Science – PAVE

Backed by Science 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 wasted^1,2. 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?

The Science Of Performance

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

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 Change

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 Applied Learning

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.

References

Murre, J. M., & Dros, J. (2015). Replication and analysis of Ebbinghaus’ forgetting curve. PloS ONE, 10(7).
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105.
Beer, M., & Nohria, N. (2000). Cracking the code of change. Harvard Business Review, 78 (3 May–June), 133–141.
The Fearless Organization; Amy Edmondson – https://www.hrmagazine.co.uk/article-details/the-importance-of-psychological-safety
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.
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.
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.
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.
Wood, R., Baxter, P., & Belpaeme, T. (2011). A review of long term memory in natural and synthetic systems. Adaptive Behavior, 20(2), 81–103.
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.
Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. London: Routledge.
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.
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.
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.
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215.
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.
Thaler, R., & Sunstein, C.R. (2009). Nudge: Improving decisions about health, wealth, and happiness. New York, NY: Penguin Books.
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.
Wilson, T. D. (2011). Redirect: the surprising new science of psychological change. New York, NY: Little, Brown and Company.
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.
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.
Csikszentmihalyi, Flow: The Psychology of Optimal Experience.
Barsade, S. G. (2002). The Ripple Effect: Emotional Contagion and its Influence on Group Behavior. Administrative Science Quarterly, 47(4), 644–675.
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.

Backed by Science and Reserach

The Science Of Performance

The Science Of Trust

The Science Of Change

Four Stages Of Applied Learning

References

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You

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Mindsets

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Losing: Below the line

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Mindsets

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