Learning needs space: Cognitive Load Theory still applies

While explaining the concept of cognitive load to an intern recently, I really showed my age professional mileage by referring back to the theory I first studied 30 years ago.

A lot has changed in that time. The technology we use, the pace of work, the skills employees need to develop — almost unimaginable when I first encountered Cognitive Load Theory. But some things stay the same: people still have a limited capacity to process new information, and meaningful learning still requires space.

Cognitive Load Theory reminds us that learning is not simply another task to add to an already full workload. When employees are overwhelmed by competing priorities, their capacity to absorb and apply new knowledge is reduced.

This matters now more than ever. Organisations are asking employees to learn new technologies and adapt to new ways of working, as well as build new capabilities. But mandatory training alone is not enough. If we want learning to lead to changed behaviour and improved performance, we need to create the conditions for it to happen.

What does this mean?

• Learning time must be protected, not added on
• Workloads should be temporarily lightened during training, as well as afterwards while new knowledge is applied

Learning must be recognised as being part of work, and not something employees should fit around it.