workshop-jeff desmet-motivation: a “push-pull” approach to learning transfer
DESCRIPTION
How do you motivate learners to fully participate in training and apply their learning on the job? Research shows that motivation can be prompted through a “push-pull” approach. Support from various groups push learners to engage with their training. Design elements, such as creating an emotional connection, gamification, and personalization pull them in and increase participation and accountability. Jeff DeSmet discusses the push-pull approach as a key to effective learning transfer.TRANSCRIPT
© 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
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014
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.
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014
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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.
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014
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Goal setting and planning
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Nesting* period support
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.
* From the Center for Leadership Impact
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014
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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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© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014
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What stage can you better enable?
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.
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.
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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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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
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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
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014
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Engaging emotions
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Components of a Motivational Environment
BelongingCompetency
Autonomy
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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
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014
Whole Parts
Playing
Gaming
(Serious)Games
ToysPlayfulDesign
Gameful Design
(Gamification)
Deterding Dixon, Khaled, Nacke MindTrek ‘11
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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.
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.
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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
© 2014 Harvard Business School Publishing. Harvard Business Publishing is an affiliate of Harvard Business School.© 2014
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