only as an example. It is more helpful if you make up your own list based on your personality and situation or the mistakes you have already made.

Start with just one or two key things and build your list over time. It is a simple matter of keeping a computer file and remembering to add to it every time a rake handle hits you in the face.

Whipple’s 14 Rules for Political Survival (soon to be 15)

1. Know who butters your bread – and act that way
2. Act consistent with your values and spiritual rightness
3. Make 20 positive remarks for every negative one
4. Don’t grandstand – practice humility – no cheap shots
5. Understand the intentions and motivation of others
6. Follow up on everything – be alert & reliable
7. Do the dirty work cheerfully – not too good for it
8. Agree to disagree – walk away with respect
9. Don’t beat dead horses – repetition is a rat hole
10. Be aggressive, but not a pest – it’s a fine line
11. Constantly read people’s intentions & desires
12. Administrative people have real power – cultivate it
13. Keep an active social life with work associates
14. Always, Always be considerate and gracious

I often wonder how long my list will be when I take my last breath in the nursing home. We tend to learn political lessons in all areas of our life, not just at work.

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Relationship Between Learning and Trust

September 14, 2013

PomeranianOne of my leadership students asked me a good question. She wanted to know the relationship between trust and learning. On the surface, the two words seem to have a tenuous relationship at best. However, after thinking about it, the question became much more interesting to me.

The analysis can go in many directions. In this brief article, I will describe three different perspectives and offer a few typical examples to illustrate them. The perspectives include:

1. Why learning from someone you trust is easier than from someone you do not trust.
2. What types of things you are likely to learn from someone you do not trust.
3. Why your retention of the learned material is much better if you have a trusting relationship with the teacher.

As a CPLP (Certified Professional in Learning and Performance) with the American Society for Training and Development (ASTD), I do not recall any instruction in my certification training on the link between learning and trust, so I did some research of my own. If you Google the two words, you will find numerous pages on how we learn to trust, but not much information on how trust enables learning. It seems pretty obvious, but actually it is a little more tricky than it first appears.

For the first perspective, I should make a clear distinction that I am not stipulating whether you like the trainer or not, only whether you trust the person. For example, take the case of a drill sergeant who is abusive and likes to push people’s buttons. You may really hate this person, yet you trust him because he has the demonstrated knowledge based on his experience, and though abrasive, he does exhibit high integrity and equality for all. In this case you would probably learn well from the drill sergeant even though you cannot stand him. If you later get another trainer that you like as well as trust, the learning would come even easier.

The second perspective is a tricky one. Is it possible to learn something from someone you do not trust? Of course it is. For one thing you can learn how to avoid doing things that lower trust. By watching the mistakes of someone you do not trust, you can learn all kinds of lessons you can use to improve your life and your effectiveness. In this case, you are learning what not to do.

For example, I once worked for a duplicitous boss. He would tell people what he thought they wanted to hear, and shade the truth in order to make his life easier. I know this because I witnessed him telling two different versions of the same story to two different people on the same day. Word got around that this leader could not be trusted to tell the truth when confronted by a difficult situation. This leader obtained marginal compliance from people but not true loyalty. The concept I learned from that experience that it is important to have only one version of an event, whether it is popular or not.

Actually, it is fairly common for leaders to hide the real truth when faced with a difficult situation. Richard Edelman, in his 2013 Trust Barometer, determined that only about 20% of informed publics worldwide believe their leader will tell the truth when faced with a difficult question. The number in the USA is even lower than that (about 15%). Richard called this statistic a “crisis in leadership.”

For the third case, if you wish to learn a positive lesson or new skill, it is a big advantage if you trust the teacher. Reason: someone you trust has your best interest at heart and will stick with the teaching process until the full information has been transferred. Your faith in the instructor is what allows you to process the learning without hesitation, so the knowledge transfer and retention is much more efficient.

You do not need to worry about ulterior motives with someone you trust. You are not playing games, so that puts you in a much more receptive frame of mind, which also aids the learning process.

My conclusion is that most of the time it is easier to learn something from a person you trust, but you can learn something to avoid doing from a person whom you do not trust. It is easy to extrapolate that you can either learn to trust another individual or learn to not trust that person based on his or her demonstrated behaviors.

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Learn Body Language

June 3, 2012

What is the most frequent employee complaint on Quality-of-Life surveys conducted in organizations? It is not enough effective communication (Chilingerhan, Credit Union Times, June 22, 2011). That is frustrating to managers and leaders who spend a lot of time and energy trying to communicate well. It turns out that nearly all of us have been saddled with a significant gap in our personal education. Most of us have never taken a course on how to read body language.

It is well known that humans communicate more through body language and tone of voice than they do with the words used to send messages (Mehrabian, A. 2009 “Silent Messages: A Wealth of Information About Nonverbal Communication”). It would be smart for all of us to take several courses in school on reading and controlling body language. Unfortunately most people are never exposed to formal training in this vital skill.

I find the topic of body language to be incredibly interesting, and I teach it in all my classes. I am an avid student myself trying to learn more all the time. I believe knowing this “language” is vital because, like it or not, we are sending hundreds of messages to others all the time that give them the opportunity to correctly or incorrectly decode our thoughts and intentions.
On the receiving side, we are bombarded with conscious and subconscious cues coming from other people. If we are not sensitive to the meaning being communicated, then we can take actions or make statements that are unwise, insensitive, or just plain dangerous.

It is relatively easy to get an education in body language if one is interested. There are numerous books on it and many good video disks that can illustrate the complexity. One of my favorite treatments is a DVD called “Advanced Body Language,” by Bill Acheson (www.seminarsonDVD.com). There are also many short Youtube videos that can help as well. Just go to Google and type “body language” for a full array of insightful help. Many of these resources are fun because they frequently lampoon the missed or mixed signals we sent to each other.

It is important to take the context and pattern of body language into account when we try to interpret meaning, For example, one typical piece of body language is when a person is talking and he puts his finger up to the side of his nose. That is generally thought to be a sign of exaggerating or lying, but it could just mean that the person has an itch. In fact, in Bill Acheson’s video, he makes frequent gestures with a finger to the side of his nose. It is a habitual gesture for him, and he does it unconsciously. Imagine, a full time expert on body language giving an ambiguous signal like that roughly every five minutes. It demonstrates two points 1) do not interpret all signals literally, and 2) you are often not conscious of the body language signals you are sending out.

The point I am making here is that if you are not studying and learning all you can about body language, then your education is incomplete and your communication is hampered. Get online and start learning all you can about the signals we send each other. Become sensitive to the cultural differences in body language because each culture has a unique set of signals that need to be factored into any dealings.

Do not take every piece of body language as a literal signal. Rather, look for patterns that can explain what is behind the words. Consider the context around the body language signal so that its meaning is more precise. You will find yourself becoming a lifelong student of body language, and your level of communication, both going out and coming to you to be vastly richer.

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