Anyone who completely loses themselves in a task while studying, works with focus, and is neither bored nor overwhelmed, may be experiencing a so-called flow state. The concept goes back to the psychologist Mihály Csíkszentmihályi and can also be applied to the design of corporate training.
For L&D, the relationship between existing skills and the difficulty of a task is of particular interest. We show what flow theory describes and what suggestions can be derived from it for learning opportunities in companies.
What does flow theory state?
Flow describes a state of intense concentration in which a person is completely absorbed in an activity. It is typical that the requirements of a task and one's own skills are in a suitable balance.
If a task is much too simple, boredom can arise. If, on the other hand, the requirements significantly exceed existing skills, uncertainty or feeling overwhelmed can be the result. Between these areas lies the so-called flow channel: The task challenges the person, but fundamentally remains manageable.
For professional development, this does not mean that flow can be specifically guaranteed. Rather, the model provides a helpful approach for designing learning tasks: They should be challenging enough to stretch learners, but should build on existing knowledge and skills.
The flow theory explained by example
Tom has only been working in his dream job for a few months. He has just finished his studies and now wants to really take off in the working world. However, because of his young age, he is often underestimated by the older employees. That's why he gets tasks for which he is overqualified. During work, he is therefore often bored and over time his work becomes monotonous. Tom has no challenge in his daily work life where he can grow and develop.
After a few weeks, Tom approaches his supervisors about the problem. They agree with Tom and recognize the potential in him. However, they meant a little too well and assign him tasks that are still too much for him at the moment. Now Tom learns what stress is: He has got his chance and definitely doesn't want to disappoint! However, he doesn't know where to start or how to handle the high pressure. Tom's initial motivation and anticipation for the new job have now vanished, as he doesn't feel like he is making progress in his job. Tom is slowly starting to think he is not the right person for the position. But he is mistaken.
This example shows why the relationship between requirements and existing skills is important. If there is no challenge, boredom can arise. On the other hand, if tasks are significantly too demanding, the risk of feeling overwhelmed increases. Learning programs should therefore build on the existing level of knowledge as much as possible and guide learners step by step to more demanding tasks.
How you support flow while learning
Do you want to make sure your employees don't experience what Tom did? Then the question now is how you motivate them correctly. The following four tips will help you:
1. Adapt requirements to the level of knowledge
Learning tasks should neither seem trivial nor unreachable. Different levels of difficulty or consecutive learning steps help to challenge participants appropriately.
2. Set clear learning goals
Learners should know what they are supposed to achieve and why a task is relevant. Clear goals make it easier to concentrate and make progress visible.
3. Enable direct feedback
Quiz questions, exercises, and practical tasks provide learners with feedback on whether they are on the right track. This allows them to better assess their own learning progress.
4. Enable undisturbed learning
Flow requires concentration. Companies should therefore create framework conditions in which employees can work on learning tasks as much as possible without constant interruptions.
Conclusion
Flow theory shows that learning can take place with particularly high focus when challenge and existing skills are in a balanced relationship.
For corporate training, one main thing can be derived from this: Learning tasks should build on the participants' level of knowledge, pursue clear goals, and allow for sufficient feedback. At the same time, learners need the opportunity to engage with a task with focus.
Flow cannot simply be prescribed. However, L&D can create conditions that support focused and motivated learning.
Frequently Asked Questions and Answers
What is flow theory?
Flow theory describes a state of intense concentration in which a person is completely absorbed in an activity. Flow can arise when the requirements of a task and existing skills are in a suitable balance.
What does flow mean in learning?
In learning, flow describes a state in which learners are focused on a challenging but manageable task. Tasks that are too simple can trigger boredom, while tasks that are too difficult can lead to feeling overwhelmed.
How can L&D support flow in learning?
L&D can create favorable conditions by adapting learning tasks to the level of knowledge, establishing clear learning goals, enabling direct feedback, and giving participants sufficient time for focused learning.
Can you specifically trigger flow when learning?
No, a flow state cannot be guaranteed or prescribed. However, learning offers can be designed in such a way that they create favorable conditions for focused and motivated learning.
