Brain-Based Training & Development


Published on

In this presentation at the 2014 Canadian Society for Training & Development, Behavioral Change Expert Heather Hilliard explains why training and development programs need to take into account how the brain learns and provide opportunities for individuals with different brain styles to get the experiences they need. Organizations waste billions of dollars yearly on poorly designed and executed programs that fail to improve overall leadership and employee performance.

  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Increasingly, organizations are taking a “whole person” or “whole brain” approach to learning and development. Rather than looking at learning content, the whole brain approach considers the employee’s personality, emotional needs and learning style, and whether the program considers how the brain learns. Based on recent breakthroughs in the biology of learning that allow us to know what happens physiologically as we learn, we can develop programs that enhance retention and engage employees emotionally. This workshop demonstrates how to use a whole brain approach in your programs.
    Understand how the brain learns.
    Discover essential elements of whole brain learning.
    Learn to integrate whole brain learning into programs.
    Explore emotions as enhancers or barriers to learning.
    Heather Hilliard is the founder and creator of the Striving Styles™ Personality System. She has over 20 years’ experience working with companies in organizational development and change, leadership and team development, succession and selection, and performance management and rewards.
  • Give them an experience to build awareness of their body
    Are you receptive to learning
    Guided body awareness
  • U.S. firms spent about $156 billion on employee learning in 2011, the most recent data available, according to the American Society for Training and Development.
    The amount spent per year is expected to increase by 2%
    But with little practical follow-up or meaningful assessments, some 90% of new skills are lost within a year, some research suggests.
    Most organizations still consider training as an event
    Don’t distinguish between training & development events and programs
    Training and development programs that have expectations for participation within the context of their role, engagement with managers, peers and employees, and an appraisal and accountability strategy is a process that changes the brain
  • Top Reasons Training Money Goes Down the Drain
    Focus on information over experience
    Passive versus experiential learning
    Training is an event, not a process
  • Reason #1: Focus on information over experience
    Content laden training is widely used with professionals and leaders
    Only engages learners rationally
    Palatable to decision makers: - minimizes resistance
    Has the least success in changing behaviour
    This is because these people live out of their rational brains
    The higher the education, the smarter people are, the higher position they hold in an organization the more they are given information instead of experiences
    Programs are customized so that facilitators don’t have to deal with resistance
    On the job training, skill building, apprenticeships, have the highest rate of success
    Development programs with follow up team and coaching modules with connections to HR systems most successful for leaders
    On the job training, skill building, apprenticeships, have the highest rate of success
    Development programs with follow up team and coaching modules with connections to HR systems most successful for leaders
  • Many people are able to sit and observe without actively participating
    Reason #2: Passive versus experiential learning
    Learners sit and observe without actively participating
    Little to no prework
    Lots of information
    Little participation expected
    No expectation to have learned what was taught
    Little to no follow up
    Engages short term memory only
    easily forgotten!
  • While advances in technology have led to a greater use of self-directed or self-paced training using online learning and webinars, video-based training, etc., the way people learn, change behavior and incorporate new learnings into job performance remains the same.
    Following the training, things remain similar or the same
    Leaders don’t get involved
    No system to support integration
    Employees resist applying new learnings
    Peers aren’t supportive of new learnings
    Without ongoing experience, context and connection to others, training fails to improve performance
  • Turn to the person on your right and tell them about your last learning experience
    What you learned
    How you applied it
    Recall the last time you took a training course
    What did you learn?
    How did you apply it?
  • All learning is brain based.
  • Not designed for rote learning
    As we learn (as we experience, practice, process), specific dendrites grow so that specific neurons connect at specific synapses to create larger and more-complex specific neural networks. These networks are what we know.
