CRITICAL REQUIREMENTS FOR EFFECTIVE BEHAVIOR CHANGE · BETTERUP // 5 CRITICAL REQUIREMENTS FOR EFFECTIVE BEHAVIOR CHANGE Investing in the development of your employees is critical

CRITICAL REQUIREMENTS FOR EFFECTIVE BEHAVIOR CHANGE

BET TERUP // 5 CRITICAL REQUIREMENTS FOR EFFEC TIVE BEHAVIOR CHANGE

Investing in the development of your employees is critical to staying competitive in the current globalized marketplace. Yet, research suggests that up to half of the investment your organization is making in development is being wasted. Employees lose up to 75% of the information they receive1 through traditional approaches to learning and development (including learning management systems, episodic trainings, and workshops) — an effect known as the training transfer problem2.

Research has shown that employees are frustrated with this learning structure, and only 35% of employees agree that formal training is effective in building important skills, knowledge and behaviors. However, despite the losses incurred when investing in training and development,

INTRODUCTION

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research shows that when training and development programs are designed well, they can create a positive impact that ripples through an organization, and that allows employees to adapt, innovate and perform in ways that serve a company’s goals.3 In sum, we know both that episodic, generalized trainings have failed to drive the sustainable behavior change organizations need to achieve and that there are research-based insights that can facilitate a much more effective delivery of training and development initiatives in order to effect change.

Just as science has helped us uncover the problem, it can also point us toward solutions. At BetterUp Labs we’ve whittled down the research on sustainable behavior change into a simple model that describes three progressive phases where people transition from learning to doing to being to effect behavior change. In the learning phase, learners expose themselves to new learning and information. In the doing phase, learners start practicing the new learned behaviors. In the being phase, learners make the final transition into a new state of being in which they have embodied the new behaviors, making them effortless. In this article, we will describe these five critical requirements for effective behavior change and leadership development:

... A committed learner,

... A supportive context,

... Growth experiences,

... A careful design, and

... A long-tail.

We will explain why each component is critical and how BetterUp coaching incorporates these principles to help organizations effectively develop their leaders, achieve a 5x return-on-investment (ROI) and ultimately transform their organizations to meet the needs of a complex and changing marketplace.

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Learning is most effective when people want to learn and believe that they can. Motivation captures the direction, level of effort and persistence with which learners will invest in learning a new skill or task. It is influenced by factors related to the individual, the organizational environment, and properties of the training itself. Motivation is critical to success and can and should be promoted prior to, during, and following training. There is a wealth of research demonstrating that people with higher levels of motivation for and confidence in their ability to learn are far more effective in doing so.4

What causes someone to be motivated to learn? The learning in question must be relevant to that learner’s goals. This goal should be clear and compelling to help transform their thoughts into intentions. Multiple goals — particularly if they align around the learning — can further enhance motivation. For example, if you’re offering a leadership training program, participants will be more likely to invest effort and attention into the material if increasing their leadership skills is important to them. It can be important for any number of reasons — because it will help increase the performance of their team members, it will support their own career advancement, it will help them get their family members to engage in the behaviors they’re looking for at home, or some combination. What matters most is that there is a connection between their goals and the learning. This is more easily ensured when the learner chooses to engage in the learning (the “opt-in” principle). When the learner makes a choice to engage, she has typically already made the determination that the effort is

START WITH A COMMITTED LEARNER

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worthwhile. Thus, choice helps people feel more invested in5 the content. Investment can be further increased when learners can participate in the design of the training (we support what we build!).

Unfortunately, we don’t always have the luxury of choice. Sometimes training is mandatory. This is why helping learners understand “what’s in it for me” (the WIIFM principle) is so critical in learning design. You can help the learner make explicit connections between their own goals and the training. The connection between goals and learning is clearer when the training is relevant and timely such that it helps them meet the current demands of their job or other challenge.

People differ according to their readiness for learning and change,6,7 and interventions targeting people at the wrong stage of readiness are often doomed to fail. Readiness can be assessed prior to program delivery and programs can be tailored to the participant’s readiness. Even more, programs can be designed to increase participants readiness to help them adopt the desired behaviors.

