The scaffolding theory of educational training posits a simple idea: Model the behavior and the specific steps you want the student to learn, and then stand ready to give positive reinforcement at the right moment.
But when is a learner ready to perform the required tasks without the training wheels? And are there other factors that will also enhance the training protocol?
Let’s take a closer look at the theory of scaffolding teaching. The principle is simple. A teacher begins with the easy tasks and then builds upon a base of acquired knowledge. But herein lies the problem: Verbal transmission is not a one-time solution to the training puzzle because each person has a diverse array of strengths and weaknesses. One worker may be a genius with organizing workflow, while another loathes efforts put forth by managers to quantify procedures in written form.
In the typical workplace, you’ll always find a variety of learning styles. One employee will thrive on independent learning, while another will struggle with motivation or become bogged down in uncertainty about which step to take next.
Sequentially oriented minds love to-do-lists. Those “big picture” workers want to see how all the intermittent steps to performing their duties fit together before they begin a task. Still others work in what is almost a dream state as their minds bring forth those brilliant gems of wisdom and inspiration. Some workers prefer a quiet environment, while others prefer working in a fast-paced, ever-changing environment.
Personality assessments may be somewhat useful, but they also carry the danger of stereotyping or pigeonholing workers who may have untapped talents that could benefit the company’s bottom line.
In short, managers should be somewhat flexible. One-size training will never fit all workers. And that’s the take-home lesson.