HOW THE BRAIN LEARNS
MICHELLE EGGLESTON SCHWARTZ, CPTM
UNLOCKING THE FULL POTENTIAL OF WORKPLACE LEARNING
WHEN EMPLOYEES FEEL SUPPORTED IN THEIR GROWTH, THEY ARE MORE LIKELY TO EMBRACE NEW OPPORTUNITIES.
Humans are naturally curious — we want to learn. But in the workplace, that desire often takes a backseat to meetings, deadlines and daily tasks. Learning gets pushed aside until we need specific information to complete a task. Even with the best intentions to learn a new skill, it’s easy to let the week slip away without making time for learning.
This isn’t a new challenge. Finding time to learn is an ongoing struggle for employees. So, how can learning and development (L&D) teams and leaders help? The key is creating an environment that makes learning easier. This means reducing stress and overwhelm, encouraging the right mindset and providing accessible, on-the-job learning resources. When employees feel supported in their growth, they are more likely to embrace new opportunities and stay engaged in their work.
Creating a culture of learning starts with making learning a natural part of the workday — not an extra task on an already full to-do list. It’s about enabling employees to build skills in real time, whether through microlearning, mentorship or hands-on experience. Leaders must be involved in the development of their employees, helping to reinforce knowledge and sustain performance. When organizations prioritize learning, employees feel more confident, adaptable and ready to face new challenges. Ultimately, a strong learning culture doesn’t just benefit employees —
it drives innovation and long-term success for the entire organization.
This issue of Training Industry Magazine explores how people learn and what makes training effective. Feature articles dive into topics like the science behind artificial intelligence (AI) adoption, the benefits of action-first learning and how boosting employees’ confidence can improve their ability to learn. Other articles examine key aspects of the learning process, from managing energy levels to overcoming digital learning challenges.
Our columnists in this issue share unique perspectives on how we learn, exploring the connection between trust and development and how to unlock every learner’s potential. I hope these insights spark conversations within your L&D team about ways to enhance the learning experience for your employees.
At Training Industry, we believe learning should be an ongoing journey — one that evolves with your organization’s needs. We’d love to hear how you’re creating a culture of learning that unlocks the full potential of your employees. Reach out to our team at editor@trainingindustry. com and share your insights with us.
Michelle Eggleston Schwartz, CPTM, is the editor in chief of Training Industry, Inc., and co-host of “The Business of Learning,” the Training Industry podcast. Email Michelle.
By Dr. Grace Chang and Michael Kester
THE HUMAN SCIENCE BEHIND AI ADOPTION: WHAT YOU NEED TO KNOW
By Grace Chang, Ph.D. and Michael Kester
Tips for navigating the challenges and opportunities of AI at three levels.
BEYOND TRAINING: UNLEASHING L&D WITH SOCIAL SCIENCE SYNERGY
By Loren Sanders, CPTM, and Chris Massaro, CPTM
A multidimensional framework for understanding how individuals learn, collaborate, and develop.
ACTIONS SPEAK LOUDER THAN WORDS: WHY ACTION-FIRST LEARNING IS THE KEY TO REALWORLD PREPAREDNESS
By Karl Kapp, Ed.D.
Prepare employees for real work scenarios with action-first learning designs.
FEATURES THOUGHT LEADERS
22 26 31 34 38 42
5 STEPS FOR MAKING CHANGE EASY: A FRAMEWORK FOR EMPLOYEES
By Dr. Chris Turner
Practical strategies to guide your team through uncertainty and change.
ENGAGING DIVERSE LEARNERS: POSITIVE PSYCHOLOGY AND INCLUSION IN L&D
By Kylie van Luyn
Empower all learners to thrive by combining positive psychology with inclusive practices.
THRIVING IN THE STRETCH ZONE: INCREASING EMPLOYEES’ CONFIDENCE TO INCREASE THEIR CAPACITY
By Sarah Coley, Ph.D.
Support employees by fostering confidence and providing necessary resources.
FROM THE EDITOR
By Michelle Eggleston Schwartz, CPTM
By JD Dillon 3 9 11 13 15 53 55 57
LEARNING LEADER SPOTLIGHT
By Hope Knowles, CPTM
L&D CAREERS
By Amy DuVernet, Ph.D., CPTM
SCIENCE OF LEARNING
By Srini Pillay, M.D.
CAREER DEVELOPMENT
By Julie Winkle Giulioni
DIVERSITY AND INCLUSION
By Dr. Kristal Walker, CPTM
BUILDING LEADERS
By Sam Shriver and Marshall Goldsmith
WHAT’S NEXT IN TECH?
INFO EXCHANGE
UPSKILLING
By Dr. Emiley Hedberg
The power of energy management and micro-breaks.
HOW-TO
By Amanda Schroeder
Navigating digitally induced adult learning challenges.
STRATEGIES
By Paul Leone
Measuring the ROI of AI and change training.
PERSPECTIVES
By Kristina Galvez, Ph.D., CPTM
Engaging learners through challenging gamified training.
CASEBOOK
By M. Allen, CPTM
Learn how Thermo Fisher Scientific meets the needs of a global workforce.
CLOSING DEALS
By Sarah Gallo, CPTM
Industry leaders are positioned to deliver personalized and scalable coaching.
COMPANY NEWS
Review the latest training news from the last quarter.
STAFF ABOUT OUR TEAM
CEO Ken Taylor ktaylor@trainingindustry.com
EDITOR IN CHIEF
Michelle Eggleston Schwartz meggleston@trainingindustry.com
SENIOR EDITOR
Sarah Gallo sgallo@trainingindustry.com
EDITOR
M. Allen, CPTM mallen@trainingindustry.com
CREATIVE DIRECTOR
Amanda Longo alongo@trainingindustry.com
SENIOR DESIGNER
Mary Lewis mlewis@trainingindustry.com
DESIGNER
Kellie Blackburn kblackburn@trainingindustry.com
DESIGNER
Cassandra Ortiz cortiz@trainingindustry.com
EDITORIAL BOARD
JUDI BADER, CPTM
Senior Director of Culture, Learning and Development Willy’s Mexicana Grill
BARBARA JORDAN, CPTM Group Vice President, Global Learning & Development Sims Metal Management
CATHERINE KELLY, MA, BSN, RN, CPTM Director of Learning Programs Brookdale Senior Living
SHIREEN LACKEY, CPTM Senior Management and Program Analyst, Office of Business Process Integration Veterans Benefits Administration
SCOTT NUTTER Principal/Owner Touch & Go Solutions
MATTHEW S. PRAGER, CPTM Executive Training Manager U.S. Government
DESIGNER
Rylee Hartsell rhartsell@trainingindustry.com
DESIGNER
Sha’Meire Jackson sjackson@trainingindustry.com
ADVERTISING SALES sales@trainingindustry.com
MARC RAMOS Chief Learning Officer Cornerstone OnDemand
KELLY RIDER Chief Learning Officer PTC
DR. SYDNEY SAVION Vice Chancellor for People, Culture & Belonging Vanderbilt University
KERRY TROESTER, CPTM Director, North America Sales Training Lenovo
NATASHA MILLER WILLIAMS Head of Diversity & Inclusion Ferrara
KEE MENG YEO Adjunct Professor Grand Valley State University & Davenport University
MISSION
Training Industry Magazine connects learning and development professionals with the resources and solutions needed to more effectively manage the business of learning.
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PUBLISHER
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SPOTLIGHT
THE LEARNING LEADER SPOTLIGHT WITH HOPE KNOWLES, CPTM
In this issue, we are excited to spotlight Hope Knowles, the director of learning and development (L&D) at Priority Commerce. She oversees all L&D teams globally, as well as all employee training initiatives. This year, she is expanding her focus to include external training initiatives. She has been in L&D for over 20 years and holds multiple certifications, including the certified professional in training management (CPTM) credential.
Read on to learn more about Hope’s career journey.
Q: HOW DID YOU GET STARTED IN L&D?
A: In the beginning of my career, I held roles as a relationship manager and an onboarding manager. In those roles I was responsible for training independent sales offices. From there I moved into a formal L&D role and started Priority’s L&D department.
Q: WHAT’S YOUR MOST MEMORABLE TRAINING EXPERIENCE, GOOD OR BAD?
A: I was tasked to deliver a training exactly like the previous trainer, over the phone and with no presentation. I knew this was not best but was not comfortable with pushing the issue. The result was a horrible experience for the learner. I learned to trust my gut and speak up from that experience.
Q: WHO WOULD YOU CONSIDER YOUR MOST VALUABLE ROLE MODEL? WHAT WERE SOME QUALITIES THAT MADE THEM GREAT?
A: My faith is the most important thing to me, and Jesus is my most valuable
role model. I keep my Christian values at the forefront of everything that I do. I do my best to show love to everyone I meet, be a bright light in dark places, and treat people the way I would want to be treated. He is the ultimate example of selfless love and I strive each day to simply be a servant.
Q: WHAT ARE THE MOST PRESSING ISSUES ON YOUR PROFESSIONAL PLATE RIGHT NOW?
A: We are revamping our onboarding process to provide a more agile learner experience. We are also moving toward a skills-based training model. To do this, we are aligning skills with roles, creating leaning paths for each role and mapping to our career pathing.
Q: WHAT’S THE MOST CHALLENGING ASPECT OF YOUR JOB?
A: The hardest part of my job is time zones. On my team alone, I have employees in four different time zones, which makes communication difficult at times.
Q: WHAT’S THE MOST REWARDING ASPECT OF YOUR JOB?
A: Seeing an employee’s growth. Whether it is a new hire successfully completing onboarding or a tenured employee moving to a new role, it all brings me satisfaction.
Q: WHAT’S YOUR PREFERRED TRAINING METHODOLOGY?
A: I prefer a blended approach. Classroom training is priceless but
giving the learner the opportunity to immediately apply what they learned is vital. Whether simulations or on-the-job training, giving learners a safe place to fail is priceless.
Q: HOW DO YOU FIND THE TIME TO CONTINUE YOUR OWN PROFESSIONAL DEVELOPMENT?
A: I am creative and make the time, as learning is a lifelong journey. Sometimes it’s as simple as reading a white paper or listening to a podcast while cooking. Other times, it could be completing a certification. No matter what it is, I firmly believe you should make time for what is important to you.
Q: ANY RECOMMENDATIONS FOR FOLKS OUT THERE: BOOKS, PARTNERS, RESOURCES, ETC.?
A: I highly recommend the CPTM program, as well as networking with others in the industry and learning how they are doing things. Also, books like “Map It: The Hands-On Guide to Strategic Training Design” by Cathy Moore, “The 12 Week Year: Get More Done in 12 Weeks than Others Do in 12 Months” by Brian P. Moran and “The Power of Moments: Why Certain Experiences Have Extraordinary Impact” by Chip Heath and Dan Heath.
Q: “IF SOMEONE WANTS TO FOLLOW IN MY PROFESSIONAL FOOTSTEPS, I’D TELL THEM TO BE SURE TO …”
A: Invest in your own personal development and be confident in your skills. Have a mentor and people you trust to be honest with you that you can bounce ideas off of for feedback.
“ Engage Everyone with a New Learning Experience
Anytime I get a reminder for training in our LMS I groan.
But when I get an email with today’s lesson in the HSI LXP, I get excited.
This is definitely not your parent’s corporate training, and that’s what’s great about it.
– HSI Customer of 3 years
AMY DUVERNET, PH.D., CPTM
BIOHACKING YOUR CAREER GOALS
Our brains remain a mystery — there’s still so much to discover about how and why they shape our behavior, health and more. But there’s a lot that we do know! That’s why I’m excited that this issue focuses on using our understanding of the brain to help learners grow. We can also apply this knowledge to accelerate our own career and professional development. In this column, I’ll share a few “biohacks” to help you tackle your most important career goals.
WAITING FOR YOUR ANNUAL REVIEW TO REFLECT ON YOUR PROGRESS WON’T CUT IT. THAT’S WHY BUILDING HABITS IS KEY.
1. BREAK DOWN BIG GOALS WITH CHUNKING
When setting career goals, create a bold, audacious vision that inspires you. However, these goals often feel distant from where we are now. To help your brain bridge the gap, break large milestones into smaller, manageable tasks. This technique, called chunking, allows you to focus on one step at a time, improving concentration and reducing mental fatigue. It also gives you the opportunity to think through some of the less tangible aspects of career development and receive positive feedback along the way.
For example, breaking down your goal of a promotion into small steps — such as building relationships with others in that role, gaining specific experiences
or developing a necessary skill — offers small wins that provide your brain with the dopamine boost it needs to stay motivated for the next step.
2. BUILD POSITIVE HABITS FOR LONG-TERM SUCCESS
Let’s face it — our lives are busy, and it can be tough to maintain a consistent focus on career development. But waiting for your annual review to reflect on your progress won’t cut it. That’s why building habits is key. When you develop strong habits, especially keystone habits (those that trigger a domino effect of positive change), you create a cascade of improvements in your career. Work to adopt habits that block time for learning and reflection and create an easy roadmap for your career plan. Broader life habits like exercise, meditation and sleep also create ripple effects to your success.
Developing these habits can be difficult, but we can hack this challenge. Use visual cues to remind yourself of your goals. Stick a note in your workspace or set a visual reminder on your desktop background. Leverage technology to create reminders for checking in on your professional development plan or blocking time for focused, deep work. This time can be used for tasks like reading industry articles, learning new skills or connecting with key members of your network. And don’t forget to plan for your next deep work session by creating a roadmap that’s easy to follow — reducing friction makes it easier to avoid procrastination and keep your momentum going.
A final keystone habit to consider is journaling. Spend just five minutes a day (or a week) reflecting on your successes and challenges. This simple practice helps your brain process these experiences, shifts your focus to what you’ve learned and clarifies your next steps for continued growth.
3. LEVERAGE STRATEGIC NETWORKING
The people you surround yourself with play a significant role in shaping your career. Identify individuals in your network who are practicing the career management techniques you aspire to and spend time with them. By applying the principle of social conformity, you can align yourself with people whose beliefs, behaviors and goals reflect where you want to be. This can help you stay motivated, gain insights and accelerate your progress.
CONCLUSION
Incorporating these biohacks into your career development strategy can help you optimize your growth, stay focused and make lasting progress. Start small, stay consistent and use the science behind how our brains work to enhance your path forward.
Amy DuVernet, Ph.D., CPTM, is the vice president of learning products at Training Industry, Inc., where she oversees all processes related to Training Industry’s courses for training professionals , including program development and evaluation. Email Amy.
Leadership development is evolving. So must the way we learn.
In a time of accelerated disruption, shifting priorities, and constant complexity, organizations don’t just need leaders with more skills — they need leaders who can continuously learn, adapt, and activate transformation across systems.
Who We Are
Canvas is a global consultancy specializing in leadership development, culture transformation, and organizational learning. We work with executive teams and enterprise leaders to embed change at the mindset, behavior, and systems level
At the core of our work is SCALE™ our six-step learning framework designed to embed, activate, and cascade capabilities across your business in real time.
Transformative learning is your strategic advantage – unlock its power inside your organization.
LEARNING
THE NEW SCIENCE OF LEARNING
Learning has always been a mix of instinct and effort. You didn’t need school to learn how to walk, and even math comes more naturally than you might think. But some things — like adopting new technologies — aren’t optional. If you don’t learn, you’re stuck. With skills changing faster than ever, a third of the essential skills in 2025 consist of technology competencies — many of which weren’t even considered crucial just a few years ago. Learning today means anticipating the future, and Industry 4.0 is rewriting the rules.
Lifelong learning isn’t optional — it’s survival. But the challenge isn’t just learning; it’s learning at speed, adapting constantly and keeping up with artificial intelligence (AI) and emerging technology.
THE GOOD NEWS AND BAD NEWS
The bad news? Learning today feels unfamiliar. The good news? It’s about uncovering what you already know, recognizing patterns and mastering adaptability, not just memorization. This shift requires immersive, continuous learning and a new mindset.
RETHINKING HOW WE LEARN
Classroom learning often differs from real-world learning. For example, many children excel at math in daily life but struggle in school, while others perform well in school but can’t apply their knowledge practically. This gap highlights the need to bridge formal instruction with intuitive problem-solving.
Additionally, remote learning is convenient but can hinder engagement Some studies favor eLearning, but its effectiveness depends on context. In AI adoption, traditional workers often struggle more than those trained in AIfirst environments, suggesting hybrid models may best integrate digital learning with real-world application.
KEY DRIVERS OF MODERN LEARNING
A strong learning culture requires recognizing exponential change, fostering curiosity and creating a sense of urgency Studies show people learn most when they notice a change. Companies that stay curious and adapt to AI and automation will likely thrive, while those that wait risk falling behind.
