To be engaged in learning, learners must be “on.” But there are several threats to being “on” that learning and development (L&D) leaders would be wise to consider as they implement upskilling or change management programs. After all, by being aware of threats impacting the brain’s engagement, L&D leaders are more likely to be successful at implementing programs. Let’s take a look at some of the common barriers to being “on,” and explore how L&D can move past them.

Cynicism

Cynicism — a belief that self-interest is the ultimate motive guiding human behavior — is on the rise. It is greater when supervision feels abusive, and it is a key feature of burnout, in part because it increases when people feel stressed.

A recent study of about 200,000 individuals from 30 countries found that cynical (vs. less cynical) individuals generally do worse on cognitive ability and academic competency tasks.

Actions: L&D leaders should ensure that learning does not occur in an abusive environment, and they should prioritize burnout reduction prior to implementing learning programs. Burnout reduction is likely to be more successful if this becomes an organizational cultural imperative and a more widespread initiative.

Change Fatigue

When there is constant change, fatigue may ensue. This fatigue can impact work performance and learning. Fatigue also has an emotional dimension, because people who are anxious may be more fatigued due to the additional strain of the anxiety.

In the brain, the circuits that are affected include those involved in a sense of excitement and motivation. Both are compromised. As a result, learning may be impacted too.

Actions: It’s one thing to adapt quickly. It’s another to strain the brain’s capacity such that people feel deeply anxious. For example, in late 2022, ChatGPT broke records as the AI platform reached 1 million users in less than a week. Along with this, tasks may be completed at a much faster rate — but this may exceed the brain’s capacity to cope with an accelerated workflow.

L&D leaders should roll out change initiatives at a rate that is competitive yet well-planned and reasonable. Foster a collaborative environment and encourage a growth mindset, as recovery from errors will be faster and easier, thereby reducing change fatigue. Space out learning so that people have a chance to internalize it.

Risk Aversion

When employees are risk-averse, it can slow learning down. People often become overly reliant on external guides, skipping the special features of embodied learning that come from agency and daring to make intimate contact with the learning experience. In the brain, learning how to modulate anxiety can change brain circuits such that aversion to risk or loss is less.

Actions: For new learning to be successful, learners often must make the process their own. This involves experimenting with the learning process, and problem-solving through discovery. One way of reducing risk sensitivity is by using the “do one then see one” method, where, rather than first observing how to do something, people can be given minimal instructions and then asked to discover how to do something.

For example, if using a new video editing technology, rather than reading through the instructions first, learners can simply experiment on their own prior to formal learning.

By keeping these basic principles of learning in mind, L&D leaders can increase their chances of successful learning programs. To remember these five principles, consider the mnemonic BRAVE, which stands for Burnout reduction, Reasonable Change Pace, Agency in Learning, Vitality program, and Encourage a growth mindset. This can provide a framework for a deeper dive into brain-based contextual factors that can enhance learning.