Published on November 25, 2013
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
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
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
Does Training Ensure Learning? Apparently not, because……..
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
Money Down the Drain?
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
Money Down the Drain? Reason #2: Passive versus experiential learning • Learners sit and observe without actively participating • Engages short term memory only – easily forgotten!
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
What’s Your Experience?
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 & how the brain learns
To Add How We Learn Mental functions involved in learning Brain, emotions & behavior
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
Four Quadrants of the Brain Defining Interpreting Sorting & deciding Assessing progress Focusing Perceiving meaning Investigating Making connections W orking M emory Assimilation Practicing & repeating Following steps Somatize learning Determine value Decide social context Generate emotions Participation Experiencing M otivation Relating ©SSPS Four Quadrant Model of the Brain
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
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 31
Importance of Needs • 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
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
Shift Training from an Event to a Learning Process Create Whole Brain Learning Programs Embed in Your Systems Create a Learning Environment
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?
Creating Whole Brain Learning Programs Objective Left Rational Brain Answers: What will we build? Right Rational Brain Answers: What are our goals? • Decide on content • Envision desired result • Construct program, establish modules • Organizational context • Benchmark & accountability Left Emotional Brain Answers: What will they experience? • Generate enthusiasm Right Emotional Brain Answers: What will they feel? • Determine sequence & steps • Determine experiences • Connections to current situation • Determine emotional needs • Relational/social experiences • Reward & recognition Subjective
Create Whole Brain Learning Programs • Ensure training & development programs… Change the brain
Create Whole Brain Learning Programs • Ensure training & development programs… Provide emotional security
Create Whole Brain Learning Programs • Ensure training & development programs… Make learning personal
Create a Learning Environment Integrate Whole Brain Learning into Your Programs Embed Learning into Your Organization’s Systems
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
Integrate Whole Brain Learning • Managers, program designers, facilitators as well as participants understand: 1. Brain Styles 2. Emotional Drivers of Behaviour 3. Learning Styles
Integrate Whole Brain Learning Objective Left Rational Brain Learning Function: to sort information Right Rational Brain Learning Function: to envision the whole Needs & associated fears: • • Needs & associated fears: Will people feel in control? • Will people feel engaged? Will people be allowed to show own knowledge? • Will people feel embarrassed? 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 Emotional Brain Learning Function: to relate & bond Needs & associated fears: • Will people feel connected? • Will people feel overwhelmed? Subjective Address Needs
Integrate Whole Brain Learning Left Rational Brain ~ Analyze & Build Structure - Basis for selecting program content? - Criteria to evaluate progress against expectations? Left Emotional Brain ~ Experience & Security - Experiences needed to build the brain? - Participant’s fears? Right Rational Brain ~ Envision & Explore - Desired outcomes? - Context for new experiences & reinforcement of learning? Right Emotional Brain ~ Connection & Creativity - Motivation to learn? - Ensure participants’ needs get met? Use the Whole Brain
Create a Learning Framework for Meeting Individual & Organizational Needs
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
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
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
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
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
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
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
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
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 M aximizing the ROI for training & development is easy when you take a whole person, brain based approach to the design and delivery of your programs!
Our Approach • Striving Styles Personality System is a neuropsychological 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 lo g ical Type & the M TI B ®
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. VISIT US @ BOOTH #309 www.CaliberLeadership.com www.StrivingStyles.com 416.406.3939 firstname.lastname@example.org
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