How BetterUp Cultivates Learner Commitment BetterUp’s scalable coaching platform is uniquely suited to help cultivate a committed learner. BetterUp’s assessment tools increase self-awareness and assess motivation and readiness for development. BetterUp coaches use that information to help understand how members are showing up and help move them along the stages of change, increasing learners’ readiness for effective behavior change. Our coaches work directly with learners to help them articulate their learning goals, define outcomes for success, and track these changes over time. Coaches work with members to make connections between their context (e.g., the organization's goals) and their own goals and between learning goals and other important aspects of members’ work and personal lives. Our coaches then help members proactively identify things that stand in the way of goal attainment.

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To this point, we’ve focused on the individual in relation to the learning content. But people don’t behave in isolation so the context surrounding the learning offers a number of levers to support behavior change. Research has demonstrated that the more similar the learning environment is to the performance environment, the more likely it is that it will transfer.8 This is because contextual/environmental cues play an important role in prompting behavioral episodes — a finding referred to as stimulus-response compatibility.9 People acquire habits by incrementally strengthening the association between a situation, (which functions as a cue to behavior) and a behavior.10 The more often the behavior is repeated in a consistent context, the more automatic that behavior will become in that situation. Therefore, the more in-context the learning can be, the better. Research has estimated that in-context learning has 3x the impact on performance and 2.6x the impact on engagement as formal training.11

CONTEXT IS KEYIn addition to designing the learning so that it can occur in context, its critical to ensure that the context is appropriate for the transfer of new learnings to relevant topics, domains, and contexts. People don’t only need the knowledge for change, they need the appropriate resources to support that change. For example, do they have the tools they’ll need to do things differently? Does the context support the changes they want to make? There is ample research to suggest that having access

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to the resources necessary to facilitate the behavior change is critical. Whether that resource involves access to additional learnings, technological support, equipment, facilities, physical space, policies etc - the important element is that the environment is congruent with the learner’s goals. In sum, the environment should supply the material and informational resources required for the desired learnings to be implemented, as well as an appropriate emotional climate that supports effective functioning.12

The importance of harnessing organizational, peer, and supervisory support for instilling behavior changes can’t be overestimated. Employees who garner the support of their teams, colleagues and supervisors for the changes they want to make display greater commitment to following through with those changes. In particular, harnessing supervisors to reinforce new behaviors and skills and practice them on-the-job supports long-term change. People learn, in part, by watching others perform behaviors — a phenomenon known as social modeling. The more influential the person doing the modeling, the more likely it will be that that behavior is copied. This is why BetterUp believes in coaching the core of the organization — the first line supervisors who have the most frequent and direct contact with the largest number of employees in your organization. Thus, it can be helpful to identify influential early adopters of the desired behavior that can be leveraged to help spread the desired learnings and behaviors amongst an employee population.

Beyond modeling the behaviors, supervisors can help learners reflect, reinforce, and integrate the learnings on-the-job. They can also help them uncover barriers or challenges to their implementation (such as the required resources discussed above), and prepare for encountering such situations in the future. Research has demonstrated that having a supportive social organizational environment improves motivation, learning and performance.13,14,15 It signals to the learner that they aren’t in it alone, and that it’s important not only to them, but to others around them.

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When it comes to peer support, sharing goals or intentions publicly ensures peers can help provide accountability, feedback

and positive reinforcement, all of which enhance commitment. Therefore, it is really important to prepare supervisors and teams to support employees through the learning and behavior change process, and to send the right signals about the importance of training. Efforts should be made to engage this support prior to, during, and even following the learning process to ensure that the learning is practiced and applied. Organizational and

supervisory support for any training and development is a critical signal to the learner that learning is worth the investment.