THE BRAIN SCIENCE OF MODERN LEARNING
Barriers to learning already exist in the brain’s default positions. For example, humans are wired to intuitively be blind to exponential change In the brain, prediction systems are somehow derailed. Called exponential growth bias, this inability to grasp exponential change occurs regardless of education or awareness of this exponential growth.
Additionally, when people are overwhelmed, their brains may be more prone to apathy than curiosity. And when they become creatures of habit, their brains may promote complacency. For this reason, the learning environment must be completely embedded in a culture deliberately built for the speed of change.
HOW ORGANIZATIONS CAN FOSTER ADAPTIVE LEARNING
To help employees keep pace with change, organizations should focus on the following cultural and brain-based mindset shifts and experiences:
1. Frame Learning in Doubling, Not Percentages
One study found that people grasp exponential growth better when it is presented in doubling times rather than abstract percentages. This reduces bias and improves estimation in fields like finance and technology.
SRINI PILLAY, M.D.
2. Frequent Personalized Immersion Sessions to Enhance Adaptability
Encourage employees to take on new roles or responsibilities regularly. This enhances agility, pattern recognition and the ability to unlearn and relearn quickly.
3. Curiosity-Driven Learning to Reduce Overwhelm
Create learning environments that encourage curiosity while minimizing strict goal setting. This helps reduce cognitive overload and maintain engagement.
4. Compassion-Oriented Coaching Over Goal-Driven Pressure
Shift from high-stakes, goal-oriented coaching to a more compassionate, exploration-based approach to learning that promotes resilience and sustained motivation.
5. Embed Learning in a Culture of Urgency — Without Panic
Create a culture that recognizes the necessity of rapid learning and adaptation without inducing stress or apathy, ensuring employees stay engaged and proactive in skill acquisition.
To thrive in an era of exponential change, organizations must build brain-friendly learning cultures that prioritize adaptability, curiosity and resilience. This means reframing growth, preventing cognitive overload and embedding urgency without triggering stress responses. Sometimes an external perspective is needed to break internal biases and introduce fresh ways of thinking.
Dr. Srini Pillay is the CEO of NeuroBusiness Group. He is a Harvard-trained psychiatrist and neuroscientist, on the Consortium for Learning Innovation at McKinsey & Company, and author of “Tinker Dabble Doodle Try.” Srini is also co-founder, chief medical officer and chief learning officer of Reulay. Email Srini.
CELEBRATING A DECADE OF CPTM EXCELLENCE
Last year, over of new CPTMs surveyed agreed that earning their CPTM credential increased their confidence at work. 90%
2025 marks 10 years since the launch of Training Industry’s Certified Professional in Training Management (CPTM™) program, the only certification focused on helping learning leaders strategically align training initiatives with business goals.
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TRUST ME! UNDERSTANDING THE INTERSECTION OF TRUST AND DEVELOPMENT
My first boss was my best boss (although it would take me years to fully appreciate this). Mr. K was a seasoned retailer who knew the business inside and out. And yet, he took a personal interest in me — a 17-year-old part-timer. He was reliable and consistent in his support — even when some of my harebrained promotional ideas didn’t play out as anticipated. And I could count on him for the truth, whether related to my performance, budgets or opportunities to grow. He recognized my potential and made it possible for me to optimize it. I credit him in many ways for who I am — and where I am — today.
And yet it wasn’t until last year that I fully understood the underlying dynamics at play in our relationship — the dynamics that produced such profound and lasting development. Last November, I attended a retreat and had the pleasure of meeting Charles Feltman, author of “The Thin Book of Trust.” As we chatted about our work, we quickly discovered synergies between his groundbreaking work on trust and my passion for helping leaders facilitate employee growth. His “four domains of trust” serve as a simple yet profound framework to strengthen relationships and, by extension, enable development. They also helped me understand that my experience of growth with Mr. K so many years ago was enabled in large part by the trust that he inspired.
THE FOUR DOMAINS OF TRUST
Feltman’s framework offers a powerful way for leaders to evaluate and strengthen their capacity for inspiring trust in others. But it also offers tactical guidance for those who want to help their employees grow, optimize their potential and thrive.
CARE: “YOU MATTER BEYOND THE JOB YOU DO.”
Career development literally and figuratively begins with care. Employees need to feel valued by their leaders. Leaders can accomplish this by:
• Showing a genuine interest in their employees’ aspirations and challenges.
• Engaging in ongoing career conversations.
• Putting employees’ needs above their own or their department’s needs.
CAREER DEVELOPMENT LITERALLY AND FIGURATIVELY BEGINS WITH CARE.
SINCERITY: “YOU CAN COUNT ON ME TO TELL YOU THE TRUTH.”
Information is ubiquitous today. Leaders who try to hide or soft-pedal the truth find that their credibility suffers. By contrast, transparency and honesty inspire genuine trust in others. Leaders can accomplish this by:
• Treating employees like adults, telling them the good, the bad and the ugly.
• Offering candid and helpful feedback.
• Sharing realistic assessments of potential, limitations and opportunities.
RELIABILITY: “COMMITMENTS MADE ARE COMMITMENTS KEPT.”
Nothing erodes relationships more quickly than broken promises. When leaders proactively follow through, it sends a message that they matter and builds high levels of trust. Leaders can accomplish this by:
• Documenting and reviewing action items from development conversations.
• Scheduling follow-up conversations to ensure mutual accountability.
• Actively advocating for employees when opportunities arise.
COMPETENCE:
“I’VE
GOT THE KNOWLEDGE AND CONFIDENCE TO BE HELPFUL.”
Leaders must demonstrate that they’re capable of providing meaningful and helpful guidance. Leaders can accomplish this by:
• Understanding the organization, its structures and strategies.
• Becoming fluent in existing development frameworks, tools and strategies.
• Building relationships with peers to open broader opportunities.
As these actions suggest, building the trust that’s required for employees to grow and flourish doesn’t require bold, timeconsuming strategies or action. Rather, it’s the way leaders show up — day in and day out — in the simple and frequently organic moments with others that send the message, “You’re safe and you can trust me.”
Before training leaders in internal systems or development dialogue mechanics, we should be helping them build a foundation of trust for real, sustainable growth. Only when leaders commit to trust will employees be willing to stretch, learn and contribute at their highest level. When that happens, development becomes a natural and unstoppable force and trust becomes an embedded element within an organization’s culture.
Julie Winkle Giulioni is the author of the bestselling books, “Promotions Are SO Yesterday” and “Help Them Grow or Watch Them Go.” Email Julie.
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UPSKILLING
FROM HOURS TO ENERGY: THE POWER OF ENERGY MANAGEMENT AND MICRO-BREAKS
BY DR. EMILEY HEDBERG
How often do you reach the end of the workday feeling completely drained? Or feeling that your effectiveness has been inconsistent? You’ve checked all the boxes, attended all the meetings and crossed off the priority tasks from your project list. However, there’s nothing left in the tank. Despite finishing your to-do list, you’re running on empty, with no energy for the things that matter most outside of work.
This feeling is more common than we realize. DDI’s most recent Global Leadership Forecast uncovered a concerning pattern in their research, finding that 72% of leaders report that they often feel “used up” at the end of the day. In addition, only 15% felt equipped with the right tools and support to address this issue.
TIME IS FINITE, BUT ENERGY IS RENEWABLE.
While a common experience, it points to a deeper issue: Traditional time management strategies aren’t enough. Planning your day down to the minute doesn’t address the real challenge of modern work, and a solution is managing your energy.
The truth is that time is finite, but energy is renewable. By shifting from time management to energy management, we can align our work with natural energy cycles, incorporate restorative practices like micro-breaks and build a sustainable path to productivity. This shift doesn’t just help us get through the day: It ensures we thrive throughout it.
In this article, we’ll explore practical strategies to use the power of energy management, including energy mapping, integrating micro-breaks and fostering supportive workplace environments. Let’s rethink how we work and create a culture that fuels rather than drains employees.
UNDERSTANDING ENERGY MANAGEMENT
Traditional productivity advice focuses on managing hours and creating efficiencies, but time is a finite resource. Energy, on the other hand, is dynamic and renewable. Energy management emphasizes aligning tasks with natural energy cycles, such as ultradian rhythms, which are 90-to 120-minute cycles our bodies move through from a highenergy state to a drain. These cycles
dictate when we feel alert, creative or fatigued throughout the day. Another is your ability to regulate your nervous system. Our nervous system is the control center for how we respond to stress, focus and engage with our environment. Managing energy means working in harmony with your body’s natural rhythms and nervous system states.
By identifying high-energy periods and regulated nervous system states, individuals can schedule demanding tasks like strategic planning or problem-solving for peak times and reserve routine or administrative work for energy dips. This alignment not only boosts productivity but also enhances overall satisfaction.
While natural energy cycles like circadian and ultradian rhythms shape when we feel alert or fatigued, the way we respond to these cycles is deeply influenced by our nervous system. The nervous system governs how we react to stressors and recover energy. By learning to navigate between its two primary branches, the sympathetic (“fight or flight”) and parasympathetic (“rest and digest”) states, we can align our energy usage with our body’s needs, ensuring periods of activation are balanced with intentional recovery. Constant activation of the nervous system without recovery can lead to energy depletion, chronic stress and burnout. Finding a balance between the systems is the foundation for sustainable productivity, improved
TAKING REGULAR BREAKS FOR RENEWAL CAN ENHANCE ENERGY LEVELS AND HELP TO REGULATE THE NERVOUS SYSTEM.
resilience and an overall sense of well-being.
PERSONALIZED ENERGY ASSESSMENTS
Conducting energy audits is a powerful starting point. By tracking energy fluctuations throughout the day, both individuals and teams can gain valuable insights into their natural patterns, paving the way for smarter work schedules and healthier workflows.
Energy assessments provide useful information to track energy levels and identify the specific factors that influence them. Energy gainers and energy drainers can categorize these influences. An energy drainer is an activity, environment or interaction that depletes your mental or physical capacity, often overstimulating the nervous system and leaving you feeling fatigued or stressed. In contrast, an energy gainer is anything that replenishes your energy, activates the parasympathetic nervous system and supports recovery, focus and wellbeing. Insights about these patterns and how they impact your nervous system can inform how you approach your day.
HOW TO CONDUCT AN ENERGY AUDIT:
• Log Your Energy: Over the course of a week, track your energy levels in two-hour increments. Note when you feel most focused, creative, energized, restless, fatigued or lacking in concentration.
• Identify Factors: For each peak or low, record what you were doing, who you were with and the environment around you. Analyze the factors that influence your energy.
• Look for Patterns: Identify patterns in your energy peaks and lows. Are you a morning person, or does your focus sharpen later in the day? When do you feel energized versus drained? What factors are present?
Leaders can extend this practice to teams by encouraging open discussions about energy patterns and elements of the work that are energygaining versus draining. For example, a team member who thrives on analytical tasks in the morning might struggle with late-afternoon meetings. Adjusting workflows to accommodate these preferences can enhance performance and morale.
Energy assessments also reveal opportunities for improvement. For instance, if a team’s collective energy dips after lunch, scheduling strategic activities during this time may lead to diminished results. Instead, consider introducing a brief team recharge session to reset focus.
IMPLEMENTING MICRO-BREAKS
Taking insights from the energy audit can help inform how you structure and manage your energy throughout the day. While we may not always have the luxury of avoiding energy drainers, we can combat that with the use of micro-breaks.
Micro-breaks are a simple yet powerful tool for recharging energy throughout the workday. These intentional pauses, lasting 1-5 minutes, help reset focus, reduce stress and boost cognitive function. Research shows that even brief breaks can lower cortisol levels, the body’s primary stress hormone, regulate our nervous system and improve decision-making abilities. Micro-breaks give the brain a moment to recover, enhancing creativity and problem-solving skills.
PRACTICAL STRATEGIES FOR MICRO-BREAKS:
• Mindful Breathing: Take 60 seconds to focus on your breath, inhaling deeply and exhaling slowly.
• Movement: Stand, stretch or take a quick walk to reset your body and mind.
• Digital Detox: Step away from screens for a moment of calm. Better yet, go out in nature or listen to birds chirping. Research suggests listening to birdsong can indicate a signal of safety to our nervous system and reduce stress.
While it might sound counterproductive, taking regular breaks for renewal can enhance energy levels and help to regulate the nervous system.
WORKPLACE CLIMATE THAT PRIORITIZES ENERGY MANAGEMENT
Leaders play a critical role in normalizing and encouraging microbreaks. By modeling this behavior and integrating it into the workday, they signal to their teams that well-being is a priority. For example, starting a meeting with a one-minute breathing exercise can help everyone enter with greater focus and clarity. Encouraging team members to take lunch breaks away from their desks and screens can boost productivity.
Energy management thrives in a workplace culture that values flexibility and well-being. Leaders set the tone by creating an environment where employees feel empowered to prioritize their energy needs.
Key Strategies for Leaders:
• Flexible Schedules: Allow team members to align their work hours and tasks with their energy peaks whenever possible.
• Wellness Breaks/Spaces: Provide areas for quiet reflection, purposeful pauses or movement, such as wellness rooms or outdoor spaces.
• Psychological Safety: Foster a culture where employees feel comfortable discussing their energy needs and suggesting adjustments to workflows.
For example, a team that adapts meeting times based on collective energy patterns or introduces micro-breaks into lengthy sessions can maintain focus and morale. Recognizing and accommodating these needs doesn’t just improve effectiveness,
it builds trust and commitment among team members.
ENHANCED LEADERSHIP DEVELOPMENT
Energy management isn’t a quick fix. It’s a sustainable approach to leadership and organizational growth. Leaders who prioritize their own energy demonstrate the importance of balance and intentionality.
By adopting energy management practices, organizations position themselves as forward-thinking and employee-focused. This commitment not only reduces burnout and turnover but also enhances resilience and adaptability in a rapidly changing world. Sustainable leadership requires aligning individual energy with collective goals. Leaders who embrace this mindset cultivate teams
that are not just productive but deeply engaged and fulfilled.
THE SHIFT TO ENERGY MANAGEMENT
In a world that often equates busyness with success, shifting from time management to energy management requires a change in perspective. By aligning tasks with energy cycles, incorporating micro-breaks and fostering a supportive culture, leaders can unlock their potential and that of their teams. Consider the power of energy management to fuel not just productivity, but sustainable growth and workplace well-being.
Dr. Emiley Hedberg is a psychologist and serves as a senior consultant with The Lumin Group, a firm specializing in team and leadership development. Email Emiley.
TAKE YOUR TRAINING FUNCTION FROM GOOD TO GREAT
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Browse courses that can support your and your training team’s development, such as:
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MIND OVER MEGABYTES: NAVIGATING DIGITALLY INDUCED ADULT LEARNING CHALLENGES
BY AMANDA SCHROEDER, M.ED.
In 2021, I heard the terms “digital dementia” and “digital amnesia” for the first time. As a lifelong learner and voracious seeker of knowledge, I dove into a rabbit hole of research. I uncovered the potentially devastating effects digital dopamine and digital deluge have on our abilities to focus, learn, retain and remember.
DOPAMINE
According to an article published by the Cleveland Clinic, dopamine is a chemical transmitter that also acts as a hormone to regulate memory, attention, reward/motivation, behavior/ cognition, sleep, mood and learning. Dopamine is intended to help us stay biologically focused and rewards us for surviving.
Known as the “feel-good hormone,” dopamine plays a tremendous role in our sense of self and accomplishment. Our brains are hardwired to seek out behaviors that release dopamine. Unfortunately for us, dopamine is highly addictive. It can be compared to
addictions to alcohol, nicotine, gambling and now, our personal devices.
DIGITAL DELUGE
According to Jim Kwik, author of “Limitless,” we consume as much data in a single day as an average person in the 1400s would have absorbed in an entire lifetime! The Wall Street Journal reported in “How Smartphones Sabotage Your Brain’s Ability to Focus,” that “9-5” is out and 24/7 is in. The average working adult receives around 63 notifications per day, attends to an average of 90 emails per day and makes approximately 2,000 micro-decisions per day. And with each notification comes a “hit” of digital dopamine creating an endless cycle of consumption, reward and craving leading to more consumption, reward and craving.
Not only are we overwhelmed with copious amounts of information every day; but to consume this much information, we must practice what Dr. Gloria Mark refers to as “attention
TECHNOLOGY, WHEN USED PURPOSEFULLY, CAN BE A POWERFUL ALLY IN OUR L&D TOOL BELTS.
switching.” On average, we switch our attention every 15 seconds for an average of eight hours per day. In doing so, we have trained (and potentially rewired) our brains to become chronically distracted.
