In this presentation at the 2014 Canadian Society for Training & Development, Behavioral Change Expert Heather Hilliard explains why training and development programs need to take into account how the brain learns and provide opportunities for individuals with different brain styles to get the experiences they need. Organizations waste billions of dollars yearly on poorly designed and executed programs that fail to improve overall leadership and employee performance.
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Brain-Based Training & Development
1. Leadership systems that
create powerful companies
Whole Brain Learning
~ Implications for Learning &
Development Programs ~
CSTD Conference 2014
Presented by Heather Hilliard, Caliber Leadership Systems
Expert in Leadership & Behavioural Change
Creator, Striving Styles®
Personality System
2. About the Speaker
Personality & behavioural change
expert with over 20 years’ experience working with
individuals, couples, teams, leaders and organizations to
eliminate dysfunction and maximize potential
Principal, Caliber Leadership Systems
offering an holistic, systems-based approach to leadership
& organizational development and behavioural change
Creator, Striving Styles®
Personality
System, a neuro-psychological framework for development
& behavioural change
Author, Who Are You Meant To Be?
A Groundbreaking, Step-by-Step Approach to
Discovering and Fulfilling Your True Potential
3. Objectives
Why learning and development programs often fail
to change behavior
How the brain is structured and learns
Role of emotions in the learning experience
Importance of understanding psychological needs
Implications for Learning & Development
programs
How to take a whole brain approach to program
design
How to embed whole brain learning into talent
management systems
5. Money Down the Drain?
American Society for Training & Development
estimates $156 billion was spent on employee
learning in 2011
However…
90% of new skills are lost within a year
62% of companies still lack the workforce skills
they need to grow and
succeed
7. Money Down the Drain?
Reason #1: Focus on information over
experience
Content laden training is widely used with
professionals and leaders
Has the least success in
changing behaviour
8. Money Down the Drain?
Reason #2: Passive versus experiential
learning
Learners sit and observe without
actively participating
Engages short term memory only
easily forgotten!
9. Money Down the Drain?
Reason #3: Training is an event, not a
process
Following the training, things remain similar or the
same
Without ongoing experience, context
and connection to others,
training fails to improve
performance
11. Time to Rethink Our Approach
Create an approach with the whole person in mind,
including their interpersonal, cultural and
environmental context
Address their innate, psychological needs
Factor emotions into the approach
Embed training/development into
organizational systems
Focus on literally changing the brain
over time
Must consider
personality,
emotional needs &
12. Leadership systems that
create powerful companies
To Add
How We Learn
Mental functions involved in
learning
Brain, emotions & behavior
13. How the Brain Learns
Brains are designed for experiential learning
over time
motivation, experience, practice, process, mastery, pride
New neural pathways are created through
repeated and frequent experiences
Brains process both parts and wholes
simultaneously
Learning involves both conscious
and unconscious processes
Working memory is small &
tires easily
15. Role of Emotions
Emotions are critical to
successful learning and neural
patterning
Drive our motivation, attention
and behaviour
Enhance the experience:
curiosity & exploration,
increased retention
OR
Shut down learning:
fight or flight response
16. Emotions & the Brain
Stress reduces executive function intelligence and
impairs learning
Triggered by:
Threat or high anxiety
Jamming training into an
overloaded schedule
Introducing too many new
things at the same time
Our learning history
17. Driven by powerful innate psychological
needs
Our behaviour seeks to get these
needs met
Hard-wired at birth
Source of all motivation and
social interaction
Importance of Needs
19. Importance of Needs
Predominant Need Associated Fear
To Be In Control Feeling Helpless or Powerless
To Be Knowledgeable Being Inferior
To Be Recognized Shame
To Be Perceptive Disconnection
To Be Connected Abandonment
To Be Creative Assimilation
To Be Spontaneous Loss of Freedom
To Be Secure The Unknown
When we don’t know the needs, we cannot
address the associated fears that get triggered
20. Leadership systems that
create powerful companies
Shift Training from an
Event to a Learning
Process
Create Whole Brain Learning
Programs
Embed in Your Systems
Create a Learning Environment
21. Create Whole Brain Learning Programs
A “whole person” or “whole brain” approach to
learning and development considers the
employee’s:
Personality (brain organization)
What are their emotional needs?