How BetterUp Incorporates Context BetterUp’s micro-coaching framework minimizes the gap between where the learning occurs and the performance environment. First, members can speak to their coach in context through their mobile device or from their office desktop computers to allow for the new learning to happen in the context in which the desired behaviors will be taking place. Second, coaching is personalized — members bring their personal experiences into the coaching session as the catalyst for learning. Coaches help members see patterns, extract general principles, and make connections between past learnings and new challenges. BetterUp coaches also provide both the social support and the social learning environment to enhance the retention of new learnings. Finally, coaches help members identify what they will need to support behavior change and help them problem-solve to obtain the necessary resources required.

Organizational and supervisory support for any training and development is a critical signal to the learner that learning is worth the investment.

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Traditional learning approaches pull people out of their performance environments and into classrooms to impart knowledge. As discussed in the importance of context, doing so often limits learning by reducing learner motivation and increasing the effort required to transfer lessons from the learning to the performance context. As the old proverb goes, necessity is the mother of invention. Research from a variety of domains has demonstrated that we adapt to imposed demands,16

making experience a powerful catalyst for growth. When the stakes are high, people change and develop because they have to.

A large body of research has demonstrated our ability to learn from experience.17 It’s first hand experience, and challenging experience in particular, that really stimulates growth. This is corroborated by research from the clinical domain that focuses on the impact of traumatic events. This work finds that even those challenges that seem insurmountable can actually lead to improved functioning and wellbeing.18 Although research has suggested the percentages actually vary, the 70-20-10 rule of thumb19 dictates that development should include 70 percent experience, 20 percent coaching or mentoring, and 10 percent training.

Experiences that serve as effective developmental assignments include core elements such as necessitating new skill development, working in high pressure situations where the stakes are high, collaborating with people under difficult circumstances, and being physically and mentally exhausting.

ENHANCE TRANSFER WITH EXPERIENCE AND REFLECTION

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Organizations have tried to leverage these types of potent elements by incorporating developmental assignments such as special projects, cross-boundary assignments, programmed and time-limited postings, and high fidelity simulations into the development programs for high potentials.

Yet, it is not a foregone conclusion that challenging experiences will result in long-term change or growth. Sometimes people fail to learn from experience or even learn the wrong thing.20 You can increase the probability that learners will extract the lessons of experience and apply them in the future by providing support, feedback, and facilitating reflection. In the words of John Dewey, “we do not learn from experience…we learn from reflecting on experience.21” Disciplined reflection helps move a learner from one experience into the next by helping them make connections to other experiences and ideas.22 If learning is the first step in behavior change, and application through experience (or ‘doing’) is the second, reflection is an essential part of both the iterative experience of practice (doing), and of facilitating lasting transformation (being).

Research has found that pairing challenge with support is an important tool in ensuring that individuals bounce back from challenges.23 Feedback can be critical to support the learning and behavior change process, and opportunities for practice paired with feedback are just as important as learning the underlying content itself. In fact, it is through practice and feedback that the actual learning takes place, and research has shown that when programs are designed so that content and learnings are delivered without giving learners opportunities for practice and feedback, those programs often fail to impact and change behavior.24 Therefore, learners should be given regular feedback on how they’re performing the desired behaviors.

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How BetterUp Supports Extracting the Lessons of Experience and Reflection Coaching is inherently personalized and client centered. This means that members bring the challenges they face in their day-to-day experiences to each session. BetterUp coaches then help members engage in disciplined reflection in a trusting, supporting environment. Coaches also provide feedback and facilitate practice by assigning action items that include practice and experimentation with new skills to apply the lessons of experience.

‘What’ and ‘How’ are Equally Important To this point, we have reviewed a number of mechanisms for increasing the likelihood of behavior change. Research has also

found that it’s not enough to simply include each component in interventions. How the training and learning is structured is equally important in creating sustainable change. These characteristics of the learning design include elements related to both the structure and the framing of the experience.

Small chunks are better than binging. Research shows that people can only maintain optimal focus for approximately 15-30 minutes.25 Therefore, breaking up learning episodes into smaller chunks will maximize learner’s attentional capacity and increase retention.

