Coaching with Clarity: Applying John Sweller’s Cognitive Load Theory in Local Government Leadership
- truthaboutlocalgov
- 6 days ago
- 5 min read
In today’s fast-paced and information-rich world, leaders in local government are expected to juggle complex responsibilities, manage diverse teams, and drive meaningful change—all while supporting the development of their staff. For those seeking to grow as coaches, understanding how people learn and process information is essential. One of the most influential frameworks in this area is Cognitive Load Theory (CLT), developed by Australian educational psychologist John Sweller.
This blog explores the core principles of CLT, its relevance to leadership and coaching, and how local government officers can apply it to enhance their effectiveness as people managers and developmental coaches.
What is Cognitive Load Theory?
Cognitive Load Theory, first introduced by John Sweller in the late 1980s, is based on the premise that working memory is limited and that instructional methods should avoid overloading it. Sweller’s research was initially focused on improving instructional design in education, but its principles are widely applicable to leadership, training, and coaching.
Sweller explains:
“Our working memory can only hold about 4 to 7 elements of information at a time. If we exceed that limit, learning and decision-making suffer.”
CLT identifies three types of cognitive load:
Intrinsic Load – The inherent difficulty of the material or task.
Extraneous Load – The way information is presented, which can either hinder or help learning.
Germane Load – The mental effort dedicated to processing, constructing, and automating schemas (mental models).
The goal of effective coaching or instruction is to minimise extraneous load, manage intrinsic load, and maximise germane load.
Why Cognitive Load Theory Matters for Local Government Officers
Local government officers often operate in environments characterised by:
High volumes of information
Complex decision-making
Diverse stakeholder needs
Limited time and resources
In such settings, leaders must communicate clearly, delegate effectively, and support learning and development without overwhelming their teams. CLT provides a framework for doing just that.
Applying CLT to Coaching in Local Government
1. Simplify Communication to Reduce Extraneous Load
Extraneous load is caused by poor presentation or unnecessary complexity. In coaching conversations, this might include:
Using jargon or acronyms without explanation
Overloading the coachee with too many ideas at once
Jumping between topics without structure
Application Tip: Use plain language, visual aids, and structured frameworks (like the GROW model) to guide conversations. Break down complex ideas into manageable chunks.
Example: Instead of saying, “We need to align our strategic KPIs with the overarching LGA framework,” try: “Let’s look at how our team goals match the council’s main priorities.”
2. Manage Intrinsic Load by Scaffolding Learning
Intrinsic load relates to the complexity of the task itself. While it cannot be eliminated, it can be managed by scaffolding—breaking tasks into smaller steps and providing support as needed.
Application Tip: When coaching someone through a challenging task (e.g., leading a public consultation), start with foundational knowledge and build up gradually. Use analogies and examples to make abstract concepts more relatable.
“Learning occurs best when the complexity of the task matches the learner’s current level of expertise.” – John Sweller
3. Maximise Germane Load by Encouraging Reflection and Schema Building
Germane load is the productive mental effort that leads to learning. In coaching, this means helping individuals reflect on their experiences, draw connections, and build mental models.
Application Tip: Ask reflective questions that prompt deeper thinking:
“What patterns have you noticed in how your team responds to change?”
“How might this experience inform your approach next time?”
Encourage coachees to keep a learning journal or share insights with peers to reinforce schema development.
4. Avoid Cognitive Overload in Development Plans
When supporting staff development, it’s tempting to set multiple goals at once. However, this can overwhelm working memory and reduce effectiveness.
Application Tip: Focus on one or two key development areas at a time. Use spaced learning—revisiting topics over time—to reinforce understanding.
Example: Rather than assigning a new project, a training course, and a mentoring relationship all at once, stagger these activities over several months.
5. Design Coaching Sessions with Cognitive Load in Mind
A coaching session should not feel like a lecture. Instead, it should be a space for exploration, reflection, and growth. To align with CLT:
Start with a clear goal (reduces extraneous load)
Use structured questioning (manages intrinsic load)
Encourage self-explanation (boosts germane load)
“The aim is not to simplify the content, but to simplify the path to understanding.” – Adapted from Sweller’s principles
Coaching Scenarios in Local Government Using CLT
Scenario 1: Supporting a New Team Leader
A newly promoted team leader is struggling to manage performance reviews. The task has high intrinsic load due to unfamiliarity and emotional complexity.
CLT-informed Coaching Approach:
Break the process into steps (preparation, conversation, documentation)
Role-play scenarios to reduce anxiety
Provide templates and checklists to reduce extraneous load
Reflect on each review to build confidence and schema
Scenario 2: Leading Through Organisational Change
A manager is tasked with implementing a new digital system across departments. Staff are resistant and overwhelmed.
CLT-informed Coaching Approach:
Identify the core knowledge staff need (intrinsic load)
Eliminate unnecessary training content (extraneous load)
Use analogies to explain the system’s benefits
Encourage peer learning and feedback (germane load)
Developing as a Coach: What Local Government Officers Can Do
To integrate CLT into your coaching practice, consider the following steps:
1. Learn the Basics of Instructional Design
Understanding how people learn will make you a more effective coach. Explore resources on CLT, adult learning theory, and experiential learning.
2. Observe and Reflect
Pay attention to when your team members seem confused, disengaged, or overwhelmed. These are signs of cognitive overload. Adjust your approach accordingly.
3. Use Coaching Frameworks
Models like GROW, CLEAR, or OSCAR provide structure that reduces extraneous load and supports meaningful dialogue.
4. Practice Active Listening
By truly listening, you can identify what the coachee already knows and where they need support—helping you manage intrinsic load more effectively.
5. Create a Learning Culture
Encourage knowledge sharing, peer coaching, and reflective practice. These activities promote germane load and long-term development.
Conclusion
John Sweller’s Cognitive Load Theory offers a powerful lens through which to view learning, communication, and development. For local government officers who manage people and aspire to become effective coaches, CLT provides practical strategies to support others without overwhelming them.
By simplifying communication, structuring learning experiences, and encouraging reflection, leaders can create environments where growth is not only possible but sustainable.
As Sweller’s work reminds us:
“The human mind is not a blank slate—it is a limited processor. The way we present information can either hinder or enhance learning.”
In the complex world of local government, coaching with cognitive clarity is not just a skill—it’s a necessity.
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