    We change the brain during learning
    Practice makes us grow new circuits in the brain
    When we are focused and paying attention, we can change the brain
  • Four distinct functional areas of the brain:
    left and right hemisphere,
    within each hemisphere, an emotional brain and a rational brain quadrant
    Each quadrant is specialized to perform specific tasks very efficiently
    Functions operate in the external or internal environment
    Both rational and emotional brains are involved in learning and each quadrant needs to be engaged in the learning process
  • Naturally inclined to avoid uncertainty and the unknown
    Highly sensitive to social stress and peer pressure
    Our brain is naturally inclined to avoid uncertainty and the unknown
    Highly sensitive to social stress and peer pressure
    Working memory is small and easily tired
    Stress reduces executive function intelligence
    Too many new things introduced at the same time
    Threat, high anxiety, and a sense of helplessness impairs learning
    Our learning history embedded as an emotional experience
    If negative, impairs learning
    If positive, enhances learning
    Anxiety and fear get in the way of learning and memory
    Need to create a safe environment for learning
  • Eight distinct Striving Styles – 2 for each function, 1 focused inward and 1 outward
    Each Style has predominant psychological need that must be met
    Based on location in brain, has unique talents and abilities to get its need met
  • Using the whole brain when creating training & development programs
  • Provide iterative experiences that lead to a sense of self-mastery and confidence
    Include lots of opportunity for repetition and reinforcement
    Understand Brain Styles of participants & extent of development of each quadrants
    Allow for connection to something already known
    As a learner goes through the stages of this natural learning process, the learner’s brain constructs its neural networks from the lowest twig up.
    Participants need to make a personal connection to a twig already there, to something already known.
    Must be personal!!!!!! With the expectation and opportunity to work on own challenges
  • Create safe learning environments that offer a steady source of positive emotional support
    Talk about negative emotions and their impact on learning
    Attend to the fears and emotional barriers
    Foster an atmosphere free from undue stress, with pleasurable intensity
  • Ensure opportunity to work on own challenges
    Focus on social interaction for a significant percentage of activities
    Meet emotional needs to excite and stimulate curiosity, responses and connections
    Use informal training opportunities amongst peers
    As a learner goes through the stages of this natural learning process, the learner’s brain constructs its neural networks from the lowest twig up.
    Participants need to make a personal connection to a twig already there, to something already known.
    Must be personal!!!!!! With the expectation and opportunity to work on own challenges
  • Development of staff should be integrated as part of organizational strategy, and should be applied throughout the company as part of its culture. This means accepting, recognizing and rewarding ideas, attitudes and behaviours that support people development and developing managers who value staff.
    Managers should have an understanding of learning as an essential developmental tool, and thus play a key role in people development through performance management & development programs, and through mentorship, coaching and guidance
  • Engage the whole person by having managers, program designers, facilitators as well as participants understand:
    Brain Styles – mechanics of the mind
    Emotional Drivers of Behaviour
    Innate Needs
    Associated Fears
    Learning Styles
    each Style begins the learning process from a different part of their brain
  • Using the whole brain when creating training & development programs
  • Harvard business Review
    Happy employees produce more than unhappy ones over the long term. They routinely show up at work, they’re less likely to quit, they go above and beyond the call of duty, and they attract people who are just as committed to the job. Moreover, they’re not sprinters; they’re more like marathon runners, in it for the long haul.
    When we and our research partners at the Ross School of Business’s Center for Positive Organizational Scholarship started looking into the factors involved in sustainable individual and organizational performance, we found a better word: thriving. We think of a thriving workforce as one in which employees are not just satisfied and productive but also engaged in creating the future—the company’s and their own. Thriving employees have a bit of an edge—they are highly energized—but they know how to avoid burnout.
    Across industries and job types, we found that people who fit our description of thriving demonstrated 16% better overall performance (as reported by their managers) and 125% less burnout (self-­reported) than their peers. They were 32% more committed to the organization and 46% more satisfied with their jobs. They also missed much less work and reported significantly fewer doctor visits, which meant health care savings and less lost time for the company.
    We’ve identified two components of thriving. The first is vitality: the sense of being alive, passionate, and excited. Employees who experience vitality spark energy in themselves and others. Companies generate vitality by giving people the sense that what they do on a daily basis makes a difference.
    The second component is learning: the growth that comes from gaining new knowledge and skills. Learning can bestow a technical advantage and status as an expert. Learning can also set in motion a virtuous cycle: People who are developing their abilities are likely to believe in their potential for further growth.
  • Developing employees for future job growth: Training and development opportunities
    based on performance appraisal results should be available for all employees, and training
    plans must be tied to employee development plans and organizational goals. An integrated
    learning management system (LMS) allows an employee’s development plan to prompt the
    system to automatically recommend relevant training based on competency gaps and
    development goals.
    • Tracking development progress: Connecting development programs and performance
    management allows an organization to track and prove a measurable correlation between
    training and increased employee performance. When integrated with an LMS, it’s easy to
    track and manage all aspects of learning, including planned, free-form, on-the-job, and
    external training.
