Learning by doing is widely embraced as a driver of skill development. When I taught English in Japan, my objective was often to give people the tools, words, expressions, etc., that they needed to complete a “production” exercise (e.g having learned and practiced adverbs of frequency, students would create a weekly routine for, say, Paris Hilton when she is in jail. “Well she always checks the cutlery before she eats, she often asks for another blanket” and so on). Entertainment is never a small part of education.
Research suggests that when you are forced to “teach” something, your retention of that material increases dramatically over simply having to “do” something. (I would argue that my depth of comprehension of English jumped during my days of teaching it.) This is where the “reflective journal” fits into many skill development regimes and curricula. My MBA students have to keep a journal to share thoughts with me, or more specifically, show me where they are able to apply the learnings. The good ones could be used to teach others.
For example, in the course, we discuss acceptable alternatives (BATNAs, positions, et al) and the importance of thinking things through. My interactions earlier this month at Home Depot provide a good example of how this fits in the real world:
I bought a chandelier that had to be specially ordered. (”Special order” meaning, I think, items that had less than hotcake-like velocity in selling and therefor were stored elsewhere. Makes sense for the big box business model.) When I got the chandelier home, one of the glass fixtures was broken. Calling suggested that the only alternative was to take it back to the store to figure out what to do. I realized that my overriding objective was to make this trip to Home Depot my last for this particular transaction. (Note: This would be trip number 3, and still no chandelier.)
As a win-win guy, I ran through some possible scenarios. Maybe I return it; maybe they give me the glass bowl from the floor model (of which there was one); maybe they have some ideas that had not occurred to me. I was open to the discussion, but I also decided that I was not prepared to go back to the store again. Had I been passionately attached to the chandelier, my tune might have been quite different.
Not surprisingly, Plan A from HD Customer Service was “we’ll just order you another one; call in a week or 10 days and it should be here for you to pick up.” Sorry, three trips is my limit. A return should have involved a “restocking fee” (such are the rules for special order items), but this was quickly conceded, with a sigh that I suspect was intended to elicit guilt.
From a customer service perspective, I could not have been happier. I got what I wanted, which was to walk out of the store not needing to go back. From a negotiation perspective, there was a lost opportunity for customer services staff to keep the sale. Would it be possible to take an unbroken fixture off the floor model and send me on my way? I did not need to suggest it, so I didn’t. That may have been closer to a win-win, but in this situation, I am OK with win-lose as long as I am the former.
That may be lofty for the expectations of customer service staff at a big box store, but value has to come from anywhere you can get it, even if you are Home Depot. In this case, clarity of objectives on both sides, coupled with a solution-minded approach may have enabled value creation for everyone involved. That might not be too much to ask for/expect/instill in customer-facing staff in any business.
Post script: I ended up going to a local lighting store, who were able to arrange installation through an informal channel. This was one issue I hadn’t thought through. I can only imagine my experience in “learning by doing” a chandelier installation.
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