Space the learning episodes for lasting change. Because of the steep forgetting curve, short and spaced learning episodes are more effective for increasing transfer and results.26 Additionally, sleep is critical for memory formation, so learning episodes should be spaced far enough apart that participants can sleep between learnings.

Research shows that people can focus for approximately 15-30 minutes. Therefore, breaking up learning episodes into smaller chunks will maximize learner’s attentional capacity and increase retention.

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Task focused feedback is critical but the ratio of positive-to-negative should be many-to-few. Not all feedback is created equal, and research shows that many feedback interventions often have the paradoxical effect of decreasing learning, goal attainment and performance. Research suggests that task-focused feedback, rather than person-focused feedback, leads to greater improvements in learning and goal attainment.27 Furthermore, feedback is more effective when the positive feedback outweighs the negative. In fact, studies have shown that positive verbal feedback enhance motivation, whereas negative verbal feedback decreases motivation.28 In sum, feedback should be framed both positively and specific to the learning task, rather than the person.

Positive emotions have a broadening impact on our attention and thinking processes, and can make people more resourceful and creative.29 This can make learning more sticky. In contrast, negative emotion tends to narrow attention, and can reduce creative problem solving. It’s important to deliberately attend to the ratio of positive:negative emotions, and to engineer them as much as possible so that the positives outweigh the negatives. Learning engagements can be structured so as to include some positive interventions aimed at enhancing positive emotion prior to learning sessions as a way to enhance the learning and retention of new knowledge.

Embed opportunities to build confidence. This principle of incorporating positive emotions and feedback is among the pillars of a strengths-based approach to development. People need to believe they can change in order to do so, and research shows that having the confidence and capability for making changes is one of the biggest predictors of successful and sustainable change. This confidence in one’s capability can and should be directly targeted as part of any behavior change intervention. People can develop this confidence by being prompted to draw on their strengths when learning or celebrating small wins and mastery experiences. Feedback, encouragement, and support can go a long way towards instilling confidence that can prepare learners for progressively more difficult challenges.

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BetterUp’s coaching framework is designed according to a micro-coaching approach that integrates the research on chunking and spacing so as to maximize the effectiveness of the learnings that occur in sessions between members and their coach. Within session, BetterUp coaches use a strengths-based approach with their members to help members become conscious of their strengths and support them in using their strengths in new ways, particularly with respect to learning goals. BetterUp coaches are trained to help members identify and celebrate the small wins they are achieving to build their confidence. BetterUp coaches are also uniquely positioned to help boost members’ positive emotions, as well as give members strategies for keeping their positive emotions high throughout the learning engagement.

HOW BETTERUP STRUCTURES ENGAGEMENTS TO SUPPORT LEARNING

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We’ve described how starting with a committed learner, a supportive context, developmentally rich experiences, and intentional design all make learning and behavior change more likely. But to ensure behavior changes sticks, that is, to ensure we move from ‘doing’ to ‘being’, we have to translate experience to expertise and move from conscious, effortful behavior to automatic, habitual, behavior that can adapt to a range of situations. But what is the difference between experience and expertise?

Experience is most strongly related to performance in less complex jobs. The demands of complex jobs require something more. Expertise requires flexibility and automaticity — the ability to adjust to unexpected problems that arise in a job or task. The ability to make adjustments to rules or procedures learned based on contextual nuance requires conscious effort, practice, and feedback. The “expert paradox”30 suggests that experts not only build good habits but they also interrupt those habits to edit out weaknesses, refine their capabilities, and add new capabilities. Breaking down habits and rebuilding them to to support adaptation and higher level performance requires deliberate practice.

LEARNING HAS A LONG TAIL

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Deliberate practice goes beyond repetition.31 It begins with identifying areas of weakness or limitation — the most challenging aspects of performance. Specific behaviors or tasks are then identified and practiced to break old habits or behavior patterns with focused feedback to ensure the behavior being practiced effectively overcomes previous limitations. The behavior is then practiced again, incorporating the feedback. The new, more adaptive behavior is then practiced repeatedly to create automaticity and integrate it with performance. Deliberate practice is thus an iterative, ongoing process that supports the transition from learning to doing to being.