    • Targeting training and objectives based on employee performance: An LMS that
    supports performance management can deliver targeted training and development, ensuring
    that learning initiatives are not randomly assigned but actively address identified gaps with
    training, especially in critical areas where employees lack skills or knowledge.
  • Succession planning and career management have the potential to be powerful drivers of retention.
    Research indicates that organizations with a formalized succession management process have 50
    percent lower turnover among high-performing employees. In other words, employees who believe
    they are being groomed for future positions are more likely to stick around.8
    However, succession management shouldn’t just be for senior
    executives and critical talent. The CedarCrestone 2009-2010
    HR Systems Survey found that organizations that limited succession
    planning to top management or critical talent experienced the
    lowest sales growth, while those with succession initiatives
    that included middle management or all employees had higher
    sales growth.
    Although succession plans for the entire organization can yield benefits, succession without learning
    and development is a futile exercise. Identifying the talent gaps in the workforce is not enough. To
    be sure that your successors will have the right skills at the time you need them, targeted training
    and learning initiatives must take place.
    True succession management should map appropriate development paths years in advance of an
    anticipated talent gap and include a link to learning programs. Unfortunately, this is rarely the case.
    According to Bersin & Associates’ report on High Impact Succession Management, only 12 percent
    of respondents said their companies’ succession management programs are integrated with talent
    management programs such as performance management and employee development.
    How learning can benefit succession management
    Integrating learning programs into succession management can benefit an organization through:
    • Using development to address talent gaps for identified successors: For your
    successors to be ready to take on their future roles, understanding the talent gaps is
    only the first step. Developing necessary skills may take some employees years to master
    and as a result should be an ongoing process. According to research from the talent
    management consultants at Knowledge Infusion, the top two drivers of talent management
    strategy today are current or imminent leadership gaps and the lack of desired knowledge
    and/or skills. Taking the right steps to address these areas must include learning at its core.
    As a best practice, you should help successors understand where their gaps exist, then link
    these gaps to necessary training and education.
    • Linking development to career paths: Career paths can allow an employee to view
    potential paths for development within the organization by viewing related jobs based on their
    current job. An employee can view the job’s description, responsibilities, requirements,
    associated competencies, and any identified readiness gaps. Ideally, development plans that
    are linked to learning should be dynamically generated in response. The system not only tells
    an employee what he needs to be good at for a new role, but also how to get there.
    • Measuring the impact of development: Talent pooling focuses succession planning on
    critical positions rather than management hierarchy. The organization identifies specific roles
    that are mission-critical to success, then operational or HR managers can identify employees
    who can fill those positions. For talent pools to truly benefit the organization, they need to be
    able to reflect immediately the skills that have been acquired. If succession and learning
    initiatives are not integrated and aligned, this measurement is impossible.
  • Ideally, pay-for-performance allows your organization to reward the behaviors and outcomes
    that make your business successful. Pay-for-performance promotes ongoing goal achievement,
    competencies strategically mapped to roles and high levels of retention. However, not all of the
    rewards of pay-for-performance are monetary—and they shouldn’t be.
    Top performers need to be motivated with merit increases, bonuses, and promotions, but
    development opportunities can also benefit the personal development of your best employees and
    the organization’s long-term prospects. Also, average performers need opportunities to acquire the
    skills necessary to improve performance and increase compensation.
    A pay-for-performance compensation strategy must be aligned and
    integrated with performance, succession, and learning initiatives.
    To truly create a culture of performance, compensation should be
    integrated with competency assessments, goal achievements,
    development plans, and key performance indicators (KPIs).
    How learning can benefit compensation
    Integrating learning programs into compensation can benefit an
    organization through:
    • Striking a balance between development and compensation: Financial rewards for
    immediate goal achievement shouldn’t come at the expense of longer-term career and skills
    development. Both are vital to the long-term health of the organization.
    • Using development as a retention strategy: In organizations where merit increases are
    hard to come by, development can be an alternative approach that can still reward a high
    performer and drive retention. Whether it is providing access to senior executives for one-on one
    coaching or setting up high-performing and high-potential employees as mentors for
    others to share the secrets of their success, a number of nonmonetary development
    opportunities exist that can benefit the organization.
  • Social Networking: Don’t Hide the Knowledge in Your Organization Sage HRMS
    Whether your organization is ready or not, social networking is here. Use of social networks
    such as Facebook, LinkedIn, and Twitter has become so pervasive that employees are eager to
    use similar technologies to facilitate communication and collaboration in their work lives.
