Training Industry Magazine - Fall 2014 - (Page 51)
BEHAVIOR ∆ CHANGE
A BRAIN-BASED
APPROACH TO Developing
TRAINING CONTENT
- A N N E D R A N I TSA R I S , P H . D. A N D H E AT H E R D R A N I TSA R I S - H I L L I A R D
Research shows that those responsible
for staff training typically spend more
time selecting what they believe will
be appropriate content, than thinking
about the needs of the people learning.
It is a basic and all too common
misunderstanding that training content
itself is most important. The underlying
belief is that learning is solely a cognitive
activity and not an ongoing process that
is greatly influenced by the employee's
emotions and personality.
Recent advances in the neuroscience of
emotions are highlighting connections
between cognitive and emotional
functions that have the potential to
revolutionize the way we create training
programs and what they need to contain
in order for them to be successful. The
relationship between learning and
emotion and what needs to happen in
the brain for learning to take place is of
particular importance. Effective training
and development programs literally
change the brain and training content
needs to be inclusive of what is actually
required for this change to occur. This
means swapping the content-driven
model for a whole-person approach.
DEVELOPING CONTENT IMPLICATIONS
Training program content created with
the brain in mind allows us to understand
and address the needs of the people
being trained. When developing program
content, knowing how the brain learns;
how emotions enhance learning; and how
new information should be presented,
taught and rehearsed in order to achieve
desired results, we increase the likelihood
that training and learning experiences will
be successful.
The following are some suggestions for
a whole-brain approach to developing
program content:
Repeat content and learning experiences
frequently: It isn't enough to give
information and expect it to be retained.
New learnings are embedded in longterm memory through repetition and
reinforcement. Off-site or online learning
should be reinforced with workplace
experiences during a specified period of
time to ensure new neural pathways are
created in the brain.
Provide frequent opportunities for
participants to feel mastery over the
training content: Positive emotions
generated by being successful at
mini-tasks, content recall or other
demonstrations of learning during training
engages the brain, builds confidence and
increases motivation to learn more.
with their learning style. Use brain-based
personality assessments to understand
participant's learning styles.
Create program content that excites and
stimulates curiosity about information
being learned: It isn't enough to have
great content as both the rational and
emotional brains are involved in learning.
EFFECTIVE TRAINING
AND DEVELOPMENT
PROGRAMS LITERALLY
CHANGE THE BRAIN.
Too much information without emotion,
a relational context or direct experiences
will inhibit learning.
Create content and learning experiences
that appeal to and engage positive
emotions: Use humor, tell stories and
personalize aspects of the training content.
Connecting emotionally and generating
positive emotions increase retention of
what is being learned. Negative emotions,
such as fear and anxiety, inhibit learning.
Training programs need to change
from cognitive and information-driven
approaches to ongoing, experiential
learning activities that engage the
emotions of the employees positively
in a variety of settings, including the
workplace. If these critical pieces are
left out of training and development
programs, organizational leaders will
continue to be frustrated and workers are
unlikely to reach their full potential. And
loss of potential translates to losses for the
bottom line.
Develop content and structure learning
activities to meet the needs of all
learning styles: Different brain styles
learn in distinct ways. Participants resist
learning if they are unable to gather
information in a way that is congruent
Anne Dranitsaris, Ph.D., & Heather DranitsarisHilliard are leading experts in personality and
behavioral change. They are the creators of
the Striving Styles® Personality System, and
authors of "Who Are You Meant To Be?" Email
Anne and Heather.
TRAINING INDUSTRY MAGAZINE - FALL2014 I WWW.TRAININGINDUSTRY.COM/MAGAZINE
51
http://www.trainingindustry.com
Table of Contents for the Digital Edition of Training Industry Magazine - Fall 2014
From Where I Sit
Table of Contents
Guest Editor: Improving Sales Onboarding Effectiveness
An Emerging View of Learning Content
Manager Compassion: The Antidote of the Revolving Door
Balance and Praxis
Giving Old Content New Life
Leveraging Custom Learning Initiatives
Contextual Anchoring in Learning Design
Training for Performance Improvement: A Carrot or A Stick?
Rewiring Your Learning
Working with Subject Matter Experts
What's Your ROI for Content Development?
Casebook: Manitoba Hydro: Powering Up with e-Learning
Design Considerations for Content Delivery
Improving Online Learning Performance
A Brain-based Approach to Developing Training Content
What's Online
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