DIGITAL DEMENTIA
The term “digital dementia” was coined by neuroscientist Manfred Spitzer. It describes how the overuse of digital technology results in the breakdown of cognitive abilities. Additionally, Spitzer argues that short-term memory pathways will start to deteriorate from underuse if we overuse technology.
Have you ever forgotten someone’s name within moments of being introduced? How many phone numbers do you have memorized? Birthdays? Passwords?
When I was in graduate school, I argued that learning by memorization was impractical and outdated. Not only do we carry smart devices in our pockets, but we also have the World Wide Web at our fingertips. Anything we want or need to know can be done with a few clicks and swipes, right? The key was learning how to source information from scholarly sources.
More than a decade later, I have come to the realization that our brains function as muscles and not as hard drives. The more we use our brain, the stronger it gets and the more it can store. When we turn to technology to recall information without first trying
to produce the answer ourselves, it seems we are doing ourselves harm.
DIGITAL AMNESIA
According to a study published by PubMed, there have been changes in the white and gray matter of our brains. These alterations have impaired the acquisition of memories and learning — known risk factors for dementia. What is the result of digital dementia? Digital amnesia.
Penn State University’s Julie Eble shared that while digital amnesia has not been recognized scientifically yet, cognitive scientists agree that relying less on the mind builds fewer neuron connections in the brain, thus stagnating its development.
CASE STUDY: DUOLINGO
Considering what you have learned thus far, it is probably no surprise to you that the most downloaded app is TikTok. You may have also noticed that online articles now provide an “average read time.” Hollywood has also adjusted to our shortened attention spans and needs to attention switch. According to David Pogue’s reporting in an episode of CBS Sunday Morning, the average movie scene is now under five seconds.
So, how do we combat digital deluge, shortened attention spans, our insatiable cravings for dopamine while creating an opportunity for learning?
Luis Von Ahn, founder of Duolingo, has been successful in utilizing technology to capture our attention and maintain engagement while creating an opportunity for deep learning.
Duolingo uses the same psychological techniques as apps like Instagram, TikTok and mobile games to keep people engaged with education. The app utilizes streaks to bring learners back to study every day and notifications to remind users without spamming them, “Smart phones come equipped with the most addictive drugs that humanity has ever engineered … I hope for a future in which screen time is not a bad thing
OUR BRAINS FUNCTION AS MUSCLES AND NOT AS HARD DRIVES.
in which we can deliver high-quality education to everyone.”
IMPLEMENTATION OF EVIDENCEBASED L&D STRATEGIES
Our L&D team focuses on four areas: high engagement, gamification, addressing the forgetting curve and high-quality content.
When our learners access our learning management system (LMS), they are presented with a “Netflix” feel. To mimic the appearance of streaming services, the learner is presented with a moving carousel of vibrant billboards advertising learning content. Polls and surveys capture feedback while course ratings allow learners to select content based on a 1-5-star rating system by other learners.
Our L&D manager, Alicia Johnson, also serves as our senior instructional designer. At the course level, she incentivizes the release of digital dopamine by incorporating gamification techniques to reward learners with badges, visually appealing graphics like confetti, and recognizable gaming “sounds.” Additionally, she provides gamified assessments and incorporates “brain breaks” in long-form content.
As a team, we address the “forgetting curve” by assigning microlearning weekly to reinforce compliance and knowledge of company policies. These are assigned on Mondays to capture learners when they are in their highest focus attentional state.
Last, our content requirements, whether developed internally or sourced externally must meet the following criteria: relevant; multimodal; interactive; evidence-based; accessible; gamified; customizable; and able to be accessed from our internal LMS.
As a result, our 450 learners access the LMS an average of 11,000 times each month and our course completion rates consistently exceed 96%.
CONCLUSION: EMBRACING THE RED PILL
As we navigate the complexities of adult learning in an ever-evolving digital landscape, it is important to understand how technology can profoundly affect the cognitive abilities of the learners we serve. The journey down the rabbit hole reveals challenges potentially posed by shrinking attention spans, digital dementia, digital amnesia, and excessive “hits” of dopamine.
By understanding science and leveraging evidence-based strategies, we can help our learners capitalize on their focus attentional state, address the “forgetting curve,” and foster deep learning. The success of learning platforms like Duolingo demonstrates that technology, when used purposefully, can be a powerful ally in our L&D tool belts.
Moving forward, I challenge you to embrace the red pill and further explore Wonderland by diving even deeper into the research, implementing your own strategies to support the cognitive well-being of your learners, while sharing your successes with others.
Amanda Schroeder, vice president of L&D at Capio, oversees virtual learning products for compliance, onboarding, leadership development, performance management and team collaboration for just under 500 employees. With 15 years of experience in public education, higher education and corporate learning, she is passionate about innovation, datadriven insights and fostering continuous learning. Email Amanda.
HUMAN SCIENCE BEHIND THE
What You Need to Know
By Dr. Grace Chang and Michael Kester
WBy prioritizing governance and communication, you can foster a culture where AI adoption feels purposeful and inclusive.
e are living in an extraordinary time when artificial intelligence (AI), specifically generative AI, is transforming every aspect of our lives and work. AI is no longer futuristic; it is here, reshaping industries, communities and daily life. This transformation is thrilling but also provokes profound uncertainty.
AI can enhance our lives, allowing us to focus more on what gives us purpose and meaning. Yet, many perceive it as threatening what we hold dear: our sense of connection and shared humanity, as well as the meaningfulness of our work and lives. The rise of the internet and social media has already shown how technology can amplify anxiety, depression and disconnection. Will AI follow this path, or can we harness it to foster growth, improve relationships and create a more connected and meaningful world?
navigating these challenges and opportunities at three levels: individuals, teams and organizations. By approaching AI with intention, empathy and care, it can serve as a tool to improve our lives rather than being a source of anxiety.
Change and Uncertainty
This article explores the challenges workers face and offers tips for
The human brain is naturally wired to detect and respond to potential threats — an instinct shaped over millennia for survival. Change, with its inherent uncertainty, can trigger this threat response. Today, even when change doesn’t pose mortal danger, our brain still perceives it as a threat.
In the context of AI, we might not face physical danger — no Terminator-esque robots (yet?) — but AI fundamentally disrupts familiar patterns in work and life, sparking concerns that strike at the heart of our identity and stability.
Much of AI’s threat stems from uncertainty: Will it replace jobs? Reshape roles? Create ethical dilemmas? Even small changes at work, like a new co-worker, can cause a flood of emotions. “Natalie seems great, but what’s she going to be like to work with? Will we be friends? Will she one-up me?” AI will likely change the way you and your team work far more radically than any new team member. At a minimum, using AI at work is like having a new assistant and may mean changes to your team structure and the very nature of your job. Feeling trepidation is natural — our brains are hardwired for it.
AI can drastically alter work and societal norms. Many fear their hardearned skills will become obsolete, while others are uncertain about what AI’s rise means for their career and the value they bring. This uncertainty is worsened by a lack of clear guidance on how to prepare for and adapt to these changes. We’re all facing a deluge of AI-related information,
including tools, training and media, which can lead to cognitive overload, making it difficult to act with confidence.
To make matters worse, the adoption strategy of AI is often unclear and highly inconsistent across an organization. This leaves employees struggling with mixed messages, unclear expectations and insufficient role-specific training. This misalignment increases stress and highlights the need for clearer guidance and support. Additionally, AI introduces governance and ethics challenges. Many companies lack clear policies on AI use, intellectual property and data privacy, leading to inconsistent messaging about acceptable AI applications and ethical uncertainty.
Team leaders face additional challenges guiding their teams amid uncertainties. Leaders may experience cognitive dissonance when enforcing outdated or unclear policies while trying to help their teams be more productive and engaged. This challenge is compounded when teams collaborating
EXPERIMENT WITH AI
with one another have very different approaches to using AI.
How Threat Affects Us
To understand how change and uncertainty affect us, we must understand our brain’s wiring. When faced with ambiguity or threats, the amygdala, which processes emotions, becomes more active. This triggers physiological changes, including hormone release, leading to high arousal and a “fight or flight” response.
Some arousal, like facing a deadline, can improve our performance. However, when perceived threats trigger the fight or flight response it impairs executive functions like planning, reasoning and decision-making. Thinking becomes less flexible, causing us to rely on habits, which diminishes innovation.
The prefrontal cortex, responsible for these executive functions, plays a crucial role in regulating the amygdala’s response to stress. Chronic stress from ongoing
Here are some examples of AI experiments to try in your personal life:
Create a travel itinerary.
Plan dinner and compile recipes and grocery lists.
Build or refine your family budget.
Create a consolidated list of data from two different sources with different formats, possibly to create an invitation list for a party.
Upload an image with text and convert it into an editable format. This allows you to copy and paste information or add your own notes.
Generate an AI image of yourself in an outfit you might want to buy.
Use it to help you solve Wordle for the day (disclose your “help” to friends — no cheating!).
Revisit these tasks months later to see how AI has improved.
threats can impair the prefrontal cortex’s ability to regulate the amygdala, leading to prolonged stress responses and further impairing cognitive functions. Additionally, prolonged exposure to stress hormones due to chronic stress decreases emotional regulation and increases fear and anxiety. It also causes cognitive fatigue, which further impairs adaptation and innovation. This means that knowledge workers, who rely on cognitive flexibility and creativity, may struggle most during AI-driven change.
Recommendations for Individuals
For individuals, navigating AI adoption begins with self-awareness and a growth mindset — believing that skills and abilities can be developed through effort and learning instead of a fixed mindset, which assumes talents are innate and unchangeable. From there, approaching AI with curiosity and a willingness to learn allows professionals to address fears, embrace opportunities and transform uncertainty into growth.
• Understand your organization’s AI policies and point of view: Research how AI is used in your organization and its relevance to your role. Read any published materials on AI, and ask your manager if you have questions. Stay engaged and continue learning as your organization’s approach to AI evolves.
• Upskill and experiment: Build the habit of using AI for a wide range of tasks. Experiment with small AI tasks to learn its capabilities and limitations, both personally and at work. For example, check email grammar or generate a draft response. Participate in any relevant training offered and test AI’s usefulness in different areas.
• Align with your values: Reflect on how AI aligns with your career aspirations and ethical principles. If one of your values relates to expressing your own creativity, you could experiment with ways to use AI as an assistant in your own creative process. For example, you could try creating a voice-to-text transcript of your own thoughts and then use AI to organize your thinking into a journal entry or blog post.
Approaching AI with curiosity and a willingness to learn allows professionals to address fears, embrace opportunities and transform uncertainty into growth.
be custom or off the shelf, internal or external, as long as it aligns with your vision and strategy.
• Identify and empower AI champions: Identify employees eager to promote AI and encourage them to mentor peers. Share success stories to inspire confidence and creativity.
• Communicate concerns: Speak openly with managers about uncertainties. Advocate for resources or training that would help you and your team.
Recommendations for Teams and Managers
Effective AI adoption in organizations hinges on leadership as much as technology. Managers can guide their teams through this transition, creating an environment where employees feel supported, informed and motivated to explore AI’s potential.
• Foster psychological safety: Acknowledge fears and encourage open dialogue. Normalize the learning curve — none of us are experts, and we’ll all be learning about AI throughout our careers. Reassure your team that mistakes are part of the process. Hold space in team and one-on-one meetings to discuss AI usage, what’s working, future opportunities and team members’ feelings.
• Provide clarity and guidance: Learn about your organization’s AI strategy and its implications for your team. Communicate new insights about AI’s impact on roles and responsibilities as soon as you have them. Set clear expectations for AI use and provide context about its benefits and risks.
• Lead by example: Use AI tools yourself to model adaptability and share your learning experiences. Demonstrate AI’s value through practical applications and share your personal experiments with AI.
• Encourage collaborative learning: Set aside time in team meetings for members to explore AI together and share their individual learnings. Celebrate employees who find innovative uses for AI tools.
Recommendations for Organizational Leaders
Recognize that many employees are already using AI and, without structured guidance, they may be feeling anxiety about how to use it, its limitations and how their use aligns with your organization’s position on AI. Leaders set the tone for how AI is perceived and implemented across an organization. By prioritizing governance and communication, you can foster a culture where AI adoption feels purposeful and inclusive. You don’t need to have all the answers immediately — just be clear about your efforts.
• Develop a governance framework: Create clear policies on ethical considerations and appropriate AI use. Involve leaders across functions to craft these policies and strategies to ensure diverse perspectives and buy-in.
• Communicate your organization’s vision and strategy for AI: Share how AI supports the organization’s goals and vision. Address misconceptions about AI replacing human expertise and be transparent about how AI may evolve the way people work in your organization.
• Invest in training: Provide foundational training for all employees and advanced programs for specific roles to clarify how you would like your people to use AI in their daily roles. This training can
• Monitor and adapt: Regularly assess AI’s cultural and operational impact. Use employee feedback to refine strategies and policies.
Moving Forward: Balancing Innovation and Empathy
Leaders, managers and individuals all have a role to play in reducing fear and uncertainty by fostering alignment, creating clear governance structures and communicating effectively. Cultivating a culture of trust and openness ensures AI serves as a tool for human benefit.
To thrive in this transformative era, organizations must balance technological innovation with human empathy. This involves deploying AI responsibly and addressing cognitive and emotional challenges. Together, we can embrace both the thrill and the fear of AI’s impact, ensuring it enhances — rather than diminishes — our shared human experience.
The views reflected in this article are the views of the authors and do not necessarily reflect the views of Ernst & Young LLP or other members of the global EY organization.
Dr. Grace Chang, associate director of behavioral science and insights at Ernst & Young LLP, is a cognitive neuroscientist with significant experience in learning solutions, assessments and neurosciencebased leadership development.
Michael Kester is the CEO and founder of Lead Belay, a peer-based leadership development company for emerging leaders, and has expertise in strategies for leadership development, cohort learning and experiential learning. Email the authors.
Beyond Training: Unleashing L&D With Social Science Synergy
By Loren Sanders, CPTM, and Chris Massaro, CPTM
Learning and development (L&D) has traditionally focused on delivering skills and competencies to meet organizational needs. However, this approach often overlooks profound insights that social science disciplines, which we will call “The Learnologies,” bring to the table. The Learnologies provide a multidimensional approach to understanding how people learn, collaborate and grow. By incorporating psychology, sociology, anthropology, philosophy and ontology, organizations create transformative learning experiences that broaden innovation, resilience and adaptability.
To illustrate how this works, let’s examine how Microsoft integrated “The Learnologies” disciplines into its L&D strategy.
Case Study: Microsoft’s Growth
Mindset Transformation
Background
In 2014, under CEO Satya Nadella’s leadership, Microsoft embarked on a cultural transformation to become a learning organization. Central to this shift was Carol Dweck’s growth mindset philosophy, which emphasizes that abilities and intelligence can be developed through effort and learning.
Challenge
Before 2014, Microsoft’s culture was competitive, siloed and risk-averse. Employees feared collaboration and mistakes, stifling innovation and adaptability in the fast-paced tech marketplace.
Solution
Microsoft integrated the “The Learnologies” into its L&D strategy:
● Psychological Principles: Emphasizing learning from failure and cultivating curiosity, using feedback and challenges as tools for growth.
● Sociological Insights: Restructuring team dynamics using Tuckman’s stages of group development and promoting collaboration through cross-functional teams and psychological safety.
● Cultural Anthropology: Developing culturally sensitive training programs tailored to global norms while aligning with growth mindset principles.
● Behavioral Economics: Using gamification and behavioral nudges to drive engagement and prioritize learning.
Results
● Cultural Shift: A 20% increase in employees feeling empowered to innovate.
● Performance Impact: Microsoft’s stock price grew by over 400% between 2014 and 2021.
● Recognition: Ranked among the top companies for workplace culture and employee satisfaction.
The Learnologies in Action
Learnology 1: Psychology — The Science of Engaging Learners Psychology provides insights into information processing, motivation and behavior adoption, making it a key component of effective L&D strategies. Training professionals can apply psychological principles to design more engaging and impactful learning experiences.
● Cognitive psychology explores how individuals acquire, store and retrieve knowledge. Techniques such as chunking, spaced repetition and visual aids enhance information retention.
● Behavioral psychology investigates how reinforcement and rewards shape behavior. Gamification and performance incentives can sustain behavior change.
● Developmental psychology recognizes that learning needs vary across career stages. Tailoring programs ensures relevance for diverse audiences.
Key Theories for Programming Success
Cognitive Load Theory (CLT) suggests that minimizing unnecessary information allows participants to focus on essential content to improve retention. L&D can apply CLT by breaking down complex concepts into manageable segments and incorporating visual aids as well as spacing learning sessions to enhance knowledge absorption.