    Employees are quite comfortable going out and finding the knowledge they need, when they need
    it. However, without the proper platform, the knowledge in your organization is effectively hidden.
    Now, thanks to enterprise-class social networking tools, significant opportunities exist to bring this
    hidden knowledge out into the open and increase collaboration, improve performance, and share
    knowledge across your organization through informal learning methods.
    Because 80 percent of what people actually learn in a job is informal and collaborative, it’s
    critical to integrate a social networking solution with an LMS and other talent management
    How social networking can facilitate learning
    Integrating learning programs into social networking can benefit an organization through:
    • Facilitating on-demand learning: Creating communities of practice, rich user profiles,
    expertise location, tag clouds, rating/sharing content, knowledge management, blogs, wikis,
    podcasts, and RSS feeds can allow employees to both create and find information they
    need, when they need it.
    • Connect professional network to talent profiles: It’s not just what you know, but who
    you know. Employees with extensive and effective professional networks can be just as
    important as employees with critical skills. Take steps to account for the value of these
    connections in performance management and succession initiatives.
    • Engaging alumni and retirees: As the Baby Boomer generation begins to retire, organizations
    must understand both the risk and the opportunity at hand. On one hand, their retirement
    will lead to a brain drain and an experience gap. However, many of these retirees will
    welcome opportunities to continue to contribute their knowledge. Social networks are a
    great way to continue leveraging the expertise of retired employees for the ongoing benefit of
    the organization.
  • A strong imperative for continuous improvement the world is changing so fast that we need to continually update our knowledge, skills and productivity. Doing it in discrete steps just doesn’t work any more – even if the steps are small ones. We all need to develop the mindset of continuous, always-on learners. Informal and social learning approaches fit this need better than staccato formal learning.
    Embed learning as a process. It is not a series of events. The process of embedding changed behaviour in long-term memory requires focused practice, experience and reflection. All of these  are on-going processes.65hout context is lost very quickly (about 50% is forgotten within an hour).
    Other research has shown that taking people away from their workplace and ‘training’ them is usually equally ineffective. Most formal learning is content-heavy and interaction-poor, provides little opportunity for practice in context and for reflection. In other words, a large amount of formal learning is a cost rather than a benefit.
    People learn better when they’re in charge of their own learning. Guidance helps, command-and-control doesn’t. Formal learning usually puts someone else in control. Individuals drive their own informal and social learning.
    Guidance can help, but there’s no point trying to ‘formalise’ informal learning other than working to embed it in organizational culture as ‘the way we learn stuff around here’.
    7. There’s an inherent inertia in formal learning approaches. It takes time and effort to design, develop and deliver learning content. Speed-to-competence is often compromised.
    Once a course, programme or curriculum has been developed there is often so much invested effort and cost that it’s unlikely to be changed or discarded as fast as it needs to be in order to keep pace with changing circumstances.
    Cost. Informal and social learning approaches are invariably cheaper, more effective and better received than their formal counterparts.
  • Active learning engages our long term memory over time
  • Brain-Based Training & Development

    1. 1. Leadership systems that create powerful companies Whole Brain Learning ~ Implications for Learning & Development Programs ~ CSTD Conference 2014 Presented by Heather Hilliard, Caliber Leadership Systems Expert in Leadership & Behavioural Change Creator, Striving Styles® Personality System
    2. 2. About the Speaker  Personality & behavioural change expert with over 20 years’ experience working with individuals, couples, teams, leaders and organizations to eliminate dysfunction and maximize potential  Principal, Caliber Leadership Systems offering an holistic, systems-based approach to leadership & organizational development and behavioural change  Creator, Striving Styles® Personality System, a neuro-psychological framework for development & behavioural change  Author, Who Are You Meant To Be? A Groundbreaking, Step-by-Step Approach to Discovering and Fulfilling Your True Potential
    3. 3. Objectives  Why learning and development programs often fail to change behavior  How the brain is structured and learns  Role of emotions in the learning experience  Importance of understanding psychological needs  Implications for Learning & Development programs  How to take a whole brain approach to program design  How to embed whole brain learning into talent management systems
    4. 4. Does Training Ensure Learning? Apparently not, because……..