What is their learning style?
Social, emotional & environmental context
How are learning strategies embeded?
What organizational systems will be used to
promote learning as a cultural norm?
22. Create Whole Brain Learning Programs
Left Rational Brain
Answers: What will we
build?
Decide on content
Construct program, establish
modules
Benchmark & accountability
Left Emotional Brain
Answers: What will they
experience?
Determine sequence & steps
Determine experiences
Connections to current situation
Right Rational Brain
Answers: What are our
goals?
Envision desired result
Organizational context
Generate enthusiasm
Right Emotional Brain
Answers: What will they
feel?
Determine emotional needs
Relational/social experiences
Reward & recognition
Objective
Subjective
23. Create Whole Brain Learning Programs
Ensure training & development programs…
Change the brain
24. Create Whole Brain Learning Programs
Ensure training & development programs…
Provide emotional security
25. Create Whole Brain Learning Programs
Ensure training & development programs…
Make learning personal
26. Leadership systems that
create powerful companies
Create a Learning
Environment
Integrate Whole Brain Learning into
Your Programs
Embed Learning into Your Organization’s
Systems
27. Integrate Whole Brain Learning
Formal and informal learning is integrated as part
of organizational strategy
Applied throughout the company as part of its
culture
Managers understand learning as an essential
developmental tool
Managers play a key role in people
development
28. Integrate Whole Brain Learning
Managers, program designers, facilitators as well
as participants understand:
1. Brain Styles
2. Emotional Drivers of Behaviour
3. Learning Styles
29. Integrate Whole Brain Learning
Left Rational Brain
Learning Function: to sort
information
Needs & associated fears:
Will people feel in control?
Will people be allowed to show
own knowledge?
Left Emotional Brain
Learning Function: to relate
info to past experiences &
steps involved
Needs & associated fears:
Will people feel secure?
Will people get to experience?
Right Rational Brain
Learning Function: to
envision the whole
Needs & associated fears:
Will people feel engaged?
Will people feel embarrassed?
Right Emotional Brain
Learning Function: to relate
& bond
Needs & associated fears:
Will people feel connected?
Will people feel overwhelmed?
Objective
Subjective
Address
Needs
30. Integrate Whole Brain Learning
Left Rational Brain
~ Analyze & Build
Structure
- Basis for selecting program
content?
- Criteria to evaluate progress
against expectations?
Right Rational Brain
~ Envision & Explore
- Desired outcomes?
- Context for new experiences &
reinforcement of learning?
Left Emotional Brain
~ Experience & Security
- Experiences needed to build
the brain?
- Participant’s fears?
Right Emotional Brain
~ Connection & Creativity
- Motivation to learn?
- Ensure participants’ needs
get met?
