Maximizing L&D ROI with Ancient Indian Wisdom and Modern Neuroscience

Abstract: In today's fast-paced world, L&D professionals are constantly seeking ways to enhance the effectiveness of their training programs. But what if the key to unlocking maximum ROI not only lies in modern techniques, but also in ancient wisdom? In this article, we explore how the principles of Sravana, Manana, and Nididhyasana from Indian philosophy, combined with insights from neuroscience, can revolutionize the way we approach L&D initiatives and ultimately maximize ROI.

With ROI dominating the core focus of all L&D related conversations, L&D experts are always looking for innovative methods by looking at Neuroscience, Cognitive Science and even to our Traditional Indian Philosophy to make learning effective, learner centred and sticky. At times L&D’s efforts seem to go beyond the efforts of the learners and their promoters to retain what they are being trained on. Satisfactory ROI will happen through a balanced ownership of both ends. Modern empirical research and age-old wisdom both seem to indicate that there is a lot to be done by the learners after attending to a training program to make learning stick. Active reflection on what was discussed is of paramount importance. However, in today’s fast paced corporate life are we doing that.?

Rakibul and Priyanka are buddying Sales Executives working with a renowned Indian Telecom giant. Both of them have been nominated for a New Hire Training Program on Effective Communication to be conducted by the internal L&D team. It will be a 2-day workshop with daily engagement time of only 4 hours. The date and time were decided after consulting all stakeholders so as to avoid any impact on BAU activities. This is a mandatory training program for all new entrants. Along with them Meenal has also been nominated to the same training. Although Meenal is senior to both of them and has joined as an Area Sales Manager. Her boss feels that she can pick up few quick tips which will allow her to excel in her role.

Saurav is their star L&D Facilitator who has delivered the same program more than 20 times. He starts the day with a quick round of introduction and ice-breaker. Both Rakibul and Priyanka are impressed by Saurav’s presentation however; both observe that Meenal seems to be preoccupied with her smartphone. Twice she had to move out of the training room to attend calls. Saurav requested Meenal multiple times to stop staring at her phone. However, his requests fell on deaf ears. To make matters worse this is gradually becoming distracting for both Rakibul and Priyanka. They also feel inclined to check the latest notifications on their smartphones.

Saurav had to take a decisive step. He asked Meenal to either stop looking at her phone or leave the session and attend on some other day when she will be able to give her full attention. Meenal was smart and experienced she played the trick that she is occupied with BAU activities which cannot be ignored or overlooked otherwise the sales targets for the area assigned to her will get compromised.

Being a veteran L&D facilitator Saurav knew what needed to be done. He called Meenal’s boss and requested that Meenal should not be disturbed with any BAU activities if this training has to have any impact on her. Her boss immediately realized the concern, apologized to Saurav and asked Meenal to stop all activities and focus solely on the training that is being delivered.

While talking to her boss Meena changed the narrative and suggested that she understands the critical nature of her role and is multi-tasking for best results. However, her boss was clear in his instruction. Only then Meena stopped looking at her phone, receiving calls and started listening actively and started contributing to the program.

I am sure all of us who have few years of experience in the L&D space and have facilitated trainings will be able to connect to this experience.

Common narratives:

“I am listening to you which checking my notifications” ????

“My friend, I am getting messages from the client. How can I ignore them but don’t worry I am all ears”

“The client has asked for this report. I must send it now. I will do both. Don’t worry I am listening to you”

“I have 3 days of emails piled up which I need to clear right now. I am listening to you. Go on” ?

Does multi-tasking during training really work?

Neuroscience research has enough evidence to show that the human brain is not good at multitasking. While it may seem like we can do many things at once, what we are actually doing is switching our attention rapidly between tasks, rather than doing them simultaneously. This constant switching can reduce our efficiency and lead to mistakes or errors. In fact, research has shown that multitasking can reduce productivity by up to 40%. It is generally more effective to focus on one task at a time and give it our full attention.