    5. 5. Money Down the Drain?  American Society for Training & Development estimates $156 billion was spent on employee learning in 2011 However…  90% of new skills are lost within a year  62% of companies still lack the workforce skills they need to grow and succeed
    6. 6. Money Down the Drain?
    7. 7. Money Down the Drain? Reason #1: Focus on information over experience  Content laden training is widely used with professionals and leaders  Has the least success in changing behaviour
    8. 8. Money Down the Drain? Reason #2: Passive versus experiential learning  Learners sit and observe without actively participating  Engages short term memory only  easily forgotten!
    9. 9. Money Down the Drain? Reason #3: Training is an event, not a process  Following the training, things remain similar or the same  Without ongoing experience, context and connection to others, training fails to improve performance
    10. 10. What’s Your Experience?
    11. 11. Time to Rethink Our Approach  Create an approach with the whole person in mind, including their interpersonal, cultural and environmental context  Address their innate, psychological needs  Factor emotions into the approach  Embed training/development into organizational systems  Focus on literally changing the brain over time Must consider personality, emotional needs &
    12. 12. Leadership systems that create powerful companies To Add How We Learn Mental functions involved in learning Brain, emotions & behavior
    13. 13. How the Brain Learns  Brains are designed for experiential learning over time  motivation, experience, practice, process, mastery, pride  New neural pathways are created through repeated and frequent experiences  Brains process both parts and wholes simultaneously  Learning involves both conscious and unconscious processes  Working memory is small & tires easily
    14. 14. Perceiving meaning Investigating Making connections Assimilation Four Quadrants of the Brain Defining Interpreting Sorting & deciding Assessing progress Focusing Working Memory Practicing & repeating Following steps Somatizelearning Participation Determinevalue Decidesocial context Generateemotions Motivation RelatingExperiencing ©SSPSFour Quadrant Model of theBrain
    15. 15. Role of Emotions  Emotions are critical to successful learning and neural patterning  Drive our motivation, attention and behaviour  Enhance the experience: curiosity & exploration, increased retention OR  Shut down learning: fight or flight response
    16. 16. Emotions & the Brain  Stress reduces executive function intelligence and impairs learning  Triggered by:  Threat or high anxiety  Jamming training into an overloaded schedule  Introducing too many new things at the same time  Our learning history
    17. 17.  Driven by powerful innate psychological needs  Our behaviour seeks to get these needs met  Hard-wired at birth  Source of all motivation and social interaction Importance of Needs
    18. 18. Importance of Needs
    19. 19. Importance of Needs Predominant Need Associated Fear To Be In Control Feeling Helpless or Powerless To Be Knowledgeable Being Inferior To Be Recognized Shame To Be Perceptive Disconnection To Be Connected Abandonment To Be Creative Assimilation To Be Spontaneous Loss of Freedom To Be Secure The Unknown When we don’t know the needs, we cannot address the associated fears that get triggered
    20. 20. Leadership systems that create powerful companies Shift Training from an Event to a Learning Process Create Whole Brain Learning Programs Embed in Your Systems Create a Learning Environment
    21. 21. Create Whole Brain Learning Programs  A “whole person” or “whole brain” approach to learning and development considers the employee’s:  Personality (brain organization)  What are their emotional needs?  What is their learning style?  Social, emotional & environmental context  How are learning strategies embeded?  What organizational systems will be used to promote learning as a cultural norm?