Use the
Whole Brain
31. Leadership systems that
create powerful companies
Create a Learning
Framework for Meeting
Individual &
Organizational Needs
32. People, Systems, Results . . .
If people represent the brain of the organization,
then organizational systems represent the body
Caring and nurturing for people results in taking
care of business
Having systems without engaging people (or vice
versa) decreases the powerful impact they have
when integrated
33. People, Systems, Results . . .
When people are excited and motivated because
their emotional, social and learning needs are
taken care of, the organization profits
Taking a whole brain, whole person approach
ultimately meets the needs of the organization
Studies show that when people
are thriving (needs met) they are
more productive, willing to go the
distance, and stay in their jobs
34. Embed into Organizations Systems
Selection & Onboarding
Candidate assessment & interpretation
Get to know your new employee’s brain Style,
needs and how they learn; match to manager’s
teaching Style
Connect new employees through learning and
social learning programs
35. Embed into Organizations Systems
Performance Management
Coach managers to build tolerance to
development discussions
Engagement of employees in development targets
Development-driven performance management
process
Build capacity for self-assessment,
feedback, asking for help
36. Embed into Organizations Systems
Succession Management
Build ability in managers to accurately assess
talent & potential
Engage employees in management of own career
path
Develop ability to speak about their ambitions and
ask what they need to do to be selected for
succession
37. Embed into Organizations Systems
Compensation
Strike balance between development-based and
performance-based rewards
Make rewards meaningful to the individual and
their long term growth
Leverage other forms of recognition: status,
opportunities, celebration / awards
38. Embed into Organizations Systems
Social Networking
Engage employees in building informal networks
using social networking
Set expectations for communication and
collaboration in work lives
Build informal communities of
information sharing
39. Whole Brain / Whole Organization
1. Leverage an understanding of the brain in everything
you do
2. Embed learning as a process
3. Keep learning in the workplace vs. the classroom
4. Engage employees in their own learning
5. Align approach with desired outcomes & measure
6. Allow enough time and repetition for the brain to
change
40. Remember...
Expectations for participation must be clear
before, during and after including on the job
application of learning
Process must be in place for follow up & holding
participants accountable
Allow for adequate time and experiences in the
learning cycle to change the brain
Maximizing the ROIfortraining &
development is easy when you take a
whole person, brain based approach to the
design and delivery of yourprograms!
41. Our Approach
Striving Styles Personality System is a neuro-
psychological framework for development,
behavioural change and achieving potential
Can be integrated into any development program
Audit existing programs to ensure design & delivery
reflect personality, emotions and how the brain learns
Facilitate organizational change, eliminate dysfunction
and disengagement
Build expertise of anyone involved in training,
development & behavioural change by becoming a
Practitioner
Evo lutio n o f Jung’ s Psycho logicalType & the MBTI®
42. Leadership systems that
create powerful companies
Contact us
We offer a range of services – organizational, leadership &
team development, succession, performance & rewards,
cultural change & coaching
We offer a Practitioner Program for anyone interested in
using the SSPS in their L&D programs.
www.CaliberLeadership.com
416.406.3939
hhilliard@caliberleadership.com
Hinweis der Redaktion
Increasingly, organizations are taking a “whole person” or “whole brain” approach to learning and development. Rather than looking at learning content, the whole brain approach considers the employee’s personality, emotional needs and learning style, and whether the program considers how the brain learns. Based on recent breakthroughs in the biology of learning that allow us to know what happens physiologically as we learn, we can develop programs that enhance retention and engage employees emotionally. This workshop demonstrates how to use a whole brain approach in your programs.
Understand how the brain learns.
Discover essential elements of whole brain learning.
Learn to integrate whole brain learning into programs.
Explore emotions as enhancers or barriers to learning.
Heather Hilliard is the founder and creator of the Striving Styles™ Personality System. She has over 20 years’ experience working with companies in organizational development and change, leadership and team development, succession and selection, and performance management and rewards.
Give them an experience to build awareness of their body
Are you receptive to learning
Guided body awareness
U.S. firms spent about $156 billion on employee learning in 2011, the most recent data available, according to the American Society for Training and Development.
The amount spent per year is expected to increase by 2%
But with little practical follow-up or meaningful assessments, some 90% of new skills are lost within a year, some research suggests.
Most organizations still consider training as an event
Don’t distinguish between training & development events and programs
Training and development programs that have expectations for participation within the context of their role, engagement with managers, peers and employees, and an appraisal and accountability strategy is a process that changes the brain
Top Reasons Training Money Goes Down the Drain
Focus on information over experience
Passive versus experiential learning
Training is an event, not a process
Reason #1: Focus on information over experience
Content laden training is widely used with professionals and leaders
Only engages learners rationally
Palatable to decision makers: - minimizes resistance
Has the least success in changing behaviour
This is because these people live out of their rational brains
The higher the education, the smarter people are, the higher position they hold in an organization the more they are given information instead of experiences
Programs are customized so that facilitators don’t have to deal with resistance
On the job training, skill building, apprenticeships, have the highest rate of success
Development programs with follow up team and coaching modules with connections to HR systems most successful for leaders
On the job training, skill building, apprenticeships, have the highest rate of success
Development programs with follow up team and coaching modules with connections to HR systems most successful for leaders
Many people are able to sit and observe without actively participating
Reason #2: Passive versus experiential learning
Learners sit and observe without actively participating
Little to no prework
Lots of information
Little participation expected
No expectation to have learned what was taught
Little to no follow up
Engages short term memory only
easily forgotten!
While advances in technology have led to a greater use of self-directed or self-paced training using online learning and webinars, video-based training, etc., the way people learn, change behavior and incorporate new learnings into job performance remains the same.
