Backed by and Reserach

Businesses spend an estimated $370B annually on learning and development.

Employees forget up to 75% of the material taught, meaning up to $277B of that investment is wasted1,2. It’s no wonder that 70% of organisational transformations fail3.

To transform organisations, we have to transform the individuals who make up the organisation. If we can’t nail the latter, we have no hope in achieving the former.

Given how much we know about the science of change, why do organisations invest repeatedly in learning and development programs that don’t work?

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The Science Of

The primary function of our brain is to keep us alive; keep us safe. Habits help us remember & do things that keep us alive/safe & avoid things that are dangerous.

Everything from our jobs, our relationships, our social status, changes in our environment or the way someone speaks to us can be perceived as a threat. Given the survival function of our brains, everyone has developed habits & behaviours for “protecting” themselves from social threats.

It is these habits and behaviours that get in the way of performance at work. They are the invisible force that has meetings not work, projects fail & cultures implode.4

The Science Of

Trust is the antidote to fear. The absence of trust within a team of proven high-performers will result in a low performing team. The presence of trust within a team of mid-level performers will transform that team into high-performers. Trust is the fuel for performance. PAVE integrates trust building, restoring & maintenance into everything participants do.

Trust building may well be the ultimate 21st Century skill.

The Science Of

In the late 20th Century it was proven beyond doubt that adult brains are capable of limitless change.

Neuroplaticity is the science of brain change. Mindset & behaviour change are not only possible, they can be cultivated through applied learning.5,6

The four stage process PAVE uses leverages the principles of applied learning, positive psychology & neuroscience.

Four Stages Of

The Learning & Development industry now broadly accepts that learning without doing is ineffective. Behaviour change is no small feat, as anyone measuring it well knows. 

For learning to be successful, an individual must progress through four phases of development.

  1. Murre, J. M., & Dros, J. (2015). Replication and analysis of Ebbinghaus’ forgetting curve. PloS ONE, 10(7).
  2. Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105.
  3. Beer, M., & Nohria, N. (2000). Cracking the code of change. Harvard Business Review, 78 (3 May–June), 133–141.
  4. The Fearless Organization; Amy Edmondson – https://www.hrmagazine.co.uk/article-details/the-importance-of-psychological-safety
  5. Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kernis (Ed.), Plenum series in social/clinical psychology. Efficacy, agency, and self-esteem (31–49). New York: Plenum.
  6. Fredrickson, B. L. (2001). The role of positive emo- tions in positive psychology: the broaden-and-build theory of positive emotions. The American Psycholo- gist, 56(3), 218–226.
  7. Some traditional definitions of learning equate learning with behavior change. However, learning can occur without behavior change as well; although it is a necessary precursor to intentional behavior change. See Lachman, S.J. (1997). Learning is a pro- cess: Toward an improved definition of learning. The Journal of Psychology, 131(5), 477.
  8. Merzenich, M. (2013). Soft-wired: how the new science of brain plasticity can change your life. San Francisco, CA: Parnassus Publishing. Merzenich developed the theory in a series of studies at the end of the 20th century.
  9. Wood, R., Baxter, P., & Belpaeme, T. (2011). A review of long term memory in natural and synthetic systems. Adaptive Behavior, 20(2), 81–103.
  10. Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith- Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101.
  11. Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. London: Routledge.
  12. Motivational Systems Theory nicely integrates many of the psychological theories of motivation relevant to successful behavior change. See Ford, M.E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: SAGE Publications, Inc.
  13. Kanfer, R. (1990). Motivation and individual differ- ences in learning: An integration of developmental, differential and cognitive perspectives. Learning and Individual Differences, 2(2), 221-239.
  14. Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). To- ward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. Journal of applied psychology, 85(5), 678.
  15. Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215.
  16. Neal, D., Vujcic, J., Hernandez, O., & Wood, W. (2015). The Science of Habit: Creating disruptive and sticky behavior change in handwashing behavior. Wash- ington D.C., USA. USAID/WASHplus Project.
  17. Thaler, R., & Sunstein, C.R. (2009). Nudge: Improving decisions about health, wealth, and happiness. New York, NY: Penguin Books.
  18. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row. As skills are acquired, flow may be experienced inter- mittently during the “doing” phase as well.
  19. Wilson, T. D. (2011). Redirect: the surprising new science of psychological change. New York, NY: Little, Brown and Company.
  20. Pals, J. L. (2006). Narrative identity processing of difficult life experiences: Pathways of personality development and positive self-transformation in adulthood. Journal of Personality, 74(4), 1079-1110.
  21. See Ericsson, K. A. (2006). The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (683-703). New York, NY, US: Cambridge University Press. See also Neal et al., The Science of Habit.
  22. Csikszentmihalyi, Flow: The Psychology of Optimal Experience.
  23. Barsade, S. G. (2002). The Ripple Effect: Emotional Contagion and its Influence on Group Behavior. Administrative Science Quarterly, 47(4), 644–675.
  24. Lieberman, M.D. (2002). Education and the social brain. Trends in Neuroscience and Education, 1(1), 3–9.In medicine, the training mantra “See One, Do One, Teach One,” likewise enshrines the practice of teaching as the final stage of learning. In addiction recovery circles, serving as a sponsor to others is similarly employed to both the benefit of the spon- sor and the sponsee. See Pagano, M. E., Zeltner, B. B., Jaber, J., Post, S. G., Zywiak, W. H., & Stout, R. L. (2009). Helping Others and Long-term Sobriety: Who Should I Help to Stay Sober? Alcoholism Treat- ment Quarterly, 27(1), 38–50.