When we attempt to multitask, we are actually rapidly switching our attention between different tasks, rather than performing them simultaneously. This switching can lead to decreased efficiency and accuracy, as well as increased mental fatigue and stress.

For example, if you are attending a training session and also trying to respond to phone calls and emails, your brain is constantly switching between the different tasks. This switching can lead to a decrease in your ability to fully concentrate on any one task, and can also result in errors or misunderstandings in the information you are trying to process. Additionally, because you are constantly shifting your attention, you may feel more mentally fatigued and stressed than if you had focused solely on the training session.

Research has also shown that attempting to multitask can have negative effects on long-term memory consolidation. This means that you may have more difficulty retaining and recalling information from the training session if you are constantly interrupting your focus with other tasks.

Overall, it is better to focus on one task at a time, rather than attempting to multitask. This can lead to improved efficiency, accuracy, and overall learning outcomes. If you do need to attend to other tasks during a training session, it is best to take breaks between tasks to allow your brain to fully transition and refocus on the new task.

There is extensive research on the brain's ability to multitask, which supports the idea that the human brain is not efficient at handling multiple tasks at once. For example, a study conducted by the University of Sussex found that multitasking can lower a person's IQ by up to 15 points, which is more than twice the amount of IQ loss seen in people who smoke marijuana.

Regarding responding to phone calls and emails while attending training sessions, research shows that attempting to multitask can result in a significant decrease in focus and productivity. For example, a study conducted by the University of California Irvine found that it can take an average of 23 minutes and 15 seconds to fully regain focus after being distracted by an email or phone call.

Furthermore, the Prefrontal cortex, the area of the brain responsible for decision-making, attention, and problem-solving, has a limited capacity for processing information. When multiple tasks are attempted at once, the brain must switch back and forth between tasks, which can result in information being lost or not fully processed.

Therefore, it is generally recommended to avoid multitasking during training sessions, as it can impair learning and retention of information.

Indian Tradition

Even before the era modern empirical research in the Indian tradition we find views like:

"Manah Anupariman Visistha". This Sanskrit phrase means "the mind is capable of attending to only to one object at a time." This is often translated as the principle of "single-pointedness of mind" or "one-pointedness of mind". It is a key concept in Nyaya philosophy, which is one of the six orthodox schools of Hindu philosophy. It suggests that the mind can focus its attention effectively only on a single object of cognition, and that attempting to multitask or attend to multiple objects at the same time can lead to distractions, reduced effectiveness, and other negative outcomes. This principle is often emphasized in various contemplative traditions and practices, such as yoga, meditation, and mindfulness.

Nyaya holds that the mind is capable of attending to only one object of cognition at a time, and this principle is considered fundamental to their epistemology.

Hence, it is high time for all of us to realize that if we are sending a team member or attending to join a training program or workshop, we should make continuous and active efforts to avoid distractions. We are tempted to check notifications which could be official, unofficial.

Solutions:

1.?????Setting an out of office response clearly stating that you are occupied in a training program and nominating the name of a team member or your manager who can take ownership of any critical work while you are away

2.?????Managers to ensure that they save on their calendars the dates and other details of training programs to be attended by team members

3.?????Plan training days, time slots to ensure that it is manageable for participants

4.?????Lastly, L&D ground rule, participants not to be allowed to use their phones. For anything urgent the manager of the participant should be reached

Impact of not listening actively rarely requires elaboration. However, it is a matter of common observation that after a lot of L&D programs the participants as well as their managers complain the following:

1.?????Retention is poor. Is it only due to lack of concentration at the initial level. Certainly not. This has far reached consequences.

2.?????Participants are not able to use the concepts or ideas learnt in the program to new business scenario-s or improvise scenario-s discussed in the program to a new context

Let us approach these points one after the other.