Following the training, things remain similar or the same
Leaders don’t get involved
No system to support integration
Employees resist applying new learnings
Peers aren’t supportive of new learnings
Without ongoing experience, context and connection to others, training fails to improve performance
Turn to the person on your right and tell them about your last learning experience
What you learned
How you applied it
Recall the last time you took a training course
What did you learn?
How did you apply it?
All learning is brain based.
Not designed for rote learning
As we learn (as we experience, practice, process), specific dendrites grow so that specific neurons connect at specific synapses to create larger and more-complex specific neural networks. These networks are what we know.
We change the brain during learning
Practice makes us grow new circuits in the brain
When we are focused and paying attention, we can change the brain
Four distinct functional areas of the brain:
left and right hemisphere,
within each hemisphere, an emotional brain and a rational brain quadrant
Each quadrant is specialized to perform specific tasks very efficiently
Functions operate in the external or internal environment
Both rational and emotional brains are involved in learning and each quadrant needs to be engaged in the learning process
Naturally inclined to avoid uncertainty and the unknown
Highly sensitive to social stress and peer pressure
Our brain is naturally inclined to avoid uncertainty and the unknown
Highly sensitive to social stress and peer pressure
Working memory is small and easily tired
Stress reduces executive function intelligence
Too many new things introduced at the same time
Threat, high anxiety, and a sense of helplessness impairs learning
Our learning history embedded as an emotional experience
If negative, impairs learning
If positive, enhances learning
Anxiety and fear get in the way of learning and memory
Need to create a safe environment for learning
Eight distinct Striving Styles – 2 for each function, 1 focused inward and 1 outward
Each Style has predominant psychological need that must be met
Based on location in brain, has unique talents and abilities to get its need met
Using the whole brain when creating training & development programs
Provide iterative experiences that lead to a sense of self-mastery and confidence
Include lots of opportunity for repetition and reinforcement
Understand Brain Styles of participants & extent of development of each quadrants
Allow for connection to something already known
As a learner goes through the stages of this natural learning process, the learner’s brain constructs its neural networks from the lowest twig up.
Participants need to make a personal connection to a twig already there, to something already known.
Must be personal!!!!!! With the expectation and opportunity to work on own challenges
Create safe learning environments that offer a steady source of positive emotional support
Talk about negative emotions and their impact on learning
Attend to the fears and emotional barriers
Foster an atmosphere free from undue stress, with pleasurable intensity
Ensure opportunity to work on own challenges
Focus on social interaction for a significant percentage of activities
Meet emotional needs to excite and stimulate curiosity, responses and connections
Use informal training opportunities amongst peers
As a learner goes through the stages of this natural learning process, the learner’s brain constructs its neural networks from the lowest twig up.
Participants need to make a personal connection to a twig already there, to something already known.
Must be personal!!!!!! With the expectation and opportunity to work on own challenges
Development of staff should be integrated as part of organizational strategy, and should be applied throughout the company as part of its culture. This means accepting, recognizing and rewarding ideas, attitudes and behaviours that support people development and developing managers who value staff.
Managers should have an understanding of learning as an essential developmental tool, and thus play a key role in people development through performance management & development programs, and through mentorship, coaching and guidance
Engage the whole person by having managers, program designers, facilitators as well as participants understand:
Brain Styles – mechanics of the mind
Emotional Drivers of Behaviour
Innate Needs
Associated Fears
Learning Styles
each Style begins the learning process from a different part of their brain
Using the whole brain when creating training & development programs
Harvard business Review
Happy employees produce more than unhappy ones over the long term. They routinely show up at work, they’re less likely to quit, they go above and beyond the call of duty, and they attract people who are just as committed to the job. Moreover, they’re not sprinters; they’re more like marathon runners, in it for the long haul.
When we and our research partners at the Ross School of Business’s Center for Positive Organizational Scholarship started looking into the factors involved in sustainable individual and organizational performance, we found a better word: thriving. We think of a thriving workforce as one in which employees are not just satisfied and productive but also engaged in creating the future—the company’s and their own. Thriving employees have a bit of an edge—they are highly energized—but they know how to avoid burnout.