Self-determination theory (SDT) emphasizes autonomy, competence and relatedness. Personalizing learning paths and incorporating team activities are practical applications of SDT. By giving participants control over their learning paths and creating opportunities for mastery by scaffolding challenges and promoting collaborative learning, organizations can create more engaging training that drives sustained performance improvements.
Practical applications of psychology in L&D like using spaced repetition techniques to reinforce learning over time, leveraging behavioral reinforcement strategies, such as gamification and performance incentives, and personalizing learning experiences help us align with individual cognitive preferences, increase retention and get better buyin from our users and stakeholders.
Case Study:
Spaced Repetition in Action
A university implemented spaced repetition for medical students preparing for licensing exams. This cognitive psychology-based technique reinforced memory through increasing intervals of review, significantly improving retention and comprehension of complex material. The results underscored the value of integrating scientifically validated methods into L&D strategies.
By leveraging these psychological principles, organizations can design learning experiences that not only educate but also inspire continuous development.
Learnology 2: Sociology — Harnessing Social Dynamics
Understanding social dynamics enables L&D professionals to design programs that reflect real-world interactions:
● Group Dynamics: Collaborative learning activities, peer mentoring and cross-functional projects leverage social interactions to enhance engagement and retention.
● Organizational Culture: Programs aligned with a company’s culture can increase relevance and impact. For example, training emphasizing teamwork and shared decision-making enhances productivity and cohesion.
Case Study: Understanding the Influence of Organizational Culture and Group Dynamics
A recent study highlighted how group interactions and cultural contexts shape learning outcomes during organizational change. Key findings included:
● Cohesion and Trust: Strong interpersonal bonds increased engagement and adaptability.
● Cultural Alignment: Learning initiatives aligned with cultural values improved participation and outcomes.
● Barriers: Power imbalances and lack of psychological safety hindered collaboration and knowledge sharing.
Practical
Tips for Sociological Design
● Incorporate team-based activities reflecting workplace dynamics.
● Promote peer-to-peer mentoring to build relationships.
● Align learning objectives with organizational values.
● Create safe spaces for open communication and feedback.
Applying sociological insights ensures that learning initiatives reflect real-world interactions, making them more effective and applicable in professional settings.
Learnology 3: Anthropology — Deepening Contextual Relevance
Anthropology’s focus on cultural frameworks helps us create inclusive and tailored learning experiences:
● Cultural Relevance: Adapting content to regional norms, languages and values creates engagement in multinational organizations.
● Ethnographic Methods: Observing and interviewing employees uncovers hidden learning barriers and informs program design.
● Learning Journals: Encouraging employees to document challenges and insights allows critical reflection and provides valuable feedback loops for L&D.
Case Study: Anthropology in Action
A study highlighted in Bristol University Press explored how ethnographic methods reveal systemic biases and promote inclusion. By embedding cultural understanding, organizations:
● Identified workplace practices that unintentionally exclude marginalized groups.
● Developed training materials reflecting diverse values and norms.
● Allowed for critical reflection opportunities to challenge systemic biases.
Results:
● Increased learner engagement by addressing cultural relevance.
● Improved team dynamics through inclusive content.
● Enhanced organizational innovation as diverse perspectives are integrated.
Integrating anthropological insights helps organizations develop learning programs that respect cultural diversity, making training more impactful and widely accepted.
Learnology 4: Philosophy — Ethical and Purposeful Learning
Philosophy encourages reflection on the ethical dimensions of L&D:
● Equitable Access: Ensuring opportunities for all employees builds inclusivity and fairness.
● Purpose-Driven Programs: Balancing organizational goals with personal development creates a sense of fulfillment and engagement.
Key Questions for Philosophical Reflection
● What is the ultimate goal of our learning programs?
● How do we define successful learning?
● Are we promoting fairness and inclusivity?
Learnology 5: Ontology — Building a Dynamic Learning Ecosystem Ontology examines the nature of learning entities within an organization. Are learning participants passive recipients of information or active participants in a thriving ecosystem?
● Active Participation: Encouraging collaboration, feedback and shared knowledge empowers learners.
● Continuous Growth: Building a culture of ongoing learning enhances adaptability and organizational success.
Case Study:
Continuous Learning Drives Growth
The article “Impact of Continuous Learning on Organization Growth: A Statistical Analysis” highlights the critical role of creating a continuous learning culture within organizations to drive growth and maintain a competitive edge. A statistical analysis highlighted the benefits of continuous learning programs:
● Employee Retention: 94% of employees stayed longer due to career development support.
● Engagement: Productivity increased by 17%, and profitability by 21%.
● Innovation: Learning-focused cultures were 92% more likely to develop new products and processes.
The next frontier of L&D lies at the intersection of social sciences and technology.
Practical Example
A mid-sized tech firm implemented online courses, workshops and mentorship programs, resulting in a 15% reduction in turnover and a 20% increase in productivity.
Viewing learning as an evolving ecosystem ensures that L&D is
not just about training but about creating environments where knowledge thrives.
Measuring Impact: A Holistic Approach
Integrating social sciences into L&D requires robust measurement combining qualitative and quantitative methods:
● Qualitative Methods: Interviews, focus groups and ethnographic studies provide deep insights into learning experiences, identifying engagement barriers and informing strategies.
● Quantitative Methods: Metrics such as test scores and performance improvements offer measurable indicators of success. Combining these with qualitative insights provides a comprehensive understanding of impact.
By adopting a holistic measurement approach, organizations can ensure that their learning strategies lead to meaningful and lasting change.
Future Trends in Learnologies
The next frontier of L&D lies at the intersection of social sciences and technology. Artificial intelligence (AI) is reshaping the learning experience by identifying learner patterns, predicting outcomes and personalizing training paths to enhance effectiveness. By analyzing real-time engagement data, AI-driven learning platforms can dynamically adjust content to meet individual needs, improving retention and performance.
Immersive technologies like virtual and augmented reality (VR/AR) can promote experiential learning. These tools allow learners to engage with realistic simulations, providing handson experience in a risk-free environment. By aligning VR/AR applications with cognitive and sociological learning theories, organizations can create deeply engaging, effective training experiences that mimic real-world challenges.
To maximize the benefits of these emerging technologies, L&D professionals must integrate them with social science principles. AI can be used to analyze qualitative feedback from learners, ensuring training remains relevant and adaptable. VR/AR should be designed with psychological and sociological insights in mind, ensuring that simulations encourage collaboration, problem-solving and critical thinking. By combining these technological advancements with a deep understanding of human behavior, organizations can future-proof their learning strategies and drive meaningful, lasting change.
Conclusion:
Leading the Future of L&D
By embracing “The Learnologies,” learning leaders can design programs as dynamic as the people they serve. Integrating psychology, sociology, anthropology, philosophy and ontology into training empowers organizations to create impactful, sustainable learning experiences. Let’s move beyond traditional paradigms and unleash the full potential of L&D for a better, more adaptive future.
Christopher Massaro, CPTM, is a learning and development professional with over 25 years of experience in the development and facilitation of training programs for the retail, hospitality and service industries. He is also an adjunct faculty member at the University of Southern Maine, where he teaches in the Leadership and Organizational Studies department, focusing on social science research methodology.
Loren Sanders, CPTM, is an author, speaker, ICF Certified coach and fractional L&D strategist with 20 years in the L&D space, connecting professional development to business outcomes by leveraging passion and talent. She teaches organizational communications, change management, leadership and strategic talent management as adjunct faculty at Lake Forest Graduate School of Management and is the author of “Empathy is Not a Weakness: And Other Stories from the Edge.” Email the authors.
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ACTIONS SPEAK LOUDER THAN WORDS
Why Action-First Learning is the Key to Real-World Preparedness
By Karl Kapp, Ed.D.
“I told you it was hot, but you touched it anyway.” A phrase not unfamiliar to parents of toddlers. No matter what the parents say, children seem to learn best through action. They need to take action themselves. Only after the action like burning their hand, do they reflect on the consequences and learn.
Unfortunately, as children get older, learning becomes more abstract and less action, consequence and reflection-focused. In high school, a student doesn’t visit a foreign country to learn about it, they read about that country in a book. Students don’t do math in a supermarket to figure out if they can afford groceries that week, they do dozens of worksheets instead. School is not action-first.
Unfortunately, workforce training has not evolved much beyond the ineffective and outdated school model. We hear lectures about “how to lead” in leadership training workshops, but the participants don’t lead other people. We study good customer service, but we don’t talk with real customers. We discuss sales strategies but don’t sell anything in the sales training class.
Corporate training programs are not action-first. Sometimes, there is no action at all, just clicking “next” to continue or listening to a sales trainer drone on. If we want to prepare employees properly, we need to prepare them through action-first learning designs. We need to help them understand the action, consequence and reflection process.
What is Action-First Learning?
Action-first learning is an approach to designing meaningful instruction that highlights the need for learning experiences to require learners to take immediate or initial actions to observe the consequences and to reflect on the experience. This doesn’t mean action for the sake of action. Instead, it means involving the learner in meaningful activities as soon as the instruction begins.
Too often, adult learners tune out instruction, either online or face-to-face, because they are asked to passively absorb information — often with no recognition that they come to the instruction with previous knowledge. The focus should not be on what employees need to learn. Instead, it needs to be about what employees need to do. What actions do employees need to take in their jobs? What tasks do they need to perform to be successful? This is the essence of action-first learning.
Overcoming Obstacles to Action-First Learning
Workshop facilitators, instructional designers and others understand that action-first learning is an effective approach but they are often stymied in the implementation of action-first learning by a number of obstacles. Learners often underestimate how much they actually learn from a lecture or eLearning module. Most people “feel” that they learn a lot from passively absorbing and recalling information. They feel that they should encounter little to no difficulty while learning. However, that’s not the best way to learn. Two ways to aid learning are to slow down the instruction and add manipulatives into the instruction: Both of which are traits of action-first learning.
Slow Down Instruction
Unfortunately, many corporate learning strategies or approaches designed to
speed up the acquisition of knowledge actually make it more difficult to apply critical thinking to situations when the employee returns to the job. For example, during training for sales representatives, the reps might be given a list of the most common objections and responses to memorize. This seems like an effective way to quickly train those representatives. Most reps will memorize the statements quickly and easily and even be able to pass a quiz where they answer objections with spoton accuracy from their scripts.
The problem arises when those same employees are faced with real customers who ask unexpected questions for which there is no script. In this case, the employees struggle with the actual job situation. It would have been more difficult but more useful to present the employees with various strategies to overcome objections rather than specific scripts for specific objections. This is sometimes referred to as “desirable difficulties,” which is the idea of introducing challenges into the learning to slow down the process and therefore increase retention, understanding and transfer
Most corporate training does the opposite by reinforcing the sense that quickly memorizing and repeating content is the same as preparing for on-the-job situations. Corporate training programs that provide content in a wellstructured format delivered in easily digestible and predictable chunks with quizzes the end of a learning module
can make learning easy and quick, but does little to prepare the employee for actual situations they’ll encounter on the job. Speeding up the learning process often creates an illusion of competence without real competence.
The irony is that learners in activelearning settings can learn more than traditional, passive instruction, but — and here’s the kicker — the learners often feel as if they’ve learned less. This perception problem is a huge reason why learners push back against actionfirst learning designs when they are asked to participate. They feel like they are not learning because they have to exert more cognitive energy to sort through materials, think critically and apply knowledge.
They aren’t simply memorizing information; they are asked to apply that information and make sense of the information. This is hard work that many employees in a corporate learning setting are simply not familiar with and, as a result, they complain and view it as a waste of time and tell their managers who then stand up for their employees even though they are, in the long run, hurting their employees’ chances for success.
Add Manipulatives
Another obstacle is that designers and developers of instruction think action-first learning requires highfidelity reproduction of the actual work environments. Nuclear power plants can
Speeding up the learning process often creates an illusion of competence without real competence.
afford to create accurate reproductions of the control room for training purposes, but most training departments don’t have that kind of budget. Nor do they need that kind of budget.
Fortunately, high fidelity isn’t always required for effective learning outcomes. Action-first learning can thrive without perfect replicas of the workplace. Instead, instructional designers can leverage creative and cost-effective solutions to immerse learners in meaningful activities that mimic key elements of trainees’ jobs.
For example, cards and board games can simulate complex decision-making, allowing learners to explore consequences and experiment with strategies in a safe space while requiring immediate action by the learner. Escape rooms, which combine storytelling with problem-solving, are another effective, low-cost approach to action-first learning that require critical thinking and collaboration.
Audience response systems, virtual breakout rooms or even carefully designed branching scenarios in eLearning modules can offer realistic decision-making opportunities and immediate consequences and a chance for reflection. The focus should be on creating experiences that prioritize action, consequence and reflection, rather than achieving perfect visual or environmental fidelity.
Action-First Learning Design
Designing instruction with an actionfirst approach begins with an action or activity designed to immediately engage learners setting the learning process in motion. Examples include dealing cards, starting a board game, initiating a virtual reality scenario or solving a puzzle in an escape room. Initial action prompts learners to respond actively, such as moving a token, making a choice in a branching scenario or finding clues. The key is that the learner engages in meaningful action from the outset, not merely for its own sake but as a deliberate step toward achieving the learning objectives.
The key is that the learner engages in meaningful action from the outset, not merely for its own sake but as a deliberate step toward achieving the learning objectives.
As the learner participates, they apply knowledge to the actions they are taking, often involving problem-solving and critical thinking. Throughout this process, feedback plays an important role, ranging from subtle cues, like a character’s expression in a branching scenario, to overt responses, like unlocking a drawer in a virtual escape room. Additional instructions, tips or guidance helps learners stay on track, reinforcing their efforts to achieve the desired outcome. Social interactions, whether with peers, virtual characters or other elements of the environment, provide cues and foster an emotional connection to the learning experience, heightening its impact.
Action-first learning emphasizes that learning extends beyond the immediate activity through reflection, a critical component of the process. Learners are encouraged to assess how the experience can inform future actions, modify current behaviors or inspire new strategies. The reflection process helps to solidify the learning and ensures its applicability to real-world contexts. This structured approach ensures that the learning doesn’t just end with the activity
but continues as a meaningful influence on the employee’s development.
Conclusion
Action-first learning represents an approach to designing and delivering instruction that prioritizes immediate, meaningful engagement and action by the learner. The meaningful engagement, in turn, can foster deeper cognitive involvement and practical application of knowledge than traditional, passive instruction. Although action-first learning requires overcoming resistance and addressing misconceptions about effective learning, the benefits far outweigh the obstacles. Action-first learning prepares employees to think critically, adapt flexibly and apply their skills during the learning process.
Karl Kapp, Ed.D., has been a professor of instructional design and technology for more than 28 years and is the author of 10 books and LinkedIn Learning courses. His latest book is titled “ActionFirst Learning: Instructional Design Techniques to Engage and Inspire.” Email Karl.
5 STEPS FOR MAKING CHANGE EASY: A FRAMEWORK FOR EMPLOYEES
By Dr. Chris Turner
When organizational change management is done well, employees are ready, willing and able to embrace change with smiles, energy and a quantifiable improvement in business outcomes.
Imagine a dedicated team of change agents working tirelessly to build messaging, timelines, newsletters and presentations. They’ve traveled to town halls and team meetings, posted updates on office monitors and bathroom stalls, and maybe even thrown in balloons, glitter and pizza to generate excitement. But what if, despite all effort, the message still hasn’t fully reached your team?
People are complex — wonderful, illogical and emotional. Put two or more people in a room, and you’ve got incredible dynamics. While this is fascinating from an organizational science perspective, it can be challenging for both those
experiencing the change and those leading it.
This article offers practical strategies to help you guide your team through uncertainty and change.
STRATEGY 1: PRACTICE EMPATHY
One strategy for maintaining a strong team is to understand their feelings and emotional reactions to a challenging environment. It’s important to remember that they aren’t only dealing with changes in their roles, customer portfolios or leadership. They’re also managing the ongoing effects of COVID on work and family life, the rise of artificial intelligence (AI), shifting political landscapes and possibly last year’s new HR or finance platform program — especially if it wasn’t a smooth transition.
Even small changes can trigger strong reactions due to the accumulated stress of past experiences.
3 WAYS TO BUILD EMPATHY WITH YOUR TEAM
1. Practice active listening: Pause and focus on what your team is saying, especially in individual conversations. Ask clarifying questions and dig deeper to fully understand their points. Listen to understand, not just to respond (this can be difficult if you’re out of practice). Ask for confirmation that you’ve understood their points and ask them to tell you more about it. This isn’t hard, but it’s a habit that sometimes gets lost in the rush of daily tasks and urgent deadlines.
