The Learn-Do-Teach-Lead (LDTL) method leverages (1) the immediacy of near-term job tasks and (2) the intimacy of direct, non-threatening performance-related conversations between work-group leaders and members.
Fundamentally, the need to continuously improve and refine job performance–along a continuum from beginner to master–is the impetus or drive for learning and teaching. The workplace is the primary learning/teaching place, and such learning/teaching has purpose and direction.
This orientation prompts work-group leader and member alike to scrutinize current and contemplated tasks to better understand the required knowledge, skills, and abilities needed to perform at a determined level. Discrete tasks are identified, prioritized, chunked, and sequenced.
Assessments aid self-discovery and self-awareness, and can help determine learning readiness as well as current competencies. Using feedback from assessments and other sources, work-group leaders and members can craft individualized learning-action plans. Such plans identify learning topics, potential learning tools and methods, anticipated outcomes, and schedule.
Such a learning-action plan is the basis for ongoing interaction between the work-group leader and work-group member, and helps to identify and resolve problems quickly as well as tracking progress.
Learning-action plans include (1) measurable job-performance objectives to ensure the learning is translated into action (the “D” of LDTL), and (2) commitments to share some aspect of the learning with another (the “T” of LDTL). Thus constructed, the LDTL learning-action plan inherently teaches and reinforces the LDTL model.