workshop-jeff desmet-motivation: a “push-pull” approach to learning transfer

© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014

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Jeff DeSmet, Senior Learning Architect

Harvard Business Publishing

© 2012 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.

Motivation: A “Push-Pull” Approach to Learning Transfer

Training Industry Conference & ExpoMay, 2014

© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.2

A Leadership Development Company

Corporate Learning A market group of Harvard Business Publishing

Leverages the management insight, thought leadership, and expertise of Harvard Business School and authors from Harvard Business Review

Creates tailored, technology-enabled leadership development solutions that drive meaningful business results

Builds on decades of practical experience working with leading global organizations and governments


Motivationwhat pushes or pulls individuals to start, sustain,

and finally complete activities

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© 2014

HELPING LEARNERS UP THE LEARNING TRANSFER CURVE

“Professionals embody the learning dilemma: they are enthusiastic about continuous improvement – and often the biggest obstacle to its success.”

– Chris Argyris


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Activity

1 THINK: Reflect on one thing that you have learned over the past few days that you want to act on when you are back in your workplace. Think of at least one technique that you can use that will help you follow through on this action.

(1 minute)

2 PAIR: Pair up with someone and explain your idea(s). Provide any feedback to the other person.

(2 minutes each)

3 SHARE: We need a few volunteers to share their ideas with the entire group.


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Five stages of learning transfer

Transfer Intention

Transfer Initiation

Partial Transfer

Conscious Maintenance

Unconscious Maintenance

Foxon, Marguerite. A process approach to the transfer of training. Australian Journal of Educational Technology. 1993, 9(2), 130-143.


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Goal setting and planning


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Nesting* period support

Transfer Intention

Transfer Initiation

Partial Transfer




* From the Center for Leadership Impact


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Start applying early in the experience

BREAKTHROUGH LEADERSHIP: PROGRAM ARCHITECTURE

Start Your Journey

Manage Yourself

Manage Your Network

Manage Your Team

Continue Your Journey

Drive Your Effectiveness

Influence, TrustNetworking,

Partnering with Your Boss

Planning, Team Culture

Launch Event:Introduction to

Journey

LEARNLearn about the transformation and necessary skills.

Continuing Your Development

Coaching

Feedback Essentials

Developing Employees

Delegating

Other Topics(as needed)

Online Program Tour

ASSESSAssess your progress

Post-Program Assessment

Introduction to the Management

Imperatives

PRACTICEExplore the context with others

Build Development

Plans & Network

APPLYLearn from experience on the job

Debrief with Sub-Group

REASSESSReview your progress and set goals

Wrap-Up Event

MODULE 1Week 1

Expect 2-3 hours per week across the program

MODULE 2Week 2-7

MODULE 3Week 8-13

MODULE 4Week 14-19

MODULE 5Week 20-23

MODULE 6Week 24-27

Self-Paced Learning Content

Self-Raters

Self-Raters

Case with Study Group Discussion

Live Cohort Discussion

On-the-Job Activities

Activity Debrief with Study Group

n Individual, self-paced activity n Individual, application activity n Collaborative sub-group activity n Live cohort activity 10


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What stage can you better enable?

Transfer Intention

Transfer Initiation

Partial Transfer





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© 2014

ENGAGING THE LEARNER’S EMOTIONS

“[One can judge the value of a good learning experience by] the extent in which it creates a desire for continued growth and supplies means for making

the desire effective in [practice].” – John Dewey


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© 2014

Intrinsic and Extrinsic Motivation

“Complete this activity and you

will receive credit”

“I really want to complete this

activity”

“Complete this activity or you

will receive constant email

reminders”

“I really don’t want to

complete this activity”

PositiveMotivation toward a goal

NegativeMotivation away from something

Ext

rin

sic

Som

eone

wan

ts y

ou t

o do

it

Intrin

sicY

ou want to do it

Adapted from Barry Fishman, Future of Learning 2013 conference


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Engaging emotions


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Engaging the brain for motivation


Role of emotions

Emotion Learning Cognition

One thing that biology has been showing us now for many years is that emotions, learning, and memory are intimately tied together. You don’t learn if you don’t find something meaningful or emotion provoking.

– Dr. Mary-Helen Immordino-Yang, Cognitive Neuroscientist at the Brain and Creativity Institute, USC

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Motivation is rooted in emotions

When we experience motivation:

1. High-level neural systems make meaning of the situation

2. If emotions are induced, we activate low-level systems


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Engaging emotions


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Components of a Motivational Environment

BelongingCompetency

Autonomy


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© 2014

Design Elements for Motivation

Enhance Feelings of Belonging

• Collaborative group task or competitive group task• Join community of peers with similar development goals• Hear from other leaders regarding content or context

Enhance Feelings of

Competence

• Reveal successes to learners• Recognize they are becoming the leader they want to be• Recognize achievement, competition

Enhance Feelings of Autonomy

• Pick areas of development focus• Design one’s own learning path• Select learning challenges to pursue


Whole Parts

Playing

Gaming

(Serious)Games

ToysPlayfulDesign

Gameful Design

(Gamification)

Deterding Dixon, Khaled, Nacke MindTrek ‘11


Serious Game Example: Everest Leadership and Team Simulation


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Tip: Find the game in the content

Image source: edutopia.org


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Gamification Example: New Manager Program


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Tip: Use gamification strategically

Gaming Element

Timely completion

Contribute to the learning

of others

Transfer learning

Explore additional

contentLevels

Points X

Achievements X

Collaboration

Virality

Appointments

Epic meaning

Bonuses X

Countdown

Discovery

Loss aversion

Infinite play


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© 2014

Activity

1 THINK: Reflect on one of your learning solutions, and think of one new thing you could try engage your learner’s emotions.

(1 minute)

2 PAIR: Pair up with someone and explain your idea(s). Provide any feedback to the other person.

(2 minutes each)

3 SHARE: We need a few volunteers to share their ideas with the entire group.


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© 2014

Design Elements for Motivation

Engage Emotions

• Through story and/or metaphor• Live or via video

Enhance Feelings of Belonging

• Collaborative group task or competitive group task• Join community of peers with similar development goals• Hear from other leaders regarding content or context

Enhance Feelings of

Competence

• Reveal successes to learners• Recognize they are becoming the leader they want to be• Recognize achievement, competition

Enhance Feelings of Autonomy

• Pick areas of development focus• Design one’s own learning path• Select learning challenges to pursue


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Thank You!

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