2. Be present: In virtual meetings, it’s easy to feel invisible. The person
on the other side of the screen can tell when you’re distracted or multitasking. If you’re not using video, turn it on so they know you are present. If your video is on, avoid typing or looking at another screen or your phone. Build stronger relationships and empathy by giving your full attention when you’re with your team.
3. Show vulnerability: Share your own experiences when appropriate to connect with your team’s experiences and the challenges they may be facing. But always prioritize active listening. Don’t rush to tell your own story before fully exploring theirs.
STRATEGY 2: FOCUS ON TRUST
Remember, trust goes both ways — just because you trust someone does
not mean that they trust you — it’s not automatically reciprocal, so you must focus on it with both lenses, especially when considering how an employee navigates through change. If they have low trust in you, that will impact their perspective on the change being “pushed” on them versus how they will respond if they have a high level of trust.
David Maister, in “The Trusted Advisor,” proposed that trust is an equation where reliability, credibility and intimacy add up to trust, which is then degraded by selforientation.
• Credibility: Building your skills and knowledge within a specific domain or practice.
• Reliability: How dependable you are. Do what you say you’re going to do when you say you’re going to do it.
Even small changes can trigger strong reactions due to the accumulated stress of past experiences.
• Intimacy: The level of comfort and safety people around you have when sharing information with you. It’s about developing understanding and relationships, and ensuring people feel secure with you.
• Self-Orientation: Where your focus is. When you interact with someone whose focus is on themselves, it creates an automatic barrier to building trust.
Try this: Think about someone with whom you’d like to have a better work relationship. Take each element of the trust equation and write down: On a scale of 1-10, how would the other person score you? How would they score your credibility? Reliability? Intimacy? Based on recent interactions, how would they score your self-orientation? (1 being about their needs, 10 being about your needs). For anything you scored lower than a 9, write a list of clear actions you can take to improve that element and make a goal of doing it this week.
STRATEGY 3: TRY A SIMPLER METAPHOR
You may be familiar with the grief model used to navigate change, often
referred to as the “Valley of Despair.” A simpler approach to guide you through change is: Honor the past. Celebrate the present. Embrace the future.
In between each of the stages, allow time to process and shift into a neutral space.
In a recent workshop on managing restructuring, senior professionals were asked to identify what they would miss about the old way of working. They listed a range of things and got a little nostalgic. As they listed the good things, they challenged each other: “Well, that actually wasn’t that great,” and “It wasn’t really clear in that model.”
Next, they focused on what is not changing. In the “celebrate the present” and “embrace the future” stages, identifying what remains the same helps shift the focus away from what’s different — and often, the negative aspects of change. The group also listed what they could control and influence, setting aside things they couldn’t control for the moment.
What emerged was a list that not only included the changes but also highlighted positives and areas within their control. This shift in perspective changed the conversation from
frustration and helplessness to a renewed focus on what was unchanged. The mood in the room became more upbeat as they focused on what they could control.
Try this: Have team members work on a change that impacts them. Ask them to list what they will miss about the old way of working and encourage them to share stories related to it. Then, shift the focus by asking them to make a list of what’s not changing and the potential benefits of those aspects. Finally, have them list what they can directly control and what they can influence.
STRATEGY 4: KEEP YOUR WHY AT THE CENTER
Research on resilience shows that resilient individuals have a clear sense of “why,” which helps them navigate transitional changes. Think of it as having their own north star. In his book, “Start with Why: How Great Leaders Inspire Everyone to Take Action,” Simon Sinek emphasizes the importance of identifying the “why” behind our work. When team members are clear on their why, change becomes easier to manage.
As you guide your team through transitions, keep their “why” at the center. Start by answering key questions: What does your team absolutely need to get right? Why? When the why is clear, the “how” often becomes more flexible. It’s usually the “how” that’s impacted by organizational changes.
When team members are clear on their “why,” change becomes easier to manage.
Try this: Collaborate with your team to create a purpose statement and publish it on your internal team site or in a shared physical space. Ensure it aligns with your broader business goals and values. Keep this purpose as your team’s north star, even as you discuss the elements change that will affect them.
STRATEGY 5: COMMUNICATE, COMMUNICATE, COMMUNICATE
Marketing follows the “Rule of 7,” which suggests that potential customers need to be exposed to an idea seven times before
it influences their purchase decision. Yet, in many organizations, internal changes are often announced once — perhaps in a company newsletter or an all-hands meeting — before teams are expected to implement them. This doesn’t give employees enough time to absorb, internalize and prepare for the change.
Imagine applying the Rule of 7 to your internal communications and aligning it with the strategies above. Your team needs early awareness that change is coming and why. They need time to intellectually and emotionally process the rationale for the change, accept what’s changing and connect it to their sense of purpose.
Change management professionals often say that when leaders feel like they’ve overcommunicated a change, they’ve probably just started to break through to awareness.
As a leader, you may not know all the reasons behind an organizational shift. Even so, your role is to align the change with your team’s purpose and communicate clearly:
• What’s changing.
• Why it’s changing.
• When it’s happening.
• What the impact will be.
Introduce the change, explain what’s changing (and what’s not), and reintroduce the message repeatedly until it’s fully understood.
Try this: Think of a major change that’s coming or recently launched. Review how you communicate with your team — looking at your calendar of meetings, emails or informal hallway chats. Now
apply the Rule of 7. Plot out seven touchpoints where you’ll reinforce the message. It may feel repetitive, and your team might even joke that they saw it coming. That’s a good sign — it means you’ve crossed the awareness threshold and can now focus on alignment.
At the end of the day, helping your team adapt to change means keeping them informed, clarifying the impact and actively listening as they move through their own change journey.
Dr. Chris Turner has been supporting clients in their change management and learning programs for more than 25 years, ranging from small and local companies to some of the most prestigious global brands in the world. He also brings his passion to future professionals as an adjunct professor for Ph.D. and master’s students in industrialorganizational psychology. Email Chris.
Engaging Diverse Learners:
Positive psychology and inclusion in l&D
By Kylie van Luyn
As our training needs and programs grow more diverse, learning and development (L&D) professionals are increasingly called to innovate and adapt their approaches. Engaging a broad spectrum of learners requires expertise in educational methodologies and a deep commitment to inclusion and equity. Positive psychology, focusing on strengths, well-being and human potential, offers powerful tools for fostering meaningful engagement and transformative learning experiences. Educators can create environments that empower all learners to thrive by combining positive psychology with inclusive practices and universal design principles.
The
power of positive psychology in l&d
Positive psychology, pioneered by Dr. Martin Seligman, shifts the
focus from fixing weaknesses to cultivating strengths and promoting well-being. In the context of L&D, this approach enables learners to build resilience, discover their potential and maintain motivation even in the face of challenges.
Implementing Positive Psychology
in L&D:
1. Strengths-Based Assessments: Begin by helping learners identify their core strengths. Tools like the VIA Character Strengths Survey or CliftonStrengths can provide valuable insights. Educators can design individualized strategies that foster confidence and engagement by focusing on what learners do well.
2. SMART Goals With a Strengths Lens: Encourage learners to set
specific, measurable, achievable, relevant and time-bound goals. Incorporating their strengths into these goals increases the likelihood of success and builds a growthoriented mindset.
3. Fostering Positive Relationships:
The social aspect of learning is critical. Educators should create opportunities for peer-to-peer collaboration, mentoring and group activities that promote trust and mutual support.
4. Cultivating a Sense of Belonging: Belonging is a cornerstone of positive psychology. Learners who feel valued and included are more likely to engage actively. Simple strategies can enhance belonging, such as using learners’ names, recognizing their contributions and celebrating achievements.
Inclusive instruction goes beyond accommodating diverse learners; it proactively designs learning experiences that meet the needs of all participants.
5. Acknowledging Failures as Learning Opportunities: Reframing failures as a natural part of the learning journey helps reduce fear and fosters a culture of experimentation and growth.
The PERMA Model in Education
Dr. Seligman’s PERMA model provides a structured framework to enhance well-being in educational settings. Each component — positive emotion, engagement, relationships, meaning, and achievement — can be applied to create enriched learning experiences:
1. Positive Emotion: Create a welcoming and uplifting environment. Use icebreakers, humor and positive affirmations to build a classroom atmosphere that promotes joy and reduces stress.
2. Engagement: Design activities that capture learners’ interests and encourage deep involvement. Handson tasks, gamification and real-world problem-solving are excellent ways to increase engagement.
3. Relationships: Foster a community of support among learners. Group projects, peer feedback sessions and mentoring programs can strengthen interpersonal connections.
4. Meaning: Help learners connect their studies to broader life goals or societal impact. Discussions about the relevance of their skills in making a difference can imbue a sense of purpose.
5. Achievement: Celebrate milestones and accomplishments, no matter how small. Frequent recognition builds confidence and reinforces progress.
Fixed and Growth Mindsets
The foundational concept of fixed versus growth mindset comes from Dr. Carol Dweck, a prominent psychologist and the author of “Mindset: The New Psychology of Success.” In a fixed mindset, individuals believe their intelligence and talents are unchangeable. This belief can limit potential and lead to avoiding challenges. In contrast, those with a growth mindset believe their abilities can be developed through dedication and hard work, which creates resilience and encourages continuous learning.
Reframing Negative Self-Talk: Encourage students to replace negative selfstatements with positive, forward-looking language. For example:
• “I’m not good at this” becomes “I’m not good at this yet.”
• “I’ll never understand this” becomes “I need more time to practice.”
Practical Tip: Use posters or classroom visuals that remind learners to use growthoriented language, making this a habitual part of the learning environment.
Intersectionality in L&D
Intersectionality, a term coined by Kimberlé Crenshaw, highlights how various aspects of a person’s identity — such as race,
gender, socioeconomic status, disability and cultural background — intersect and influence their experiences. In L&D, understanding intersectionality is essential for creating inclusive and equitable practices that address the unique challenges faced by diverse learners.
Addressing Intersectionality in L&D
1. Recognizing Intersecting Identities: Learners may face overlapping barriers due to multiple identities. For instance, a migrant woman with a disability may encounter distinct challenges that differ from those of her peers. Acknowledging these layers helps educators tailor support effectively.
2. Creating Inclusive Policies: Policies should reflect an awareness of intersectionality by addressing the needs of diverse groups. For example, ensuring accessibility for learners with disabilities while considering cultural and linguistic differences creates a more equitable environment.
3. Encouraging Open Dialogue: Foster a space where learners feel comfortable sharing their unique experiences. Open discussions about identity and inclusion can help build peer empathy and understanding.
4. Providing Individualized Support: Recognize that no two learners have the same needs, even if they share similar backgrounds. Personalized strategies, mentorship and resources are crucial for addressing intersectional challenges.
5. Training Educators: Equip educators with the skills to recognize and address the complexities of intersectionality. Professional development workshops on cultural competence and bias reduction are valuable tools for fostering inclusive practices.
Cultural Competence
Cultural competence is understanding, appreciating and interacting effectively with people from diverse cultures. It ensures that instruction is inclusive and relevant to all learners in learning environments.
STRATEGIES FOR CULTURAL COMPETENCE
1. Learn About Learners’ Backgrounds: Understanding learners’ cultural contexts helps tailor instruction to their needs.
2. Inclusive Language and Materials: Use language and resources that reflect and respect cultural diversity.
3. Acknowledge Cultural Differences: Celebrate and respect cultural traditions, holidays and perspectives in the learning environment.
CULTURALLY RESPONSIVE TEACHING PRACTICES
1. Integrate Diverse Perspectives: Incorporate diverse cultural narratives and examples into the curriculum to ensure all learners see themselves reflected in the material.
3. Use Real-World Examples: Incorporate case studies and examples from different industries and cultures to make learning relevant and engaging.
Inclusive Instruction and Universal Design for Learning (UDL)
Inclusive instruction goes beyond accommodating diverse learners; it proactively designs learning experiences that meet the needs of all participants. Universal Design for Learning (UDL) provides a framework for creating inclusive and accessible educational environments by addressing variability in how learners engage, process and demonstrate knowledge.
PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING
1. Multiple Means of Engagement: Recognize that learners are motivated in different ways. Some may thrive in group discussions, while others prefer independent study. Providing options such as collaborative projects, self-paced modules and real-world problemsolving activities can cater to diverse preferences.
2. Multiple Means of Representation: Learners process information
2. Encourage Cross-Cultural Collaboration: Design activities promoting interaction and learning among students from various backgrounds.
differently. Offering content in various formats — including text, audio, video and interactive media — ensures all learners can access and comprehend the material.
3. Multiple Means of Action and Expression: Allow learners to demonstrate their understanding in ways that suit their strengths. For example, offer alternatives like presentations, portfolios or practical demonstrations instead of a standard written assessment.
CREATING INCLUSIVE TRAINING PROGRAMS
Developing inclusive training programs requires intentional design and ongoing reflection. Key components include:
1. Needs Assessments: Identify the unique challenges and strengths of your learner population through surveys, interviews and focus groups.
2. Inclusive Materials: Design resources that are accessible to all, including transcripts, captions and language translations.
3. Flexible Delivery: Offer both synchronous and asynchronous learning options to accommodate varying schedules and preferences.
4. Collaborative Opportunities: Facilitate group projects encouraging learners to share diverse perspectives and collaborate toward common goals.
5. Support Systems: Provide additional support such as tutoring, mentorship and emotional wellbeing resources to ensure learners feel valued and capable.
MEASURING THE IMPACT OF INCLUSIVE PRACTICES
The success of inclusive instruction and UDL can be assessed through both quantitative and qualitative metrics:
• Engagement Metrics: Monitor attendance, participation in discussions and completion rates.
Positive education
AND THE PERMA MODEL
The right balance of heartfelt positivity to boost our resilience.
The regular development of our strengths - those things we’re good at and enjoy doing.
Source: Prof Martin Seligman and The Wellbeing Lab
• Learner Feedback: Use surveys and focus groups to gather insights into learners’ experiences and satisfaction.
• Achievement Outcomes: Evaluate skill development, test scores and certification rates.
• Accessibility Reviews: Conduct regular audits to ensure materials and delivery methods remain accessible and inclusive.
Creating Psychologically Safe Learning Environments
Psychological safety is fundamental to inclusive instruction. When learners feel safe to take risks, ask questions and express themselves without fear of judgment, they are likelier to engage and succeed.
BUILDING PSYCHOLOGICAL SAFETY
1. Establish Ground Rules: Create a set of shared norms that emphasize respect, active listening and inclusivity. These rules should be co-created with learners to ensure buy-in.
2. Normalize Mistakes: Encourage a culture where mistakes are seen as learning opportunities rather than failures. Share examples of your learning journey to model vulnerability and resilience.
3. Encourage Diverse Perspectives: Value and celebrate different viewpoints by asking openended questions and facilitating discussions that allow all voices to be heard.
4. Provide Emotional Support: Acknowledge learners’ challenges and offer resources such as counseling, mentoring or peer support groups.
The Role of L&D Professionals as Innovators
Inclusive instruction and universal design are not merely trends — they are essential for meeting the needs of today’s diverse learner populations. L&D professionals have the unique opportunity to lead this shift, fostering environments where every learner can achieve their potential.
L&D professionals can create transformative learning experiences by integrating positive psychology with UDL, culturally responsive practices and a commitment to inclusive and accessible training. These efforts enhance learner outcomes and pave the way for lasting impact in L&D.
Kylie van Luyn is the founder of Elevated Coaching & Consulting Global. Kylie specializes in using positive psychology to elevate learner mindsets and engage diverse groups. Email Kylie.
THRIVING IN THE STRRETCH ZONE:
INCREASING EMPLOYEES’ CONFIDENCE TO INCREASE THEIR CAPACITY
BY SARAH COLEY, PH.D
“What went wrong?” Most managers will ask this at some point. A deadline for an important client is quickly approaching. One team member is out sick. The rest are scrambling to take on their workload. Work is getting done, but it’s a balancing act with all the other emails coming in. There isn’t enough time left to cover everything. Chaos and panic ensue. The manager, sweating profusely, mentally assesses the damage if they were to ask for an extension.
Now imagine the same situation but with some key differences. The energy in the office is intense, but the team knows they can cover for their sick co-worker — or enlist someone in the organization who can. Given the high stakes, the whole team has their “away” automatic emails turned on, deferring new requests so they can funnel their attention properly. The team stays focused instead of wasting energy wondering “can we really do this?”
What’s different between these two situations? Some factors might be obvious, but a lot of prep goes into making a team work well on such occasions.