Effective memory formation is a complex process that involves several stages. The three main stages of memory formation are encoding, consolidation, and retrieval.

Encoding: This is the process of acquiring new information and transforming it into a form that can be stored in memory. Effective encoding involves paying attention to the information, forming associations between new information and existing knowledge, and elaborating on the information by adding meaning and context.

Consolidation: This is the process of stabilizing the memories that have been encoded and making them more resistant to interference or decay. Effective consolidation involves replaying and reinforcing the memories through repetition and rehearsal, and sleep has also been shown to play an important role in consolidating memories.

Retrieval: This is the process of accessing the memories that have been encoded and consolidated. Effective retrieval involves using cues to access the memories, and practicing retrieval has been shown to enhance long-term retention.

Effective memory formation is crucial to the success of any L&D training program. Here are some ways that participants can ensure effective memory formation during training:

Pay attention: The first step to effective memory formation is paying attention to the material being presented. Participants can do this by actively listening, taking notes, and engaging with the material.

Relate new information to existing knowledge: Participants can improve memory formation by relating new information to their existing knowledge. This can be done by asking questions, making connections, and seeking clarification when needed.

Use repetition: Repetition is a powerful tool for memory formation. Participants can repeat important information to themselves, create flashcards, or use other techniques to reinforce their learning.

Use multisensory learning: Research has shown that using multiple senses to learn can improve memory formation. For example, participants can use visual aids, such as diagrams or videos, to reinforce what they are learning.

Practice: Practice is key to effective memory formation. Participants can practice what they have learned by applying it in real-life situations or scenarios. This can help them better retain the information and apply it when needed.

For example, in a sales training program, participants can use these techniques to improve their memory of key product information, sales techniques, and customer needs. By paying attention, relating new information to existing knowledge, using repetition and multisensory learning, and practicing in real-life situations, participants can effectively retain and apply what they have learned. This can lead to better sales performance and ultimately, a positive ROI for the training program.

Regarding Concept formation for effective reuse or use in a new context

Concept formation is the cognitive process of forming a mental representation of a class or category that includes related objects, events, and ideas. It involves grouping together objects or ideas that share common features or attributes and creating a mental schema or framework for those objects or ideas.

In L&D training programs, concept formation can be a crucial aspect of learning and skill development. Here are some examples of how concept formation can be applied in L&D training programs:

Technical training: In technical training programs, concept formation involves identifying the key principles or concepts that underpin a particular technology or process. For example, in a software engineering training program, learners may need to understand the concept of modular design and how it relates to the development of software applications.

Leadership training: In leadership training programs, concept formation involves developing a clear understanding of the key principles and strategies that are necessary for effective leadership. For example, learners may need to develop an understanding of the concept of emotional intelligence and how it relates to building strong relationships with team members.

Sales training: In sales training programs, concept formation involves developing a deep understanding of the products or services being sold, as well as the needs and motivations of potential customers. For example, learners may need to develop an understanding of the concept of consultative selling and how it differs from more traditional sales approaches.

Diversity, Equity, and Inclusion (DEI) training: In DEI training programs, concept formation involves developing an understanding of key concepts related to diversity and inclusion, such as cultural competence, unconscious bias, and privilege. Learners may also need to develop an understanding of how these concepts relate to their own experiences and the experiences of others.

Overall, concept formation is a critical aspect of effective learning in L&D training programs. By helping learners develop a clear and comprehensive understanding of the key concepts, L&D professionals can ensure that training programs are more engaging, effective, and impactful. However, at the same time the participants need to be able to devote cognitive energy towards analysis and deeper understanding. This can happen only if they get an opportunity to work on the points discussed.

Take of Neuroscience

Neuroscience research suggests that memory and concept formation involve multiple regions of the brain working together in complex ways. Here are a few key insights from neuroscience on memory and concept formation:

Memory formation: Memories are formed through a process called synaptic plasticity, which involves the strengthening of connections between neurons. Research suggests that the hippocampus, a structure in the brain associated with memory, plays a key role in this process.

