Military Review English Edition January-February 2014 | Page 65

HYPER-LEARNING

”Hyper-learning,” in this context, influences
both the process of learning generation itself and
the resultant end state capabilities. “Hyper” is a
significant increase in the rate of learning (through
training, education, and experience) to a higher-level
actionable understanding of content. This occurs
when the advantages of the World Wide Web and
cross-border teaming are shaped while the shared
SKA of high-performing leader teams are developed.4 The process develops an ability to “predict”
likely outcomes by drawing on the high performing
leader team’s “insights.” This is not a Zen-like state
but rather it reflects advantaging the escalating performance potential of CTC x ToL and then applying
that performance for practical purposes. Advantaging the strengths of each, the result is the ability to
adapt to anticipated as well as unpredicted change
for individuals and teams. Sustainment is possible
as long as that particular high-performing leader
team is stable!
Personnel stability within the team directly affects
the performance of the leader team. If leader teams
are not stable, the necessity of repetitive LTXs conducted to regenerate basic leader teams’ shared SKA
increases. Even more are required to generate and
sustain high performing leader teams.
Think LTX practice as commonly as you now
think AARs. If leader teams are stable, performance
improves, resulting in increased competence and
confidence gained through advantaging shared SKA.
However, without leader team stability, it is very difficult to sustain high performance within that leader
team. Therefore, it is essential to track stability of
key leader teams. When leaders turnover, LTXs with
new leaders are necessary to develop or retain high
performance.