HOW STRESSED ARE EMPLOYEES?
As companies compete to survive and thrive, they increasingly need more from their employees, especially given the constancy of change. This need has stretched employees thinner than ever — with the risk of them entering burnout a constantly looming threat. The more hours employees work beyond what they’re intended to work, the likelier they are to burn out
Burnout isn’t just caused by immense pressure or tight deadlines; it involves a lack of support, communication or fair treatment when the office is scrambling. However, it’s important for managers to ensure someone isn’t unfairly shouldering the burden, especially if they don’t have the resources or information they need to complete the task.
A few months into the COVID-19 pandemic, a national study showed that the amount of employees reporting burnout went up almost 15%, and rates
When an urgent task lands in an employee’s lap, their immediate response is reflective of their mindset.
of burnout haven’t come down since. In addition to the personal costs of burnout, such as taking more sick days, companies also stand to lose out on productivity and their employees seeking a job elsewhere.
HOW MANAGERS CAN GET EMPLOYEES INTO THE STRETCH ZONE
Once someone leaves their comfort zone to complete a difficult task or to learn a new skill, getting into the stretch zone will help them stretch their own skills and resources, but to the point of snapping.
Stretching takes focus and deliberation in the moment, but it’s also about being set up for success.
MANAGERS MUST PRESENT URGENT TASKS ACCURATELY
The first thing managers must communicate is the purpose of what’s coming down the pipeline. It would be demotivating for an employee to work extremely hard, only to realize their effort is going to waste.
Generally, employees find purpose and satisfaction in creating high-quality client experiences, contributing to their teams and helping the company execute a meaningful purpose, mission and set of values (PMV). In contrast, given that urgency requires employees to put in more time and effort, they’re likely to scrutinize the situation — “Do I really need to work extra hours to finish this?” or “Can the deadline wait until next week?”
Beyond doing meaningful work, the urgency itself must feel meaningful. The
team needs to know that completing their work means, for example, that they’re allowing the client to pull off an impactful conference or presentation to their executive team.
MANAGERS MUST PROMOTE A HEALTHY MINDSET AND PROVIDE RESOURCES
When an urgent task lands in an employee’s lap, their immediate response is reflective of their mindset. Some might panic and others might think, “Let’s do this!” Regardless of an employee’s mindset, they need guidance from managers to maintain emotional equilibrium during a season of stress.
A common approach to stress is reframing it as a challenge — a mountain to be scaled. This can be satisfying for some employees, but there is a caveat. A review of the research showed that this sentiment doesn’t always buffer against burnout. While this mindset is constructive, companies shouldn’t use “challenge” or other intrinsic or extrinsic rewards in place of critical resources for getting teams through stress. Critical resources include proper task support, being encouraged to ask for help, intermittent breaks and having the time and space to decompress after urgent tasks have been resolved.
MANAGERS MUST BE A ROLE MODEL TO UNITE THEIR TEAM
How managers feel about work affects how their employees feel about work This means managers literally need to be the change they want to see in their teams.
Managers should strive to be proactive instead of reactive, anticipating issues before they arise or become worse,
Stretching takes focus and deliberation in the moment, but it’s also about being set up for success.
especially when stress is already high from tackling a tight deadline. Other competencies managers can model for their team include communicating with positive intent to mitigate conflict and focusing on common goals — ultimately building collective resilience among the team.
Beyond modeling behavior, managers need to think like a coach — having one-on-one conversations with employees about how they handle stress, what resources will prepare them for future emergencies, and ask about any gaps they come across while trying to stretch themselves.
MANAGERS MUST CONSIDER JOB FIT BASED ON THE CADENCE OF THE WORK
Managers are responsible for ensuring this fit for their team — it starts when employees are hired. Managers must communicate transparently about the expectations of the job, including the pace and the frequency of deadlines. It’s helpful to tell employees what a typical workweek looks like and if their schedule will vary. After hiring, managers must continuously communicate with their team as expectations ramp up — especially with the accelerated pace that many companies use to keep up with competitors.
PREPARING FOR THE STRETCH ZONE WHEN THINGS ARE CALM
Employees shouldn’t only enter the stretch zone during urgency. They can do so while their work is calm. A common way employees do this is by learning new skills, which helps them be more efficient at tackling future challenges and, thereby, handling stress.
Employees need to own their learning, but managers should advocate for these learning initiatives — by helping identify relevant learning opportunities, delegating stretch assignments to employees, connecting them with others at the company to enhance the visibility and efficacy of employees’ potential and allotting time and support to spend on development. Employees gain confidence when they learn — making them and their organization feel more resilient and prepared during times of stress
GIVE EMPLOYEES AUTONOMY
Employees will unearth new purpose and autonomy when they see their job strategically by practicing decision-making and prioritizing tasks. Managers should have their team reflect on top priorities, then focus on actions that will help get them there — perhaps by reducing non-essential meetings or by cross-collaborating to foster new ideas.
Taking ownership and feeling incontrol buffers against job burnout due to increased motivation, which generates more cognitive and emotional resources. This allows employees to pace themselves and recognize how much they can take on.
Another important thing employees can do is to take time off when they need it. Disconnecting from work restores people’s mood, which contributes to well-being and physical health. For an employee to get the most from their downtime, their manager and coworkers need to ensure that employee’s work is covered (or can be paused) — and the employee should take full advantage of sending automatic “out of office” email messages.
IN CONCLUSION
In an ideal world, employees would always have what they need to tackle deadlines, and those deadlines would give employees plenty of berth to deliver high-quality work. However, it’s inevitable that teams will need to make that happen but with a less-than-ideal timeline.
The pressure will be on, but teams will come out on the other side without becoming burned out if they pace themselves, look to each other for support and give themselves grace during the process. Eventually, it will be time to celebrate the outcome of their hard work and reflect on what contributed to their success, as well as lessons learned about what will allow the team to continue doing great work in the future.
TRUIST LEADERSHIP INSTITUTE DISCLAIMER
This content is provided to you for general information purposes only. This content does not constitute legal, tax, accounting, financial, investment, or mental health advice. You are encouraged to consult with competent legal, tax, accounting, financial investment, or mental health professionals based on your specific circumstances. Unless otherwise specifically stated, any views or opinions expressed herein are solely those of the individual authors listed, and are not the product of, and may differ from the views of, Truist Financial Corporation, its affiliates and/or subsidiaries. We do not make any warranties as to accuracy or completeness of this information, do not endorse any third-party companies, products, or services described here, and take no liability for your use of this information. Opinions and content represent the individual author’s judgment as of the date of this material and are subject to change without notice. We assume no duty to update any information in this material in the event that such information changes.
Sarah Coley, Ph.D., is a senior researcher at Truist Leadership Institute. Multiple years of experience with program evaluation have helped her identify the mechanics of effective, meaningful interventions that address stakeholder objectives. Email Sarah.
THE POWER OF PLAY!
1. Easy Game Set-Up
Select a game template, choose your question types, and add training material/ response feedback.
Easily
2. Add Rich Media
Add rich media such as video, images, and audio files to enhance your game and increase learner engagement.
3. Publish & Share
Publish games to the web and share with your learners; or, download a SCORM package to add to your LMS.
4. Measure Results
Monitor data analytics that reveal knowledge gaps and behavioral trends, plus help measure retention.
Leaderboards
Visualize your top performers so learners can see who’s on top (or share internally with admins only).
Learner Data
Track each learner’s completion time, score, number of attempts, and rank.
Question-Level Data
Evaluate which questions are most effective and improve those that aren’t.
ALL ABOARD! MEASURING THE ROI OF AI AND CHANGE TRAINING
BY PAUL LEONE, PH.D.
How do you feel about jumping on board the artificial intelligence (AI) train? Are you the grumpy resistor? The passive acceptor? Or the ambitious enthusiast? At its core, AI is a change initiative and as with any huge change project, to be successful it has to be welcomed, learned, adopted and ultimately perceived as a great return on investment (ROI) to its recipients. We all know its potential to make our lives easier and provide our organizations with stunning competitive advantages, but none of that potential is realized if we don’t open our minds and arms to embrace all that this change has to offer.
Individuals and organizations who can quickly move beyond their initial resistance and hesitation to proactive
adoption will enjoy a performance advantage over those who can’t. The fundamental mindset needs to move from “this change is happening to me” to this “change is happening for me.”
For the adoption of AI to be efficient and fully maximized in any organization, learning and development (L&D) groups should take a two-pronged approach:
1. Change Training that teaches employees new psychological and behavioral techniques to transform their natural tendencies to resist change initiatives, into deliberate efforts to embrace them as unique opportunities.
2. AI Training that teaches employees how to use the specific AI tools and tracks the actual benefits for the individual and organization.
drive the behaviors that would make their adoption more successful. The results at each level of training impact were as follows:
Level 1: Did they like it?
100% of participants were engaged and satisfied with the change training program.
Level 2: Did they learn anything?
Approximately 98% of participants acquired new and valuable knowledge (as measured before and after the program) in the following areas:
• Recognizing their emotional signals to change as opportunities.
• Seeing change as fuel for higher performance.
• Assessing the options and opportunities the change situation brings.
THE FUNDAMENTAL MINDSET NEEDS TO MOVE FROM “THIS CHANGE IS HAPPENING TO ME” TO THIS “CHANGE IS HAPPENING FOR ME.”
The following two case studies use a six-level approach to training evaluation, showing you how to measure the effectiveness of each type of program and demonstrate ROI to your stakeholders.
CASE STUDY 1: CHANGE TRAINING
This study used a sample of 42 retail managers who were trained in how to better plan, manage and lead a change initiative in their stores. When a new, online digital approach to engaging customers was implemented, managers were given two days of change training plus two coaching sessions to improve their mindset and
Level 3: Did they do anything differently or better on the job?
Approximately 94% of participants showed some to exceptional improvement in the following key behaviors which were measured 90 days after the program:
• Creating action plans to embrace and advocate for change across their teams.
• Checking in with others to see how they are managing the change.
• Gathering input and guidance from others.
The Metrics That Matter to Stakeholders
Measuring the Level 5 ROI for AI can be simple and straightforward if you know what to look for at Level 4. You’ll only want to focus on the key metrics that matter most to your stakeholders and business leaders. These include:
• Time Savings: AI can automate repetitive tasks, freeing up time for employees to focus on more strategic activities.
• Performance Increases: Using AI-generated data and research leads to better decisionmaking and more efficient processes.
• Cost Savings: By reducing the need for quality audits and minimizing errors, AI can lead to lower risks and significant cost reductions.
• Revenue Growth: AI helps identify new customers and business opportunities by personalizing messages and marketing.
• Customer Satisfaction: AI can increase satisfaction and loyalty by improving customer profiles and troubleshooting.
Level 4: Did it impact the business?
There was a 25% overall increase in productivity per participant directly attributable to training. To isolate the impact of training on performance, we used both an estimate technique and a comparable control group of untrained employees. For the estimate technique we collected performance increase data over the post-training months, then adjusted these percentage estimates down for error, resulting in the 25% improvement directly due to training. For the control group technique, we found a positive trend in adoption and sales for the trained versus untrained groups, but the sample size needed to be larger to reach statistical significance.
Level 5: Was it worth it?
There was a 44% ROI after three months and a potential annualized ROI of 476%. To develop our ROI, we aggregated the benefits identified at Level 4 (estimated overall performance increases), monetized them using the average salary for our participants and compared them to the fully loaded costs of training.
Level 6: What factors back on the job maximize ROI?
Those participants who had supportive managers and attended both coaching sessions had 3X greater ROI! To conduct this analysis, we broke our sample into two groups: those who had fair to high manager support post-training and attended both coaching sessions (Group A) and those who received neither support
nor coaching (Group B). Results showed that ROI can increase dramatically when participants are provided post-training resources to help them practice and apply the change behaviors.
CASE STUDY 2: AI TRAINING
This study used a sample of 210 customer care employees within a health care company who were chosen as a pilot
cohort to fully use and explore the benefits of the organization’s AI tools in their everyday jobs. The training was approximately six hours and included lessons in creating communications, optimizing commands, finding content and using AI-generated data to personalize interactions with customers. To capture the effectiveness and impact of this integrated AI work, we again used the sixlevel evaluation approach and found the following results:
Level 1: Did they like it?
100% of participants said the training was extremely engaging and relevant to their roles.
Level 2: Did they learn anything?
100% of participants acquired new and valuable knowledge about how to use the AI tools to improve their performance.
Level 3: Did they do anything differently or better on the job?
Approximately 98% of participants continued to apply their new AI skills back on the job over the 60 days posttraining. This meant they were able to:
• Improve the quality of their deliverables.
• Improve troubleshooting.
• Avoid rework.
• Quickly build profiles to customize conversations with customers.
Level 4: Did it impact the business?
Quantifiable benefits were:
• Average of 8 hours saved per week per participant.
• 11% increase in customer satisfaction.
• 2.5 FTE cost-save.
• 6% increase in revenue generated.
To make sure we isolated the impact of the AI training, we compared the 210 employees to a control group of employees who were untrained for the
THE QUESTION ISN’T WHETHER AI IS A GOOD INVESTMENT, BUT RATHER, HOW GOOD CAN WE MAKE IT?
same 60-day period. For the time saving and performance increase metric, we used estimates that came directly from the participants.
Level 5 ROI: Was it worth it?
616% ROI after just 60 days and a potential annualized ROI for each participant of 1628%. We took the benefits identified at Level 4, monetized them and compared them to the fully loaded costs of training. This ROI was particularly high because the overall cost was relatively low.
Level 6: What factors back on the job maximize ROI?
Participants who had high support from their managers had more than double the ROI. The question we wanted to answer was: Did AI adoption and the resultant benefits depend on support from the immediate manager of participants? We found that the ROI could increase to more than 2,000% if managers gave participants the time and freedom to try all their AI tools.
THE BOTTOM LINE ON AI AND CHANGE TRAINING
The question isn’t whether AI is a good investment, but rather, how good can we make it? That is, what can we do to pull away from the pack of organizations that will also be investing in AI and maximize outcomes? While both case studies were impressive on
their own, imagine the resulting ROI of combining them. Teaching people how to embrace AI changes may be the first way to carve out that crucial competitive advantage. While most AI capabilities will be available to all organizations, it’s still only going to become a real “game-changer” for those who can adapt, adopt and extract its full potential before everyone else.
So, why would any individual or organization not jump on board the AI train? From my own research with clients, the biggest initial resistor is borne from the notion that we as humans are competing with AI. What should help you move past this resistor is the revelation that AI is not here to compete with humans, but rather to help humans compete with one another. We are in control of how we use it, and how well we use it will predict how we survive and thrive in a world where other humans are trying to gain a competitive advantage over us. If you look at it this way, you will see it as a powerful partner instead of an opponent you need to fear. Training that helps us adopt these new mindsets, along with the technical advances, will leave us primed to maximize the ROI of all our AI investments. Full steam ahead.
Dr. Paul Leone is an industrial/ organizational psychologist, author and leading expert in evaluating the impact of training initiatives. He is the founder and principal consultant for MeasureUp Consulting and instructor for Training Industry’s Measuring the Impact of L&D Certificate Email Paul.
WE FORGOT HOW TO PLAY: ENGAGING LEARNERS THROUGH CHALLENGING GAMIFIED TRAINING
BY KRISTINA GALVEZ, PH.D., CPTM
Remember a time when you had a fun yet challenging experience. Maybe it was a physical challenge or a game. Maybe childhood was the last time you let go and experienced playtime. Eventually, we grow up, adapt to expected adult behavior and forget how to play.
We learn best through active, engaging play that challenges us to abandon our automatic responses. Many employers use learning management system (LMS) programs to mimic play, yet many fail to awaken our desire to learn. Let’s explore why learner motivation is essential, how adaptive experiential learning works and how gamified experiential learning can help.
ORGANIZATIONAL LEARNING
We live in a world that requires agility to respond to new challenges. Organizations must become more creative and flexible to gain a competitive advantage and adapt to continuous change.
Organizational learning provides organizations with a mechanism for improving the management of an organization facing continuous change. Effective organizational learning has the potential to be an experience of play interjected with engagement, inspiration and collaboration through interactive, gamified experiential learning.
EMPLOYEE LEARNING
Effective employee development is a critical competitive advantages that strategically contributes to
organizational goals. Organizations have realized that employee commitment and morale are highly linked to learning environments, contributing to an atmosphere of innovation.
Employees prefer learning programs where they can make choices and exercise autonomy. Online platforms dedicated to learning and development (L&D) provide opportunities to deliver lowoverhead training programs.
However, participative training programs encourage innovation while increasing employee self-efficacy and teamwork, providing the highest value to organizations.