A never ending cycle of deliberate practice may sound daunting at first, but it can be embedded into daily experience rather than thought of as something separate. Disciplined reflection can interrupt automaticity to identify behaviors that need to be added, refined, or replaced. Learners can treat every interaction or situation as an opportunity to practice those new behaviors. It takes time to move through the discomfort of trying something new to the comfort of habitual performance. Research has shown that the length of time it takes to form a new habit varies widely (i.e., 18-254 days) but takes over two months on average.32 This process of building and rebuilding behaviors requires an orientation toward learning — a growth mindset — that supports the belief that skills and abilities can be improved with effort. Support, encouragement, and even accountability can also help learners sustain motivation long enough to make the necessary changes.

It takes time to develop expertise and to ensure that learners embody new behaviors. This is why traditional training approaches fall short in creating lasting behavior change. It’s unreasonable to expect that a two day training program out of context can, on its own, move a learner from learning new rules and procedures, to direct application, to adaptation to novel situations and features. Doing so requires commitment, time, support, disciplined reflection, and deliberate practice.

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How BetterUp Supports Building Better HabitsBetterUp’s model supports long-term coaching engagements to maximize opportunities for long-term behavior change. BetterUp coaches provide a uniquely personalized experience with consistency and continuity to build complex skills. Our microcoaching approach supports adult learning research and best practices, allowing for awareness, practice, and reflection to occur in meaningful “bites” of coaching that can easily fit in to a professional’s busy schedule. Most importantly, this continuous, yet distributed learning allows people to reflect on what they’re learning and build confidence in their application of new abilities. This, in turn, builds momentum to continue learning and practicing. Coaches therefore provide a critical role in terms of providing accountability and ongoing support for members’ follow-through. This type of ongoing and distributed approach results in better, longer-lasting learning and behavior change, with direct impact on improved performance.

ConclusionThe underwhelming success of many L&D training efforts can be largely attributed to the well-documented transfer of training problem, which describes the challenges inherent in transferring new concepts learned during a training session to new skills or behaviors being successfully applied in the job-specific context. Despite this challenge, a growing body of research into the psychology of learning and behavior change offers powerful insights that can help transform learning initiatives. This whitepaper summarizes these key insights and discusses how they can be leveraged to increase the impact of training initiatives within organizations.

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In this whitepaper, we reviewed five critical requirements for behavior change based on decades of research across disciplines. These requirements are:

Starting with a committed learner by boosting an employees’ motivation for learning and changing behavior;

Surrounding the learner with a supportive organizational context to ensure that learning can be effectively transferred to in-context job requirements;

Pairing challenge with support using growth experiences;

Designing learning interventions to incorporate evidence-based best practices such as chunking and spacing learning episodes; and

Supporting the long-tail of learning by allowing adequate time for deliberate practice with feedback and reinforcement to help employees develop true expertise.

Leaders want, but are not currently getting development that: (1) is personalized, (2) includes coaching from external mentors, and (3) is available on demand.33 BetterUp’s unique coaching methodology not only meets the demands of modern learners, but draws on each of the evidence-based design principles described here to support the efficient, sustained transfer of new learnings to on-the-job requirements. BetterUp coaching enhances employees’ motivation for and commitment to change, and importantly, also provides the feedback and context for structured experiences that are required for change to occur. Additionally, BetterUp’s in-context coaching setting enhances learning transfer, and the continual, ongoing and consistent micro-coaching learning context allows for employees to master increasingly challenging behaviors and develop expertise over time.

Help your organization achieve greater success from your behavior change initiatives by ensuring that you have these five critical requirements in place.

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©2018 BetterUp Inc. All rights reserved.

www.betterup.co

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CRITICAL REQUIREMENTS FOR EFFECTIVE BEHAVIOR CHANGE · BETTERUP // 5 CRITICAL REQUIREMENTS FOR EFFECTIVE BEHAVIOR CHANGE Investing in the development of your employees is critical