We know how difficult learning can be. We also know that learning is increased when the material or item to be learned has a strong emotional component. Learning happens through a process of encoding.

This is where various connections among neurons are created or changed. Most of this encoding happens while we sleep. If there is a strong emotional element to the experience - positive or negative - the “strength” of the encoding is greater, making it more accessible to recall.

We know for a fact that the stronger the emotion, the stronger the memory.

To help create an environment more conducive to learning, you can work to create a positive story about what you want people to learn, and why it matters. Here are a couple of examples:

• You hire a young, inexperienced person into a new job. You have a set of assignments for them, some of which are specifically for learning how to do the job as quickly as possible. One of the assignments is to shadow a more experienced person in a customer meeting.

Approach #1:

“Tomorrow, you will go to a customer meeting with George. We do not expect you to participate, just to observe. You will be doing this same type of meeting in the future so we want you to begin to get a feel for it.”

Approach #2:

“Tomorrow, I would like you to accompany George to a meeting with XYZ Company. XYZ Company is a small but important customer for us. I see this as a tremendous opportunity for you as well as the firm!

You will get to see a master at work because George really embodies the heart of what we do here. Do not worry about your role. I ask that you come back and talk with me about what it felt like in the meeting - what you felt, what you think others were feeling.

This will give us a chance to translate those feelings into why what we are doing is important, which helps keep us all marching in the same direction as we keep our promises to our customers.”

Approach #2 has a much greater likelihood of engaging the emotions of the new employee, which increases the encoding and recall cycle!

• You have a loading-dock worker whose attention to detail is incredible, so you have decided to ask him to take on some quality control responsibilities.

Approach #1:

“Joe, you are so good at paying attention to the details that we have decided to add some overall quality control tasks to your job. Here is what we want you to do...” and you take him through the details of each tasks. Then you ask him if he has any questions.

Approach #2:

“Joe, we really appreciate the work you have been doing and want to give you a shot at quality assurance inspections. Your attention to detail is exactly what we need to seal the deal with our customers. Let’s do a walk through of each element involved...” and you take him through each task. For each piece, you fill in the information that helps him understand why it matters.

“Double checking the customer address, of course, ensures that our products get to our customers when they expect, which is plays a key role in future orders.”

Approach #2, again, is likely to engage Joe’s emotional connection to the work, thus helping him learn more effectively.

There are so many actions we can take as leaders that can increase the sustained learning of the people working for us. Perhaps learning to do this makes a difference to you!

By Diane Marentette and Richard Trafton, Ph.D., authors of “A New Brain for Business” and founders of The New Brain for Business Institute, www.newbrainforbusiness.com, where they translate good science into good business. For more information, please write to us at info@newbrainforbusiness.com.