EXPERIENTIAL, ADAPTIVE LEARNING
We have lived through significant events that have changed how we experience our daily business lives. Learning through these events encourages adaptive change and prepares us to effectively move through future change.
Experiential learning was introduced as a continuous learning cycle that relies on adaptive, active learning by transforming activities into learning experiences through activity and reflection. Experience and learning are like yin and yang, with one complementing the other, although not equally.
MOTIVATING OUR DESIRE TO LEARN
There is something deep inside us that unconsciously motivates our desire to learn. At a conscious level, we rely on our educational institutions to provide
opportunities that motivate us to learn. The ultimate purpose of adult educators is to transfer learning that learners can use in everyday situations.
Various active learning techniques, such as role-playing, games and peer teaching, must be used to reach diverse learner preferences. To motivate employees to learn, they must understand the goal behind the training and why it is essential. Two significant types of motivation, when used effectively, can encourage learning and change:
• Extrinsic (external) motivation includes things like prizes and rewards.
• Intrinsic (emotional) motivation involves making your training fun, focusing on the enjoyment of your learners.
Gamification is a learning method that extends experiential learning, encompassing extrinsic and intrinsic motivation while promoting interactive engagement through problem-based learning using real-world challenges to encourage deep learning.
ACHIEVING ADAPTIVE LEARNING AND MOTIVATION THROUGH GAMIFICATION
Well-designed games can be effective learning tools that engage learners in complex ideas by interjecting gaming aspects to create interactive learning experiences using the principles of intrinsic motivation.
Gamified learning uses human emotion and motivation to create change. Creating deeply emotional games that trigger
emotions such as fear, joy, satisfaction, relief, gratitude and happiness is the most effective method of gamification design. Properly executed gamified learning programs effectively tap into intrinsic and extrinsic motivation.
USING IGEL TO CREATE LEARNING PROGRAMS
Organizations often need assistance integrating gaming techniques into training programs to engage users and encourage learning. Gamification development uses game features to create the illusion that a person is playing a game by creating an interactive gamified experiential learning (IGEL) environment that increases engagement while improving decision-making, problem-solving, attention and memory. Three gamification qualities generate motivational change:
Mechanics are significant to the player’s experience, regardless of their roles as players, competitors, spectators or designers.
Emotions are determined by the game player’s dynamic experience, which increases intrinsic motivation, providing an atmosphere of competition, fun, enjoyment and achievement.
Dynamics are the game mechanics, such as rewards, scores, leaderboards, competition and achievement, which drive a person’s desire to compete and continue playing, increasing extrinsic motivation.
The IGEL model is an iterative diagram that signifies the importance of repetition and behavioral loops in creating new habits by tapping into intrinsic and extrinsic motivation. IGEL learning programs increase motivation and engagement by creating subconscious behavioral change.
GUIDELINES FOR CREATING AN INTERACTIVE GAMIFIED EXPERIENTIAL LEARNING PROGRAM
The guidelines for creating an IGEL program were developed using existing research for behavioral change, motivation, gamification and experiential learning. Lecture and discussion experiences should carry the gaming elements into all aspects of the learning environment. There
are seven critical components of an IGEL program:
1. Program Basics
• Sessions: From 4 to 20.
• Duration: Average 90 minutes .
• Total training: 10 to 20 hours.
• Frequency: Range 1 to 7 days.
• Where: Anywhere learning, engagement, and fun are possible.
• Delivery: 0-40% online; 60-100% in person.
• Source: 50% researcher; 50% instructor.
2. Pre-Program Reflection
• Incorporate evidence-based neuroscience.
• Desired learning outcome.
• Interest connection established.
3. Interactive Learning
• Hands-on problem-based experiential learning.
• Short learning bursts.
• Atmosphere of curiosity.
• Multiple learning styles in a mixedlearner environment.
4. Game Learning Activity
• Respect autonomy, provide control, encourage confidence.
• Opportunities to choose, fail and make decisions.
• Badges, rewards, progress bars and leaderboards.
• Multi-level missions, storytelling and role-play.
• Time-constrained, rules-based goals.
• Challenging competition.
5. Active Group Learning
• Valuable learning providing a sense of accomplishment
• Incorporate unexpected events
• Create complex, stimulating challenges
• Team-building with group learning interaction
6. Post Reflection
• Continuous feedback discussions
• Encourage self-compassion
• Personally relevant questions
• Awareness of self and others
7. Evaluate
• Same-day evaluation
• Desired outcome achievement
• Assess active engagement
• Adapt sessions to assessed engagement”
MEETING THE NEEDS OF OUR CURRENT GENERATION
Younger generations have access to more technology and information than previous generations, educational methods must change to meet their needs. Gamified learning is a potential solution to motivating and engaging learners in a manner that engages emotion and behavior while increasing learning, social skills and knowledge retention.
REMEMBER TO PLAY AND HAVE FUN!
When games are well-designed, learners are motivated to think differently and solve complex challenges. Well-designed programs interject a psychological change in emotion, behavior and well-being. Organizations facing continuous change require new approaches to improve organizational flexibility. IGEL provides organizations with a methodology to adapt to constant, emergent change.
Kristina Galvez, Ph.D., CPTM, has a Ph.D. in organizational development and change and is currently a supply chain manager and leader of Unite for Success. Email Kristina.
6 7 % 6 7 % 6 7 %
of organizations rate their sales training as moderately effective or worse.
Don’t be another Don’t be another Don’t be another statistic. statistic. statistic.
DR. KRISTAL WALKER, CPTM, SHRM-CP
UNLOCKING EVERY LEARNER’S POTENTIAL
Despite the best intentions, training experiences often fail to meet the audience’s diverse needs, leaving potential for untapped and underdeveloped critical skills. The way the brain learns is deeply personal. While many training professionals have been tasked with upskilling and reskilling for the modern workforce, only those who employ diverse learning strategies will be equipped. Those of us still relying on traditional methods for teaching and learning may struggle with addressing the varied ways people process and retain information.
Let’s explore a few barriers to effective learning when diverse learning needs are not considered before engaging in the training experience. We will also delve into how training professionals can unlock the full learning potential of every learner with a few strategies that accommodate different learning needs.
BARRIERS TO EFFECTIVE LEARNING
Every learner brings unique strengths and challenges to the learning process. Traditional training methods often overlook these differences. The downside of these traditional methods usually results in one or more of the following:
• Lack of engagement and flexibility
• Inability to accommodate different learning preferences
• Lack of consideration for the speed of learning
• Difficulty in retaining content
• Lack of skill application
Without structured breaks, learners run the risk of mental fatigue and reduced retention. The constant influx of information can make it harder to
distinguish between valuable insights and surface-level knowledge. To counteract these barriers, training professionals must design training programs that include micro-breaks, spaced repetition and active learning techniques to help learners process, retain and apply information more effectively.
TRAINING SHOULD BE DESIGNED TO MEET LEARNERS WHERE THEY ARE.
STRATEGIES FOR ACCOMMODATING DIFFERENT PREFERENCES
Training should be designed to meet learners where they are. Here are four simple but powerful ways to make training more effective for everyone:
1. Involve Learners From the Start: Instead of starting a session with a lecture, consider incorporating a handson activity that requires critical thinking. When learners engage in learning activities at the start, they quickly establish a connection to the training content, making the content more relevant and memorable. Trainers might also consider leveraging a “flipped classroom” experience to provide the learner with the foundational content through a microlearning course so that real-time training can be used more for practical application.
2. Create a Custom and Adaptive Learning Experience: Offer more adaptive learning tools and techniques for various learning options. This could be as simple as offering different
training tracks or modalities based on their preferred learning style.
3. Encourage Peer-to-Peer Learning: In collaborative learning environments, learners are more prone to ask questions, share ideas and engage without judgement. Sometimes, a simple conversation between learners where they can exchange ideas and experiences is more impactful than providing a series of lectures.
4. Allow the Learner’s Brain to Rest: Too much training content consumption can result in burnout or training fatigue. When we create dense training experiences, we also risk creating scenarios where learners grow even more weary and resentful of the training experience. Even small pauses or review sessions can help the brain absorb and retain new information.
Moving away from rigid, standard approaches helps us to embrace new techniques that accommodate the diverse needs of the learning audience. This magazine serves as a testament that we learn differently and desire to learn and grow in our own way. If this is true for training professionals, imagine how much more affirming this is for the audience for which we get to design amazing training experiences. When we unlock the full potential of the learners we serve, we contribute to building strong work teams, high performing organizations and a future-ready workforce.
Dr. Kristal Walker, CPTM, SHRM-CP, is the senior vice president of human resources at Sweetwater Sound. Kristal is also a facilitator for Training Industry’s Certified Professional in Training Management (CPTM) program. Email Kristal.
LEADERS
SAM SHRIVER & MARSHALL GOLDSMITH
DEVELOPING THE BRAIN OF A LEADER
The theme for this issue (How the Brain Learns) really got us thinking (no pun intended)! What would you see inside the brain of a proven leader? Did their brain always operate that way? Do they think differently? Or do they simply spend more time thinking?
Amidst those musings, we were reminded of an exchange we had with a distinguished executive leader. She shared a memory from her early career as a people manager. She had just been promoted into her role and was in her office. There was a knock at her door and one of her direct reports asked if she had a minute.
Of course she had a minute: She was a new manager who was both enthusiastic and eager to demonstrate responsiveness and build trust. The employee entered and provided an emotional account of his frustration with a colleague from another department who was impeding him from doing his job and hitting his targets. The new manager listened, empathized and was moved to outrage herself. She committed (in the moment) to take care of this situation.
Not long after, she left her office “with her hair on fire” and confronted her management counterpart from the other department. She then heard a decidedly different version of the details contributing to the problem which, upon objective review, seemed far more plausible.
Now, we have both spent a significant portion of our careers talking with leaders from all different walks of life about the art (or science) of leadership.
And it seems like just about every one of them has similar tales to tell, which leads us to believe:
• Leaders were by no means born with special brains.
• However, leaders do in fact think differently.
• Leaders intentionally spend time developing their brains.
GREAT LEADERS ARE ATTRACTED TO THE UNKNOWN AND THE DIFFICULT.
Furthermore, these two elements seem to be consistent components of that development.
• Experience : Great leaders are attracted to the unknown and the difficult. They raise their hands to volunteer for opportunities that can be embedded with risk or, at a minimum, unavoidable conflict. In that regard, they epitomize the ageold distinction between leadership and management:
• Management is the responsibility to influence others … when you know “what good looks like.”
• Leadership is the responsibility to influence others … when you have no idea.
Leaders are drawn to these circumstances for many different reasons, and one of them most certainly is learning. They know when they dive into uncharted waters, they will discover new things. They trust themselves and those around
them to effectively navigate those events and learn as they go.
• Discipline: Consequential experiences provide leaders with a template to develop discernment. When you find yourself in the middle of “uncharted waters,” your survival depends upon your ability to make good decisions.
In our estimation, no one has more relevant advice on this matter than Daniel Kahneman. In his book “Thinking, Fast and Slow,” he describes the brain as having two systems:
• System 1 is reactionary, impulsive and effortless. It’s what causes our hair to catch on fire without even considering we might not have all the information we need to make a quality decision.
• System 2 is by its very nature inherently lazy, but it is the part of the brain that produces quality decisions from complex and incomplete inputs.
Suffice to say good leaders welcome experiences that wake up and engage the part of their brain that is reluctantly energized by making complicated things simple. This is why leadership is often referred to as “common sense,” but is by no means “common practice.” When it comes right down to it, it is really, really, difficult.
Marshall Goldsmith is the world authority in helping successful leaders get even better. Sam Shriver is the executive vice president at The Center for Leadership Studies. Email Marshall and Sam.
WHAT’S NEXT IN TECH
WHAT DO EMPLOYEES STILL NEED TO KNOW IN THE AGE OF AI?
“I don’t know.”
No one likes to hear it. Customers find it frustrating. Employees feel deflated saying it. In some jobs, not knowing can lead to serious consequences. Yet, “I don’t know” remains a common workplace issue, often exposing gaps in organizational learning practices.
Worse than “I don’t know” is the time wasted overcoming it. Searching for answers often involves sifting through scattered resources across SharePoint sites or Teams channels. McKinsey found employees spend an average of 1.8 hours per day searching for information. That’s equivalent to 1 in 5 employees doing nothing but looking for help.
AI ENTERS THE CHAT
Tech vendors are making bold claims about artificial intelligence’s (AI’s) ability to revolutionize knowledge sharing. It’s easy to see why people are excited. Who wouldn’t want a digital co-worker that can pinpoint the exact information you need, tailor it to your role and present it in your preferred language?
While AI holds great promise — and more organizations are finding value every day — it raises a critical question: How will tech shift what employees need to know? Does expertise still matter in an AI-enabled workplace? The answer isn’t a simple yes/no. Rather, it requires rethinking how knowledge is developed and applied on the job. AI won’t render knowing obsolete, but it will force us to reprioritize our learning and development (L&D) efforts.
THE CASE FOR KNOWING
There are certain things people must know to do their jobs well. A manufacturing worker must use personal protective equipment correctly to stay safe. A server
must recall menu ingredients to address dietary concerns. Every role has “need-toknows.” AI doesn’t change that — as long as people are still doing the work.
Then there’s everything else — additional knowledge that helps employees excel. “Nice-to-knows” might include troubleshooting tips or upselling techniques. Essential and supplementary knowledge are often off balance. Subject matter experts push excessive detail into training while L&D overloads employees with upfront information. This overwhelms people’s limited memories, reduces training effectiveness and hinders performance.
RESTORING BALANCE
Modern tech gives us a chance to rebalance the learning experience. “Can employees complete the task correctly without this knowledge?” If yes, make the info available on-demand via performance support. If no, include it in structured training to make sure people understand the basics.
Instead of overloading employees on day one, teach them how to handle “I don’t know” moments on their own. In contact centers, the first thing we taught new agents was how to navigate our knowledge base. This dramatically reduced onboarding time while empowering employees to solve problems — and this was years before AI advanced our performance support capabilities.
MORE THAN A CRUTCH
Tech can also help employees retain critical knowledge. By analyzing training history and performance data, AIpowered systems deliver personalized refreshers tailored to individual needs. For example, if an employee’s customer service scores are low, the system can
JD DILLON
nudge the manager to have a targeted coaching conversation.
Additionally, AI facilitates techniques like spaced learning and retrieval practice. For example, a learning management system (LMS) can deliver daily practice activities to reinforce key concepts, ensuring employees retain critical need-to-know information that directly impacts their performance. This helps employees confidently apply essential knowledge while also preparing them to handle real-world situations effectively.
MODERN TECH GIVES US A CHANCE TO REBALANCE THE LEARNING EXPERIENCE.
KNOWLEDGE IN THE AGE OF AI
In L&D, we often emphasize skills over know-how, but foundational knowledge remains vital. We must strike a balance between what employees need to retain and what they can access on demand as AI transforms the workplace. By leveraging tech to both reinforce critical knowledge and support performance, we empower employees to act with confidence and competence.
Do we still need to know? Absolutely — and technology will enable workplace learning to become more focused, practical, relevant and, most importantly, truly centered on people.
JD Dillon is a veteran talent development leader, former Disney cast member and author of “The Modern Learning Ecosystem.” With more than 25 years of experience in operations and talent management at organizations like Disney, Kaplan, and AMC, JD helps people do their best work every day as chief learning architect at Axonify and founder of LearnGeek. Email JD.
THERMO FISHER’S STRATEGIC APPROACH TO L&D
Continuous learning and development (L&D) is no longer optional but essential for organizational success. Rapid technological advancements, shifting market demands and evolving skill requirements necessitate a proactive and agile approach to talent development. To meet these challenges, organizations need a strategic, integrated learning ecosystem that empowers employees to adapt, innovate and drive measurable business outcomes.
At Thermo Fisher Scientific, a global leader in serving science, this commitment to learning is reflected in their focused efforts to equip project managers with the skills and knowledge they need to succeed through strategic training initiatives.
Read on for insights from Robert L. Johnson, a senior manager of project management training at Thermo Fisher Scientific, as he shares how the L&D team cultivates a robust learning culture that supports more than 1,100 project managers around the globe.
A DAY IN THE LIFE OF A LEARNING LEADER
Johnson’s role at Thermo Fisher is multifaceted and demanding. He’s responsible for delivering a comprehensive suite of training — from foundational to advanced — tailored for a global audience of project managers. As a leadership consultant and program manager for the global
BY M. ALLEN, CPTM
Project Management Community of Practice, Johnson’s role encompasses onboarding, culture enhancement, enhancing project management office (PMO) effectiveness, and harmonizing work practices worldwide.