    22. 22. Create Whole Brain Learning Programs Left Rational Brain Answers: What will we build? Decide on content Construct program, establish modules Benchmark & accountability Left Emotional Brain Answers: What will they experience?  Determine sequence & steps  Determine experiences Connections to current situation Right Rational Brain Answers: What are our goals?  Envision desired result  Organizational context  Generate enthusiasm Right Emotional Brain Answers: What will they feel?  Determine emotional needs  Relational/social experiences  Reward & recognition Objective Subjective
    23. 23. Create Whole Brain Learning Programs  Ensure training & development programs… Change the brain
    24. 24. Create Whole Brain Learning Programs  Ensure training & development programs… Provide emotional security
    25. 25. Create Whole Brain Learning Programs  Ensure training & development programs… Make learning personal
    26. 26. Leadership systems that create powerful companies Create a Learning Environment Integrate Whole Brain Learning into Your Programs Embed Learning into Your Organization’s Systems
    27. 27. Integrate Whole Brain Learning  Formal and informal learning is integrated as part of organizational strategy  Applied throughout the company as part of its culture  Managers understand learning as an essential developmental tool  Managers play a key role in people development
    28. 28. Integrate Whole Brain Learning  Managers, program designers, facilitators as well as participants understand: 1. Brain Styles 2. Emotional Drivers of Behaviour 3. Learning Styles
    29. 29. Integrate Whole Brain Learning Left Rational Brain Learning Function: to sort information Needs & associated fears:  Will people feel in control?  Will people be allowed to show own knowledge? Left Emotional Brain Learning Function: to relate info to past experiences & steps involved Needs & associated fears:  Will people feel secure?  Will people get to experience? Right Rational Brain Learning Function: to envision the whole Needs & associated fears:  Will people feel engaged?  Will people feel embarrassed? Right Emotional Brain Learning Function: to relate & bond Needs & associated fears:  Will people feel connected?  Will people feel overwhelmed? Objective Subjective Address Needs
    30. 30. Integrate Whole Brain Learning Left Rational Brain ~ Analyze & Build Structure - Basis for selecting program content? - Criteria to evaluate progress against expectations? Right Rational Brain ~ Envision & Explore - Desired outcomes? - Context for new experiences & reinforcement of learning? Left Emotional Brain ~ Experience & Security - Experiences needed to build the brain? - Participant’s fears? Right Emotional Brain ~ Connection & Creativity - Motivation to learn? - Ensure participants’ needs get met? Use the Whole Brain
    31. 31. Leadership systems that create powerful companies Create a Learning Framework for Meeting Individual & Organizational Needs
    32. 32. People, Systems, Results . . .  If people represent the brain of the organization, then organizational systems represent the body  Caring and nurturing for people results in taking care of business  Having systems without engaging people (or vice versa) decreases the powerful impact they have when integrated
    33. 33. People, Systems, Results . . .  When people are excited and motivated because their emotional, social and learning needs are taken care of, the organization profits  Taking a whole brain, whole person approach ultimately meets the needs of the organization  Studies show that when people are thriving (needs met) they are more productive, willing to go the distance, and stay in their jobs
    34. 34. Embed into Organizations Systems Selection & Onboarding  Candidate assessment & interpretation  Get to know your new employee’s brain Style, needs and how they learn; match to manager’s teaching Style  Connect new employees through learning and social learning programs
    35. 35. Embed into Organizations Systems Performance Management  Coach managers to build tolerance to development discussions  Engagement of employees in development targets  Development-driven performance management process  Build capacity for self-assessment, feedback, asking for help
    36. 36. Embed into Organizations Systems Succession Management  Build ability in managers to accurately assess talent & potential  Engage employees in management of own career path  Develop ability to speak about their ambitions and ask what they need to do to be selected for succession
    37. 37. Embed into Organizations Systems Compensation  Strike balance between development-based and performance-based rewards  Make rewards meaningful to the individual and their long term growth  Leverage other forms of recognition: status, opportunities, celebration / awards
    38. 38. Embed into Organizations Systems Social Networking  Engage employees in building informal networks using social networking  Set expectations for communication and collaboration in work lives  Build informal communities of information sharing
    39. 39. Whole Brain / Whole Organization 1. Leverage an understanding of the brain in everything you do 2. Embed learning as a process 3. Keep learning in the workplace vs. the classroom 4. Engage employees in their own learning 5. Align approach with desired outcomes & measure 6. Allow enough time and repetition for the brain to change
    40. 40. Remember...  Expectations for participation must be clear  before, during and after including on the job application of learning  Process must be in place for follow up & holding participants accountable  Allow for adequate time and experiences in the learning cycle to change the brain Maximizing the ROIfortraining & development is easy when you take a whole person, brain based approach to the design and delivery of yourprograms!
    41. 41. Our Approach  Striving Styles Personality System is a neuro- psychological framework for development, behavioural change and achieving potential  Can be integrated into any development program  Audit existing programs to ensure design & delivery reflect personality, emotions and how the brain learns  Facilitate organizational change, eliminate dysfunction and disengagement  Build expertise of anyone involved in training, development & behavioural change by becoming a Practitioner Evo lutio n o f Jung’ s Psycho logicalType & the MBTI®
    42. 42. Leadership systems that create powerful companies Contact us We offer a range of services – organizational, leadership & team development, succession, performance & rewards, cultural change & coaching We offer a Practitioner Program for anyone interested in using the SSPS in their L&D programs. 416.406.3939