10 minute | Reflection

Beliefs

  • Are my beliefs pulling me above or below the line?
  • Are my beliefs true / real?
  • What would be possible if I changed my beliefs?
  • What new belief could I create to achieve what I know is possible? 

Be honest. Only you and your coach has access to this data.

Beliefs Map

Pulse

1 = Terrible | 10 = Fantastic
Can you label the feeling?
Can you label the feeling?
Why do you feel this way?

5 minute | Reflection

Taking

  • What am I avoiding responsibility for?
  • Where can I take responsibility & increase my sense of control & influence?

Be honest. Only you and your coach has access to this data.

Taking Responsibility

Pulse

1 = Terrible | 10 = Fantastic
Can you label the feeling?
Can you label the feeling?
Why do you feel this way?

5 minute | Reflection

Communication

  • Did I communicate Above The Line or Below The Line today?
  • What was the impact of my communication?

Be honest. Only you and your coach has access to this data.

Communication Reflection

Pulse

1 = Terrible | 10 = Fantastic
Can you label the feeling?
Can you label the feeling?
Why do you feel this way?

Discovering The Impact

When you think about your communication & what was the impact on you, your team & your work, can you find it on the guide?

Work / Project

  • Projects run on time/budget
  • High-quality work
  • Clear pathway forward irrespective of external factors that create uncertainty
  • Customers are happy
  • Business growth
  • New opportunities are created
  • Forward momentum
  • Positive culture
  • Abundance of creativity & innovation

Team

  • Everyone in the team participates
  • People support each other and use positive language
  • When someone is having a hard-time, everyone wants to jump in and help
  • People go above and beyond to help
  • People trust each other
  • People feel free to give feedback
  • Failure is seen as growth

You

  • Relaxed / absence of chronic stress
  • I know what I am doing, what my purpose is
  • I know that I can ask for help
  • I feel connected to my team
  • I know if I make a mistake, people will have my back and help me learn
  • I am passionate & excited about what I am doing
  • I feel energised coming into work
  • I can provide feedback to everyone & feel safe doing so

Winning: Above the line

Open / Connected / Energised / Focused / Growth Oriented / Optimistic / Innovative

Reactive / Defensive / Conflict / Distracted / Blame / Pessimistic / Stagnant / Disconnected

Losing: Below the line

Work / Project

  • Project delays/budget blowouts
  • Error-filled work / things go wrong
  • Unclear / no pathway forward
  • Customers are frustrated
  • Business is stagnant
  • No opportunities, only challenges
  • Everything feels hard
  • Blaming / Complaining culture
  • Scarcity mindset; nothing ever feels good enough

Team

  • Not everyone participates
  • Certain people dominate the conversation
  • Team feels disconnected
  • People work alone / in silos
  • Imbalance of work load across the team
  • Serious vibe
  • People don’t problem solve together
  • Problems become bigger than they need to be

You

  • I feel stressed out
  • I feel like I have to it all by myself
  • I feel afraid of people at work
  • I don’t know who to turn to to ask for help & support
  • I am worried about making mistakes & feel like I have to always get it right
  • I replay conversations in my head and worry about what people in my team think about me
  • I worry about whether I am good at my job

Locating Your Communication

Scan through different situations in your work day and reflect on the Statements, Behaviours & Mindsets you are bringing to each. Locate whether you are communicating Above the line or Below the line using the reference map below.