His responsibilities also extend to leading the PMI Authorized Training Provider program, instructing the 35hour PMP certification course, directing the Milestones Mentorship program and managing the global project manager (PM) competency program. Essentially, Johnson’s role involves coordinating events, developing and delivering content and supporting project managers year-round.
SCALING LEARNING FOR A GLOBAL WORKFORCE
Thermo Fisher boasts a vast workforce, with the project management community alone comprising over 1,100 project managers and approximately 300 managers of project managers. Despite this scale, the L&D team responsible for talent development in this area is lean but highly effective.
While regulatory-based training is handled by separate teams, Johnson’s focus is on non-technical expertise, such as relationship management, strategic thinking, problem-solving and communication. This division of responsibilities ensures that project managers receive comprehensive support, balancing mandatory
compliance requirements with essential professional development.
SHIFTING TO A LEARNER-DRIVEN CULTURE
Thermo Fisher’s learning culture is evolving from a passive content provision model to a more dynamic, learner-driven approach. With project managers’ busy schedules in mind, emphasizing the “What’s In It For Me” (WIIFM) factor is crucial to boosting engagement.
By gathering input through surveys and self-assessments, project managers help define the scope of the content. This shift toward a more participatory model fosters a sense of ownership and ensures learning initiatives are both relevant and aligned with the needs and aspirations of the learners.
NAVIGATING CHALLENGES: STAKEHOLDER ENGAGEMENT AND COMMUNICATION
One of the most significant challenges in improving the learning culture is effective stakeholder management. “Identifying all the stakeholders is one of the most important steps,” says Johnson. “I have learned that stakeholders who are not properly identified in the beginning become risks for the project.”
To mitigate this, Johnson emphasizes creating a robust stakeholder management plan — categorizing
stakeholders based on their level of interest and influence, and tailoring communication strategies accordingly. Those with high interest and influence require close management and frequent communication, while those with lower levels may require less frequent updates.
The communication plan, driven by the stakeholder management strategy, is key to the success of any initiative. Carefully considering the timing, method, frequency and audience ensures messages are effective. Two-way communication through feedback loops allows for agility and helps keep messaging relevant and on track.
SECURING LEADERSHIP BUY-IN
Gaining leadership support for learning initiatives is a common challenge across industries. At Thermo Fisher, leadership is highly invested in development opportunities that reduce attrition and improve agility, but remain cost-conscious about non-revenue-generating activities.
“L&D that is not regulatory driven requires a certain level of fiscal scrutiny with respect to modality offered and expected increase in business performance,” Johnson says.
To gain executive buy-in, Johnson recommends presenting a compelling case: a clear problem statement, justification for training and a long-term vision. Major initiatives should include a five-year outlook, accounting for direct costs, objectives and key results (OKRs), and performance metrics. Outlining expected behavioral changes and their business value — along with alternative solutions and risks of doing nothing — can strengthen the case.
DELIVERING ACCESSIBLE AND LEARNER-DRIVEN TRAINING
Thermo Fisher uses a blended learning approach. While regulatory training is mandatory and assigned through a learning management system (LMS), professional development opportunities are learnerdriven. Recommended learning paths are offered but not required, giving employees the flexibility to engage at their own pace.
Training is promoted through internal social media and targeted email campaigns, encouraging employees to take ownership of their learning journeys.
MEASURING THE IMPACT OF TRAINING
THE END GOAL IS TO MEET THE LEARNER WHERE THEY ARE, HELP THE LEARNER ACHIEVE IMMEDIATE IMPROVEMENT IN THE OPPORTUNITIES OF THEIR CHOICE AND LEVERAGE THOSE IMPROVEMENTS TO ENHANCE THE ORGANIZATION AS A WHOLE.
DRIVING INNOVATION IN LEARNING
One recent initiative Johnson has worked on is an internal project management professional (PMP) certification preparation course. Licensed by the Project Management Institute (PMI), the course helps candidates meet the 35-hour professional education requirement and prepares them for the PMP exam. The course is customized with company- and role-specific content, a dedicated Microsoft Teams cohort space, biweekly open forum support sessions and generative artificial intelligence (AI) tools. This program removes financial barriers and has increased the rate of certification within the company.
Another notable initiative is the Milestones Mentorship Program, which pairs internal project managers with mentors to support their career growth. This program focuses on career progression within current roles and helps participants connect with senior leaders for advancement beyond individual contributor roles.
The success of training initiatives is measured using the customer allegiance score (CAS) and employee involvement survey (EIS) results — two key metrics that support continuous improvement at the corporate level. These learning programs aim to improve both scores by enhancing the quality of work and collaboration among customer-facing project managers. Programs include project management competency training, webinars on power skills and insights from external subject matter experts.
THE FUTURE OF LEARNING AT THERMO FISHER
Looking ahead, Thermo Fisher’s learning strategy centers on three areas: virtual learning, onsite workshops and generative AI:
• Virtual learning: Offering accessible recorded webinars, slide decks and LinkedIn Learning content to support the ongoing development of a global workforce.
• Onsite workshops: Providing in-person sessions that allow employees to apply skills in real-world scenarios.
• Generative AI: Leveraging tools like Synthesia and LearningAI to create personalized and engaging learning experiences.
“The end goal,” says Johnson, is to “meet the learner where they are, help the learner achieve immediate improvement in the opportunities of their choice and leverage those improvements to enhance the organization as a whole.”
By embracing innovation and fostering a dynamic learning culture, Thermo Fisher is equipping its project managers with the tools to thrive — and driving success at both individual and organizational levels.
M. Allen, CPTM, is an editor at Training Industry. Email the author.
CONGRATULATIONS CPTM GRADUATES
AND TO A DECADE OF CPTM EXCELLENCE!
Congratulations to the following CPTM graduates who have become alumni since our last issue. Your accomplishment places you amongst an elite group of learning and development professionals. We cannot wait to see how you will lead the change! This year marks a decade of CPTM excellence. Cheers to 10 years!
Bristol Meyers Squibb
Alexis Matos
Lizbeth González
Yanid Perez Ocasio
Dallas College
Jennifer Benson
Jennifer McGuire
Miguel Brambila
Alexia Gillespie Collegiate Press Bank
Alina Bahena Cpaperless
Andrew Darowski Central Bank of Utah
Ashanta Johnson RS Americas
Bora Jin Bento INC
Carolyn McKenzie Tenable, Inc.
Casey Branthoover Public Allies
Chales Smith Sandia National Labs
Congrats to these graduates from the same company!
DFPS Texas
Shonna Webster Taylor Eason
Federal Aviation Administration
Eric Harris
Sherman Robinson
Danielle Ward Caterpillar Inc.
David Levin Venterra Realty
Donald Keele III UltraCamp
Dr. Junell L. McCall
Bullseye Perfromance Management Consulting, LLC
Edwidge Gaspard CCMM
Elizabeth Slemin Brewers Retail
Elvis Farhadgolan Saputo Dairy Foods
Emma Richardson Compu Dynamics
USAA
Ronald Springer
Tiffany Beaty
WellSense Health Plan
Lauren Niemand
Ryan Mahoney
Tyler Palmer
Erin Duffey-Dupree McBee
Evan Rice FINRA
Francisco Feliz Santana PGT
Gifford Gregory Nestle Health Science
Giovanni Villarreal Canpack
Gisela Rodrigues EUMETSAT
Gregg Parete GE Healthcare
Heidi Adams Lytx, Inc.
J Keagan Miller Crisis24
Jamie Pollard ABB
Jane Anastos Anastos Consulting Group
Jarrett Smith EquipmentShare
Jennifer Hengsteback Envision Credit Union
Jennifer Singletary United Therapeutics
Jerad Broussard AccentCare
Jessica Kim Intuitive Surgical
Jill Jackson Sillicon Ranch
Joanne Ayoub Transport for New South Wales
Juan Suarez TECO Energy
Kailey Zahurones RVO Health
Karen Allen The Groflo
Karen Bouchoux Dewberry Engineers
Karen Ganitsky 3M Company
Katherine Castro Castro Career n' Cafécito
Kathryn Ciccolini Iovance Biotherapeutics
Katie Thomas Bernhard
Katie Dutra Yolo Federal Credit Union
Katy Perkins Jabra Hearing
Kenyada Meadows Bank of America
Latika Brockington DHS-USCIS
Leah Paulick Jerry's Enterprises, Inc.
Lemmor Pangan Etihad International Hospitality
Maria Siano The Osborn
Marianne O'Sullivan World Courier
Marlena Stallworth Fundbox
Melanie Thompson Delta Dental of Colorado
Melinda Campbell Venture Global LNG
Melissa Tees RO Health
Michaelle Negra Intapp
Michelle Davies PointClickCare Technologies, Inc.
Miko Jazmine Mojica Asian Development Bank
Mira Johnson Absher Construction
Niranjan Dev Singh Global Talent Development Solutions LLC
Nora Sar Mitsubishi Fuso
Pamela Andrade Deckers Brands
Paola Cavalieri D'Oro Recochem
Rico Lane Endeavors
Rory Godfrey Northwest Lineman College
Sally Hundley SELEE Corporation
Samantha Clark Teleflex
Sean Murray USAlliance Financial
Shahri Jones San Diego Eye Bank
Shakerah Sims-Sampson DC PCSB
Sina Parks Sureus Murphy
Tammy Eatough GSA
Thomas Gross McCain Foods
Tiffany Patton Riverview Gardens School District
Timothy Glancy St. Mary's Credit Union
Torrey Richardson Gainesville Regional Utility
Travis Gettinger Music & Arts
Victor Ventura Quadient
Archie Warriner
Angela M Farrugia Dominique Yancy
Jen Sheaks
Lisa Tsuchiya
Sheila Satcher Summer Hornemann
Wade Butterfield
CLOSING DEALS
BTS ACQUIRES SOUNDING BOARD TO SUPPORT TECH-DRIVEN COACHING AT SCALE
Traditionally, leadership coaching was delivered in person. A leader would meet with a coach on a regular basis to help improve their skills and guide them toward future career goals. Over the years, however, digital coaching has emerged as a popular way for organizations to deliver personalized leadership development at scale.
With the rise of artificial intelligence (AI)-powered solutions, digital coaching is advancing even further, leveraging immersive practice to improve leadership training efforts.
Here, we’ll consider how global consultancy BTS’s acquisition of Sounding Board, a technology-based coaching solutions provider, is positioned to deliver personalized and scalable coaching.
SEEKING A PARTNER TO MEET INCREASED DEMAND
The coaching industry is broad, with many companies offering coaching for a wide range of purposes, from wellness and mental health to professional development. With a focus specifically on leadership development, Sounding Board’s platform delivers personalized, digital coaching aligned with an organization’s culture and existing frameworks, says Christine Tao, Sounding Board’s co-founder and CEO.
“We also provide software,” Tao says. “We’re the only company that also licenses our software to our clients so that they can also utilize the same technology we’ve been using to scale our coaching to stand up internal coaching programs or even mentoring programs.” This allows businesses to personalize coaching to different leadership levels, which is part of Sounding Board’s core vision.
BTS recognized Sounding Board’s technology as a key differentiator amid rising demand for coaching. “We partner with [organizations] when they evolve, and
BY SARAH GALLO, CPTM
when the individuals in the organizations evolve with it,” says Katrin Mulford, senior vice president and partner, global head of coaching at BTS.
BTS supports clients in areas like talent development, strategy, culture, sales and marketing and more, and has found that coaching is a powerful tool for accelerating individual growth and change within these broader areas. With an increase in requests for proposals (RFPs) in the past 12-18 months, along with multiple clients revisiting their coaching strategies, BTS recognized the need for better technology to support this growth, Mulford shares.
BTS considered various options, including improving its own tech, licensing a solution or completing an acquisition. Ultimately, because the coaching quality and standards were strong and their methodologies were aligned, an acquisition made sense. “Sounding Board has this elegant tech that actually allows for scale,” Mulford says. It “became the perfect partner for us.”
ADVANCING WITH AI AND INNOVATIVE TECH
A key driver behind the acquisition is the potential to leverage Sounding Board’s advanced technology and licensing options to enhance coaching effectiveness and scalability. BTS’s older coaching platform will be phased out to integrate Sounding Board’s technology, while other systems will remain in place with the potential for future integrations.
Another recent development worth noting is BTS’s recent acquisition of Wonderway, an artificial intelligence (AI)-powered assistant for sales and leadership performance coaching on specific conversations critical to the company’s strategy and culture. Both BTS and Sounding Board are looking forward to scaling personalized coaching by combining human efforts with AI support.
FUTURE GOALS AND PRIORITIES
Looking ahead, BTS and Sounding Board’s long-term goals include:
• An expanded network and global presence : BTS operates in 25 countries and this acquisition has doubled the coaching network from 350 to 700 coaches, expanding services to 37 languages.
• Greater market share : BTS and Sounding Board have been rapidly taking share for coaching from the CEO to the frontlines as large Enterprise Coaching Provider of Choice. Together, they plan to double the business in a few years serving their global clients. “We know that together we can capture a lot of market share because we have a very differentiated solution,” Tao says.
• Enhanced customization and insights : By tailoring coaching to fit a client’s values, culture and strategic priorities, BTS and Sounding Board can streamline integration while delivering more valuable insights and measurement.
• A scalable SaaS offering: The ability for clients to license the platform is a “huge factor for us,” Mulford says, addressing the increasing demand for “one platform” to serve all of the companies coaching and mentoring needs, with manager involvement.
Ultimately, this acquisition strengthens BTS’s ability to deliver on its “strategy made personal” tagline, equipping leaders at all levels with coaching that’s tailored to not only their individual challenges but also to their organization’s culture and goals.
Sarah Gallo, CPTM, is a senior editor at Training Industry, Inc., and co-host of “The Business of Learning,” the Training Industry podcast. Email the author.
ACQUISITIONS AND PARTNERSHIPS
General Assembly, the leading provider of tech training solutions, announced new cybersecurity and IT training programs designed to help enterprises fill in-demand IT roles and close the cybersecurity skills gap. General Assembly will partner with CompTIA to provide participants with the opportunity to earn industry-recognized certifications.
The Federal Government Distance Learning Association (FGDLA) announced its partnership with Adobe and CoSo Cloud to elevate its continuing education initiatives for government agencies. The partnership will allow FGDLA to leverage the power of Adobe Connect to deliver training and webinar solutions through CoSo Cloud’s secure, FedRAMP platform.
Microsoft and Pearson , the lifelong learning company, announced a strategic collaboration to address one of the top challenges facing organizations globally: skilling for the age of AI. The partnership provides employers and learners with new AI-powered services to help prepare current and future workforces for the era of work in an AI driven economy.
The Council of Hotel and Restaurant Trainers (CHART) announced a new partnership with Articulate, the leading eLearning platform for creating workplace training. The move will expand Articulate’s impact on the hospitality industry, empowering learners with quality eLearning and exceptional experiences.
INDUSTRY NEWS
CHANGE LEADERSHIP
The Center for Leadership Studies (CLS), the global home of the Situational Leadership® Model, announced the release of the Situational Change Leadership™ program, a flexible, multimodal experience that enables leaders to approach each change situationally, create alignment between their team and next-level leadership and drive success and engagement.
AI COACHING
FranklinCovey, the trusted leadership company, announced the launch of the FranklinCovey AI Coach®. The FranklinCovey AI Coach offers personalized recommendations and practice options to learners, fostering their leadership growth through tailored
feedback and guidance that is always available to help them in any situation where they need leadership advice.
ADAPTIVE LEADERSHIP TRAINING
Mindtools, the global provider of management and leadership skills development solutions, announced the launch of its latest innovation, The Manager Skill Builder (MSB). This adaptive learning solution empowers managers by delivering personalized development pathways to close essential skill gaps and enhance leadership capabilities across organizations.
SELLING IN A WORLD OF TARIFFS
Imparta Ltd, a global leader in performance improvement for customer-
Simplilearn, the global leader in digital upskilling, has partnered with Imperial College Business School Executive Education to launch a new data strategy for leaders program. This innovative 14week course will equip business leaders with the skills they need to harness data for strategic decision-making and drive organizational growth.
Thought Industries, the leading external training platform, and OpenSesame, the global marketplace for on-demand training courses, announced their strategic partnership. By leveraging Thought Industries alongside OpenSesame’s course content, organizations can build an impactful learning ecosystem that meets the unique training needs of multiple audiences.
facing teams, has announced the launch of its latest training program, “Selling in a World of Tariffs.” This program is designed to equip sales teams with the essential skills and strategies needed to navigate the complexities of selling in an evolving trade environment shaped by new tariff policies.
