Post on 10-May-2015
description
Leadership systems that create powerful companiesLeadership 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
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
Leadership systems that create powerful companiesLeadership systems that create powerful companies
To Add
How We LearnMental 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
Perceiving meaning Investigating
Making connectionsAssimilation
Four Quadrants of the Brain
Defining InterpretingSorting & deciding
Assessing progressFocusing
Working Memory
Practicing & repeating
Following stepsSomatize learningParticipation
Determine valueDecide social contextGenerate emotions
Motivation RelatingExperienci
ng©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
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
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 during learning
Leadership systems that create powerful companiesLeadership systems that create powerful companies
Shift Training from an Event to a Learning
ProcessCreate 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?
Create Whole Brain Learning Programs
Left Rational BrainAnswers: What will we
build? Decide on content
Construct program, establish modules
Benchmark & accountability
Left Emotional BrainAnswers: What will they
experience? Determine sequence & steps
Determine experiencesConnections to current
situation
Right Rational BrainAnswers: What are our
goals? Envision desired result Organizational context Generate enthusiasm
Right Emotional BrainAnswers: What will they
feel? Determine emotional needs Relational/social experiences Reward & recognition
Objective
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
Leadership systems that create powerful companiesLeadership systems that create powerful companies
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 Behaviour3. Learning Styles
Integrate Whole Brain Learning
Left Rational BrainLearning Function: to sort
informationNeeds & associated fears:
Will people feel in control? Will people be allowed to show
own knowledge?
Left Emotional BrainLearning Function: to relate
info to past experiences & steps involved
Needs & associated fears: Will people feel secure?
Will people get to experience?
Right Rational BrainLearning Function: to
envision the wholeNeeds & associated fears: Will people feel engaged? Will people feel embarrassed?
Right Emotional BrainLearning Function: to relate
& bond
Needs & associated fears: Will people feel connected? Will people feel overwhelmed?
Objective
Subjective Address Needs During
Learning
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 to Design
Leadership systems that create powerful companiesLeadership systems that create powerful companies
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 classroom4. Engage employees in their own learning5. Align approach with desired outcomes & measure6. 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
Maximizing 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 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
Evolution of Jung’s Psychological Type & the MBTI®
Leadership systems that create powerful companiesLeadership 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.com416.406.3939
hhilliard@caliberleadership.com