Ashridge, we have tried to do this by developing The Leadership
The 3Rs
the more this is reinforced, the
Experience, which takes leaders
Here are Eve’s 3Rs for adult
stronger the memory becomes. And
through a series of critical
learning: receptiveness, retention
while many of us in leadership
incidents so that when they
and retrieval. First, receptiveness.
development think that it is our
encounter them for real, they seem
We know that learning and
job to help learners by making
familiar, and the leader knows
memory are intertwined, and a
concepts easy for participants to
that they are resourced to cope
memory cannot be formed unless
grasp, we may need to be less
with them. At Ideas Unlimited our
the person involved is paying
kind in future, as the learning
programmes have included many
attention in the first place. Jet
needs to be chewed not swallowed
‘live challenges’ that ask leaders to
lag, introvert versus extravert
whole if it is to be retained. For
perform real tasks for real people,
energy, bio-rhythms, alcohol, poor
this reason dissent, argument,
with real consequences. These
sleep habits conspire to wear
questioning and struggling are
may be work based challenges
people out. Use of walk-and-talks,
positive signs. Finally, retrieval, or
such as designing and delivering
frequent breaks, water, changes
the ability for a participant to use
engagement events for staff who
in approach, use of the gym,
their learning when they need it.
are being bussed in the next day
and many other small practices
This is a mixture of skill and will. If
or community-based challenges
can help maintain wakefulness
they do not feel confident that they
such as cleaning up a flood-
so that leaders are in a position
can apply the learning skilfully,
damaged community in Prague
to learn. Next, retention. For a
they won’t risk it, so they need to
or bringing solar panels to the
memory to transfer from short to
do all of their risky practising while
Maasai.
long-term, it needs to be made
they are in a safe and supervised
meaningful. Because we already
environment with the opportunity
have established neural pathways
for feedback and repetition. Will-
in our brains, the quickest way
power is rather complex, but
3 Brain surgery
to cement a memory is to link
building in discussion about hopes,
Mark Twain said that “a habit
it to an existing one. Helping
fears, barriers and threats helps
cannot be tossed out the window; it
participants to take the time to
stiffen resolve to apply learning, as
must be coaxed down the stairs a
make connections creates the
does coaching, action-learning and
step at a time.” But we’re too busy
necessary synaptic firing, and
peer support.
to spend time changing minds in the hope that they change habits
difficult. Why? Because our brain
generated insight on the part of a
further down the line, we want to
is brilliant at “routinising” our
learner in an ‘experience and coach’
change your habits now, and your
behaviour and resists disruption to
style can cause a chemical change
mind can catch up with you later.
hard-wired behavioural habits. The
in the brain, opening up new neural
But we know from neuroscience
‘teach and persuade’ style of training,
pathways, which, if supported by
that habit change is a physiological
as any parent knows, tends to lead to
sustained attention, can eventually
process in the brain which is
resistance. On the other hand, self-
become new habits. This is not new research, but it does seem worth repeating until the organisational world finally gets it. There are two key implications for leadership development here. One is that development experiences should be absolutely that: experiences. Another is that a coaching style is most likely to be successful to support the introduction of new habits, particularly supported by a level of coaching support that helps sustain these freshly formed and tender new neural pathways back in the workplace so that they are not beaten into retreat by business as usual. 4