Long-term potentiation: One of the key mechanisms underlying memory formation is long-term potentiation (LTP), which is the process by which synaptic connections between neurons become stronger and more efficient over time. This process is thought to be critical for learning and memory.

Concept formation: The formation of concepts involves the integration of information from multiple sources in the brain. Research suggests that this process relies on the prefrontal cortex, a region of the brain involved in decision-making, working memory, and attention.

Neural networks: Both memory and concept formation rely on the formation of neural networks in the brain. These networks involve the connections between multiple regions of the brain and are thought to be critical for learning and memory.

Our Traditional Wisdom

Sravana, Manana, and Nididhyasana are three terms used in Indian philosophy, particularly in Vedanta, to describe the three stages of learning and understanding. Originally conceived as the means for the realization of true nature of the self-i.e., learning at the transcendental realm, the same methodology can be applied to everyday phenomenal realm.

Sravana: It refers to the first stage of learning, which involves hearing or listening to the teachings from a qualified teacher. The student must listen attentively to the teacher and gain a clear understanding of the teachings.

Manana: It is the second stage of learning and involves contemplation or reflection on the teachings. After hearing the teachings, the student must reflect on them, question them, and try to gain a deeper understanding.

Nididhyasana: It is the final stage of learning, which involves deep meditation and absorption of the teachings. The student must internalize the teachings and make them a part of their being.

These three stages are important in the process of gaining true knowledge and understanding of the self and the universe. They are not limited to Indian philosophy and can be applied in various areas of life, including personal growth and development, education, and training.

These steps can be applied to L&D initiatives to enhance the effectiveness of the training programs.

Sravana in L&D: In L&D, Sravana refers to the initial phase of learning. This phase involves gaining knowledge through various methods like classroom training, online courses, workshops, and more. Organizations can ensure effective Sravana by using different approaches like blended learning, microlearning, gamification, etc. For example, a company can use blended learning, which combines online and offline methods to provide learners with a rich learning experience.

Manana in L&D: In L&D, Manana refers to the phase of contemplation or reflection. This phase involves reflecting on the knowledge gained in the Sravana phase and applying it to real-world scenarios. Organizations can facilitate Manana by providing opportunities for learners to practice and apply their learning. For example, an organization can conduct case studies, simulations, or role-plays to provide learners with a chance to apply their knowledge.

Nididhyasana in L&D: In L&D, Nididhyasana refers to the phase of internalizing or realizing the knowledge gained. This phase involves making the knowledge a part of oneself and being able to apply it effortlessly. Organizations can facilitate Nididhyasana by providing learners with opportunities to practice and apply their knowledge in different contexts. For example, an organization can provide learners with job aids or job-aids to help them apply their learning in the workplace.

By applying Sravana, Manana, and Nididhyasana to L&D initiatives, organizations can ensure that their employees not only gain knowledge but also retain and apply it effectively.

In conclusion, we have to first learn to get over the myth of multi-tasking and avoid distractions then get actively involved in mental exercise for concept and memory formation. Of course, at first time it may seem to be a huge uphill task, however; with practice we will master it and make it our second nature.

The practice of Sravana, Manana, and Nididhyasana from ancient Indian wisdom, combined with the insights from modern neuroscience, can lead to a powerful transformation in L&D. By implementing these principles in training programs, learners can enhance their memory and concept formation, leading to more effective learning and ultimately maximizing the ROI of L&D initiatives. The fusion of ancient wisdom and modern science is a testament to the timelessness and practicality of these age-old principles, proving that the pursuit of knowledge and growth is an ever-evolving journey.

So, the next time you tell your L&D folks that your team members don’t retain what was discussed in the training, make sure that you also meet your team members immediately after they return and don’t forget to ask them about the stage of realization, they are in. Is it Sravana, Manana or Nididhdyasana??