The Disconnect Between Training and Thinking
In the last few decades (since the 1990's) the timbre of training has taken a distinct turn away from thinking skills (such as Why? and What if?) and toward how-to skills. This has been precipitated by the rampant growth of e-Learning, which is essentially self study, and therefore doesn't encourage people to ask questions or be introspective about what they are learning.
E-Learning also has required instructional designers to parse content down to the very basic blocks of what and how. For instance: An e-Learning class on feedback skills might present a comparison of poorly worded feedback and well-worded feedback; a list of instances when you might want to give feedback; and the protocol for corrective action for the company if the feedback is of that nature. (More on this in a moment.)
Another phenomenon which has affected thinking skills is the contraction of time that is allowed for training. We recall a client years ago who requested management development training for a large group of managers scattered across Canada. The original request was for a series of four-hour classes and about nine months and two project managers later, the time allotted for training had been whittled down to 90 minutes. The final project manager asked, "Can you really teach management skills in 90 minutes?" To which we replied "Nope!" And the project was cancelled.
When faced with a limited amount of time for a training class there is no other option but to choose only the most essential, on-the-job, skills to transmit to the audience. Thinking skills, by comparison, require time and discussion and collaboration with others.
To continue our earlier feedback example: In order to teach the thinking skills needed to give appropriate feedback, learners might read profiles of a typical employee and then decide what type of feedback should be given, how it should be phrased, and then practice giving the feedback with another learner (role play).The "manager" who had just practiced would then be given an opportunity to reflect on (and vocalize) their choices:
How did you choose what to address?
What did you consider when determining how to phrase the feedback?
What were your expectations for response from the "employee?"
What have you learned from this experience?
Who, of your direct reports, could benefit from feedback at this time?
Write a synopsis (similar to the profile you just used, which tells the story of the situation) and then plan the feedback conversation.
True behavioral change is rooted in changing one's thinking: So give your learners the time and opportunity to think.