Statements

  • What can I learn from this?
  • How is the opposite as true?
  • How is this familiar?
  • I appreciate you for….
  • I take responsibility for…
  • I agree to…
  • I choose to…
  • I created…
  • How is this for me?
  • What I hear you saying…
  • Tell me more…
  • I feel…(sad, angry, scared, joyful, creative)

Behaviours

  • Relax under pressure / stress
  • Significantly change my posture
  • Take responsibility
  • Question my beliefs
  • Feel emotions
  • Listen actively
  • Speak unarguably
  • Make agreements
  • Appreciate & acknowledge others
  • Create a win for all situation
  • Be creative & collaborative
  • Deal with the facts not the circumstances

Mindsets

  • I am responsible
  • There are more than two possibilities
  • It is valuable to question my thoughts and beliefs
  • My feelings are intelligent
  • Approval, control and security are something I already have
  • I assume positive intent
  • I am curious & open
  • I am prepared to take action
  • Play and rest are key to peak performance

Winning: Above the line

Responsive / Curious / Growth & Learning

Reactive / Defensive / Recycling Drama

Losing: Below the line

Statements

  • I/You/They should
  • I/You/ They can’t
  • I’m right/They’re wrong
  • It’s hard
  • I’m trying
  • It’s not my fault
  • I’m confused
  • The “truth” is
  • I have to
  • You made me
  • I’m sorry (with an excuse)
  • Always/Never
  • “Why” questions
  • You’re not listening to me
  • It’s no use/I give up
  • My way or the highway
  • They don’t get it

Behaviours

  • Hold your breath
  • Fight/Flee/Freeze/Faint
  • See others as needing help
  • Find fault/Blame
  • Cling to an opinion/argue
  • Rationalise/Justify
  • Gossip
  • Get overwhelmed
  • Suppress emotions
  • Use distractions to relieve pain (food, media, work)
  • Enrol others to affirm my beliefs
  • Avoid all disconfirming data
  • Be sloppy with your agreements
  • Avoid conflict
  • Be judgmental (right/wrong, good/bad)

Mindsets

  • Being right is the most important thing
  • There is a threat to me occurring out there
  • There is not “enough”
  • I need another’s approval
  • Safety and security come from outside myself
  • I need to be in “control” (of things I can’t control)
  • There are only two options
  • To get to a solution, I have to be serious
  • I am better than/less than
  • There is a right/wrong way
  • There is no choice
  • My story about the situation is true

10 minute | Reflection

Weekly

The goal of a your weekly reflection is to review the week, the wins & the challenges, so that you can take the learnings forward.

Be honest. Only you and your coach has access to this data.

Weekly Reflections

Pulse

At work, how stressed have you felt this week?
How engaged in your work have you felt this week?
How empowered have you felt to solve your own problems?
How connected to your team have you felt this week?
How focused have you felt at work this week?
How energised have you felt this week?

2 minute | Performance

What's your

By identifying what’s worrying you & making a plan, you get freedom to do something about it.

Be honest. Only you and your coach has access to this data.

Unblock
Let's figure this one out together

1 minute | Reflection

Time to

Log an idea or a moment of learning. Think of your journal as a resource you can look back on for learnings. 

Be honest. Only you and your coach has access to this data.

Journal

Reflection

Are you going to change anything as a result of what you have been thinking about??

Idea

Are you going to try anything new?

1 minute | Reflection

Time to

The goal of a your check-in is to develop the mental skill of Awareness & track your progress over time.

Be honest. Only you and your coach has access to this data.

Check-in

Pulse

1 = Terrible | 10 = Fantastic
Can you label the feeling?
Can you label the feeling?
Why do you feel this way?

Take a mindful

Repeat 3 x before continuing

Mindful Moment