Want to supercharge your L&D programmes? Try these key behavioural science tricks for learner engagement, from Houra Amin
In our ongoing series exploring ways to enhance the impact and effectiveness of L&D programmes, we have already explored feedback loops and marginal gains. This third article examines some insights from behavioural science to guide us in maintaining learners’ engagement.
Learning is not about cramming information into people’s heads; it’s about equipping them to retrieve and apply that information/knowledge when it matters most
Peak-end rule
The peak-end rule suggests that people remember and judge experiences largely based on how they felt at the peak moments and at the end.
Daniel Kahneman discusses this principle in his book Thinking, Fast and Slow. In one of his notable studies, participants were asked to hold their hand in very cold water during an experiment completed over two rounds. In round one, the participants submerged their hand in 14C water for 60 seconds. In round two, they submerged their other hand in 14C water for 60 seconds, followed by 30 seconds at 15C, making a total of 90 seconds.
They were then asked which round they would choose to repeat.
Surprisingly, participants consistently chose round two although the pain lasted 30 seconds more. Duration was not as important as the unpleasant memory of what happened at the end. Kahneman’s experiment supports the peak–end rule. Although round two imposed more pain in total, the participants perceived it as less painful because it ended with a period of less intense pain.
Peak–end rule has many applications when it comes to designing products, services and experiences. Following this rule, we can design learning experiences with memorable high points and ensure they end on a positive note. For example, we can structure content to incorporate a particularly engaging group activity or a hands-on project as the peak, followed by a celebratory or reflective conclusion at the end.
Understanding how our minds store and recall information allows us to design more memorable and engaging experiences and improve the overall perception of the learning experience.
Spaced repetition and retrieval practice
Spacing effect suggests that we can remember information better if it is spread over longer periods of time rather than crammed in shorter periods. Retrieval practice involves providing meaningful opportunities to recall the information in practical situations. Traditional one-off learning sessions often fail because learners quickly forget information if they don’t have opportunities to apply it meaningfully.
Spreading information over longer period of time + Opportunities to practise = Better retention
Breaking down content into manageable chunks and distributing them over time will help individuals to remember the information longer. When it comes to providing opportunities for practice, it’s critical to get managers involved before, during and after learning interventions. Managers have a key role in providing practical application opportunities and encouraging reflection to keep learning a priority. Learning is not about cramming information into people’s heads; it’s about equipping them to retrieve and apply that information/knowledge when it matters most.
Effort-reward balance and motivation
We know how important it is to maintain employee motivation for continuous learning and development. To keep people motivated, there needs to be a balance between the effort they put into their tasks and the rewards they receive. In fact, the effort-reward imbalance model suggests that if this balance is broken, people will feel stressed and overwhelmed.
To clarify, rewards include salary, promotion prospects, job security, and recognition. With that in mind, is rewarding employees for every task the only way to keep them motivated?
The short answer is “it depends”.
Intrinsic v extrinsic motivation
Research shows that external rewards can enhance performance for uninteresting tasks. But they may decrease performance for tasks that employees find inherently enjoyable. When rewards are directly tied to specific tasks, such as bonuses for completing a project, the focus shifts to the reward rather than the task itself. In these cases, intrinsic motivation, or personal enjoyment of the task, becomes less relevant.
However, when rewards are not directly tied to specific tasks, such as base salaries, intrinsic motivation plays a more significant role and employees are more likely to find satisfaction in the tasks themselves. This is a phenonemen popularised by Edward Deci in the 1970s as the ‘overjustification effect’.
To have a thriving learning culture within an organisation, it’s important to balance effort and reward dynamics while avoiding the overjustification effect.
But how?
Autonomy, mastery, and purpose in learning
We can try to tap into intrinsic motivation driven by three factors of autonomy, mastery and purpose, as Daniel Pink explains in his book, Drive.
- Autonomy – allowing employees to have control over their learning paths and pace fosters a sense of ownership and reduces pressure. Autonomy enables individuals to manage their learning schedules in a way that suits their needs, leading to higher motivation and engagement.
- Mastery – people have an inherent desire to improve and get better at what they do. Providing opportunities for employees to see progress in their skills and capabilities encourages a growth mindset. Clear feedback systems, visual dashboards and milestone achievements that highlight progress can boost motivation and keep learners engaged.
- Purpose – connecting learning interventions to meaningful and relevant outcomes enhances motivation and engagement. When employees understand the larger purpose behind their efforts, they are more likely to persist through challenges. For example, illustrating how financial crimes learning can impact real people’s lives can make the training more meaningful and therefore more engaging.
These ideas can help to promote a motivated and skilled workforce ready to meet the challenges of today and the future.
Houra Amin is the Director and L&D consultant at Blue Jay Learning. You can contact her direct at houraamin@bluejaylea