Across industries and job types, we found that people who fit our description of thriving demonstrated 16% better overall performance (as reported by their managers) and 125% less burnout (self-reported) than their peers. They were 32% more committed to the organization and 46% more satisfied with their jobs. They also missed much less work and reported significantly fewer doctor visits, which meant health care savings and less lost time for the company.
We’ve identified two components of thriving. The first is vitality: the sense of being alive, passionate, and excited. Employees who experience vitality spark energy in themselves and others. Companies generate vitality by giving people the sense that what they do on a daily basis makes a difference.
The second component is learning: the growth that comes from gaining new knowledge and skills. Learning can bestow a technical advantage and status as an expert. Learning can also set in motion a virtuous cycle: People who are developing their abilities are likely to believe in their potential for further growth.
Developing employees for future job growth: Training and development opportunities
based on performance appraisal results should be available for all employees, and training
plans must be tied to employee development plans and organizational goals. An integrated
learning management system (LMS) allows an employee’s development plan to prompt the
system to automatically recommend relevant training based on competency gaps and
development goals.
• Tracking development progress: Connecting development programs and performance
management allows an organization to track and prove a measurable correlation between
training and increased employee performance. When integrated with an LMS, it’s easy to
track and manage all aspects of learning, including planned, free-form, on-the-job, and
external training.
• Targeting training and objectives based on employee performance: An LMS that
supports performance management can deliver targeted training and development, ensuring
that learning initiatives are not randomly assigned but actively address identified gaps with
training, especially in critical areas where employees lack skills or knowledge.
Succession planning and career management have the potential to be powerful drivers of retention.
Research indicates that organizations with a formalized succession management process have 50
percent lower turnover among high-performing employees. In other words, employees who believe
they are being groomed for future positions are more likely to stick around.8
However, succession management shouldn’t just be for senior
executives and critical talent. The CedarCrestone 2009-2010
HR Systems Survey found that organizations that limited succession
planning to top management or critical talent experienced the
lowest sales growth, while those with succession initiatives
that included middle management or all employees had higher
sales growth.
Although succession plans for the entire organization can yield benefits, succession without learning
and development is a futile exercise. Identifying the talent gaps in the workforce is not enough. To
be sure that your successors will have the right skills at the time you need them, targeted training
and learning initiatives must take place.
True succession management should map appropriate development paths years in advance of an
anticipated talent gap and include a link to learning programs. Unfortunately, this is rarely the case.
According to Bersin & Associates’ report on High Impact Succession Management, only 12 percent
of respondents said their companies’ succession management programs are integrated with talent
management programs such as performance management and employee development.
How learning can benefit succession management
Integrating learning programs into succession management can benefit an organization through:
• Using development to address talent gaps for identified successors: For your
successors to be ready to take on their future roles, understanding the talent gaps is
only the first step. Developing necessary skills may take some employees years to master
and as a result should be an ongoing process. According to research from the talent
management consultants at Knowledge Infusion, the top two drivers of talent management
strategy today are current or imminent leadership gaps and the lack of desired knowledge
and/or skills. Taking the right steps to address these areas must include learning at its core.
As a best practice, you should help successors understand where their gaps exist, then link
these gaps to necessary training and education.
• Linking development to career paths: Career paths can allow an employee to view
potential paths for development within the organization by viewing related jobs based on their
current job. An employee can view the job’s description, responsibilities, requirements,
associated competencies, and any identified readiness gaps. Ideally, development plans that
are linked to learning should be dynamically generated in response. The system not only tells
an employee what he needs to be good at for a new role, but also how to get there.
• Measuring the impact of development: Talent pooling focuses succession planning on
critical positions rather than management hierarchy. The organization identifies specific roles
that are mission-critical to success, then operational or HR managers can identify employees
who can fill those positions. For talent pools to truly benefit the organization, they need to be
able to reflect immediately the skills that have been acquired. If succession and learning
initiatives are not integrated and aligned, this measurement is impossible.
Ideally, pay-for-performance allows your organization to reward the behaviors and outcomes
that make your business successful. Pay-for-performance promotes ongoing goal achievement,
competencies strategically mapped to roles and high levels of retention. However, not all of the
rewards of pay-for-performance are monetary—and they shouldn’t be.
