ere must be receptivity to learning. If a learner is receptive and can see how the learning applies to their work or personal life, then stepping into the stretch zone is much easier if not natural. If there is no willingness, there is likely a low level of receptivity. People can go through the motions but not move.

For learning to work the match needs to be made between the social working environment that the company culture subliminally creates and the more deeply held values of employees, especially when the employee profile is multi-generational.

To stimulate and activate learning receptivity and

Do you believe that employees drive company performance?

Overall globally business faces at least 3 major internal challenges:

1. attract and keep talent; actively engage existing employees;
2. convert productivity lost due to internal infighting, silo turf wars, and destructive conflict to productive gain;
3. close the performance gap left by poor performers; increase organizational effectiveness as demographic shifts take place.

HR managers are under fire from CEO's who cite poor performance in critical functions as a result of ineffective training. The learning does not appear to stick’ yet what really impacts performance is not visible.

To understand the situation it helps to see what habits and forces keep things in place.

• The temptation and habit of blaming the people, particularly with respect to performance, is signaled by phrases like: they should have; she/he should have and other phrases that indicate energy being directed to find individual faults totally ignoring the deeper systemic and evolutionary forces that are drive and create the dynamic. Training is often used to ‘fix’ the people without paying attention to the deeper forces driving the issue.
• When the external environment is perceived by the individual to be unsafe, then underlying talent will stay submerged. Humans have a long standing preference for survival and most will not push the boundary of uncertain territory beyond a zone of comfort, particularly if the systems and processes in the working environment unintentionally repress initiative and self-leadership. Epigenetics is the field of science which establishes that the environment sends direct messages to your cells, along with instructions for survival. This explains why so much talent gets left under the surface.
• The nature of the work and the resulting habits can create an unreceptive climate for the necessary post-training reflection and application essential for learning integration.

  For example if it is an organizational habit to react, rather than take a more measured response, then the space to apply newly acquired skills or knowledge can not exist. In other words, organizational habits can interfere and block good intentions to use and apply the learning.

Learning retention employs what we learn from neuroscience and cellular biology but it starts with common sense. There must be receptivity to learning. If a learner is receptive and can see how the learning applies to their work or personal life, then stepping into the stretch zone is much easier if not natural. If there is no willingness, there is likely a low level of receptivity. People can go through the motions but not move.

For learning to work the match needs to be made between the social working environment that the company culture subliminally creates and the more deeply held values of employees, especially when the employee profile is multi-generational.

To stimulate and activate learning receptivity and

of ineffective training. The learning does not appear to stick’ yet what really impacts performance is not visible.

To understand the situation it helps to see what habits and forces keep things in place.

• The temptation and habit of blaming the people, particularly with respect to performance, is signaled by phrases like: they should have; she/he should have and other phrases that indicate energy being directed to find individual faults totally ignoring the deeper systemic and evolutionary forces that are drive and create the dynamic. Training is often used to ‘fix’ the people without paying attention to the deeper forces driving the issue.
• When the external environment is perceived by the individual to be unsafe, then underlying talent will stay submerged. Humans have a long standing preference for survival and most will not push the boundary of uncertain territory beyond a zone of comfort, particularly if the systems and processes in the working environment unintentionally repress initiative and self-leadership. Epigenetics is the field of science which establishes that the environment sends direct messages to your cells, along with instructions for survival. This explains why so much talent gets left under the surface.
• The nature of the work and the resulting habits can create an unreceptive climate for the necessary post-training reflection and application essential for learning integration.

  For example if it is an organizational habit to react, rather than take a more measured response, then the space to apply newly acquired skills or knowledge can not exist. In other words, organizational habits can interfere and block good intentions to use and apply the learning.

Learning retention employs what we learn from neuroscience and cellular biology but it starts with common sense. There must be receptivity to learning. If a learner is receptive and can see how the learning applies to their work or personal life, then stepping into the stretch zone is much easier if not natural. If there is no willingness, there is likely a low level of receptivity. People can go through the motions but not move.

For learning to work the match needs to be made between the social working environment that the company culture subliminally creates and the more deeply held values of employees, especially when the employee profile is multi-generational.

To stimulate and activate learning receptivity and

the deeper forces driving the issue.

When the external environment is perceived by the individual to be unsafe, then underlying talent will stay submerged. Humans have a long standing preference for survival and most will not push the boundary of uncertain territory beyond a zone of comfort, particularly if the systems and processes in the working environment unintentionally repress initiative and self-leadership. Epigenetics is the field of science which establishes that the environment sends direct messages to your cells, along with instructions for survival. This explains why so much talent gets left under the surface.

The nature of the work and the resulting habits can create an unreceptive climate for the necessary post-training reflection and application essential for learning integration.

For example if it is an organizational habit to react, rather than take a more measured response, then the space to apply newly acquired skills or knowledge can not exist. In other words, organizational habits can interfere and block good intentions to use and apply the learning.

Learning retention employs what we learn from neuroscience and cellular biology but it starts with common sense. There must be receptivity to learning. If a learner is receptive and can see how the learning applies to their work or personal life, then stepping into the stretch zone is much easier if not natural. If there is no willingness, there is likely a low level of receptivity. People can go through the motions but not move.

For learning to work the match needs to be made between the social working environment that the company culture subliminally creates and the more deeply held values of employees, especially when the employee profile is multi-generational.

To stimulate and activate learning receptivity and

nder the surface.

The nature of the work and the resulting habits can create an unreceptive climate for the necessary post-training reflection and application essential for learning integration.

For example if it is an organizational habit to react, rather than take a more measured response, then the space to apply newly acquired skills or knowledge can not exist. In other words, organizational habits can interfere and block good intentions to use and apply the learning.

Learning retention employs what we learn from neuroscience and cellular biology but it starts with common sense. There must be receptivity to learning. If a learner is receptive and can see how the learning applies to their work or personal life, then stepping into the stretch zone is much easier if not natural. If there is no willingness, there is likely a low level of receptivity. People can go through the motions but not move.

For learning to work the match needs to be made between the social working environment that the company culture subliminally creates and the more deeply held values of employees, especially when the employee profile is multi-generational.

To stimulate and activate learning receptivity and

ere must be receptivity to learning. If a learner is receptive and can see how the learning applies to their work or personal life, then stepping into the stretch zone is much easier if not natural. If there is no willingness, there is likely a low level of receptivity. People can go through the motions but not move.

For learning to work the match needs to be made between the social working environment that the company culture subliminally creates and the more deeply held values of employees, especially when the employee profile is multi-generational.

To stimulate and activate learning receptivity and retention means engaging in learning which:

1. Is experiential with the intention shared and explicit.
2. Is reflective - engaging the learner’s experiences and insights, to see the larger picture.
3. Uses whole body; brain techniques so that the emotional processor, which is considerably faster than the logical one, is wired into the learning and will not short circuit when on unfamiliar territory.
4. Allows time for integration and application.
5. Is collective and applied. It is not enough for the individual to find security within themselves. The entire social network within which they contribute and interact with must have the capacity to receive released talent.
6. Is tracked against performance using a wide angle lens to capture direct and indirect results.
7. Provides employees with a systematic way to strengthen their relationship with themselves so tacit knowledge can emerge and self-leadership can power action.

It helps to remember that people are human and bring powerful emotional, energetic and mental intelligences to work. Like humans, organizations unknowingly adopt addictive habits that can appear to improve performance but essentially impair perceptiveness to the more subtle signals that indicate what needs to be put in place for true social and emotional development –- the fulcrum for higher levels of workplace leadership and group performance.