Top performers need to be motivated with merit increases, bonuses, and promotions, but
development opportunities can also benefit the personal development of your best employees and
the organization’s long-term prospects. Also, average performers need opportunities to acquire the
skills necessary to improve performance and increase compensation.
A pay-for-performance compensation strategy must be aligned and
integrated with performance, succession, and learning initiatives.
To truly create a culture of performance, compensation should be
integrated with competency assessments, goal achievements,
development plans, and key performance indicators (KPIs).
How learning can benefit compensation
Integrating learning programs into compensation can benefit an
organization through:
• Striking a balance between development and compensation: Financial rewards for
immediate goal achievement shouldn’t come at the expense of longer-term career and skills
development. Both are vital to the long-term health of the organization.
• Using development as a retention strategy: In organizations where merit increases are
hard to come by, development can be an alternative approach that can still reward a high
performer and drive retention. Whether it is providing access to senior executives for one-on one
coaching or setting up high-performing and high-potential employees as mentors for
others to share the secrets of their success, a number of nonmonetary development
opportunities exist that can benefit the organization.
Social Networking: Don’t Hide the Knowledge in Your Organization Sage HRMS
Whether your organization is ready or not, social networking is here. Use of social networks
such as Facebook, LinkedIn, and Twitter has become so pervasive that employees are eager to
use similar technologies to facilitate communication and collaboration in their work lives.
Employees are quite comfortable going out and finding the knowledge they need, when they need
it. However, without the proper platform, the knowledge in your organization is effectively hidden.
Now, thanks to enterprise-class social networking tools, significant opportunities exist to bring this
hidden knowledge out into the open and increase collaboration, improve performance, and share
knowledge across your organization through informal learning methods.
Because 80 percent of what people actually learn in a job is informal and collaborative, it’s
critical to integrate a social networking solution with an LMS and other talent management
initiatives.
How social networking can facilitate learning
Integrating learning programs into social networking can benefit an organization through:
• Facilitating on-demand learning: Creating communities of practice, rich user profiles,
expertise location, tag clouds, rating/sharing content, knowledge management, blogs, wikis,
podcasts, and RSS feeds can allow employees to both create and find information they
need, when they need it.
• Connect professional network to talent profiles: It’s not just what you know, but who
you know. Employees with extensive and effective professional networks can be just as
important as employees with critical skills. Take steps to account for the value of these
connections in performance management and succession initiatives.
• Engaging alumni and retirees: As the Baby Boomer generation begins to retire, organizations
must understand both the risk and the opportunity at hand. On one hand, their retirement
will lead to a brain drain and an experience gap. However, many of these retirees will
welcome opportunities to continue to contribute their knowledge. Social networks are a
great way to continue leveraging the expertise of retired employees for the ongoing benefit of
the organization.
A strong imperative for continuous improvement the world is changing so fast that we need to continually update our knowledge, skills and productivity. Doing it in discrete steps just doesn’t work any more – even if the steps are small ones. We all need to develop the mindset of continuous, always-on learners. Informal and social learning approaches fit this need better than staccato formal learning.
Embed learning as a process. It is not a series of events. The process of embedding changed behaviour in long-term memory requires focused practice, experience and reflection. All of these are on-going processes.65hout context is lost very quickly (about 50% is forgotten within an hour).
Other research has shown that taking people away from their workplace and ‘training’ them is usually equally ineffective. Most formal learning is content-heavy and interaction-poor, provides little opportunity for practice in context and for reflection. In other words, a large amount of formal learning is a cost rather than a benefit.
People learn better when they’re in charge of their own learning. Guidance helps, command-and-control doesn’t. Formal learning usually puts someone else in control. Individuals drive their own informal and social learning.
Guidance can help, but there’s no point trying to ‘formalise’ informal learning other than working to embed it in organizational culture as ‘the way we learn stuff around here’.
7. There’s an inherent inertia in formal learning approaches. It takes time and effort to design, develop and deliver learning content. Speed-to-competence is often compromised.
Once a course, programme or curriculum has been developed there is often so much invested effort and cost that it’s unlikely to be changed or discarded as fast as it needs to be in order to keep pace with changing circumstances.
Cost. Informal and social learning approaches are invariably cheaper, more effective and better received than their formal counterparts.
Active learning engages our long term memory over time