Have you ever pondered about the power of habits and how they shape our everyday lives - from the good ones to the seemingly harmless yet subtly harmful habits? We've got just the right episode for you! Join us and our inspiring guest, kenyana, as we navigate the fascinating world of habit formation and learning. Embark on a powerful journey as kenyana shares her story about her father's determination to learn typing with two fingers and how it transformed their family's future.
Hanging on to old habits can be as addictive as munching on that packet of chips after a long day. Have you ever wondered about what triggers such behaviors? Our exploration takes us into the role of dopamine in creating habits and how it's linked to addiction. We also discuss good habits like wearing a seatbelt and the potential role of artificial intelligence in reinforcing such habits. Ever heard of cognitive dissonance? It's that conflicting feeling you get when trying to kick an old habit, and we've got interesting insights on that too.
Finally, we delve into the intricacies of habits and their formation. Despite logical thinking, sometimes we find ourselves indulging in habits that could potentially be harmful - like eating a cheeseburger while driving. We look at how employing positive reinforcement can help redirect these habits towards a healthier path. Our discussion also highlights the contextual nature of habits and the importance of safety training in inculcating safe habits. We wrap up by discussing the concept of undistracted driving, the importance of continuous learning, and recommending two illuminating books - "The One Minute Manager" and "Atomic Habits". Tune in to our episode to learn more about the power of habits and their transformation!
Thanks for joining us at The Safety Link Podcast. Please follow us on Twitter, Instagram, Spotify, Apple, Facebook, and YouTube. Don't forget to LIKE, SHARE and SUBSCRIBE!!! Again, Thank You.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Stephanie Crowe (00:04):
you Well.
(00:35):
Thanks, Kenyon, I reallyappreciate being here.
Learn.
net just to give you some idea,we're on a mission to empower
the most critical professionalhabits and make them permanent,
so we're really dedicated tolearning and creating learning
that is going to makeperformance change.
(00:56):
So, we're just delighted to behere.
On Safety Link, well, I'mcoming to you from Atlanta,
Georgia, and I have lived allover though New York, dc,
(01:19):
Portland, San Francisco, Phillyand London so a few different
spots around, traveled aroundquite a bit myself, but in every
place, I've taken theopportunity to really dedicate
myself to learning.
I've been the head of learningand development on the customer
side and on the employee sidefor several different
(01:40):
organizations and throughout mycareer.
Really, to me, the impact thatpeople can make in their own
lives, their communities andtheir companies is what I've
been dedicating my career to.
So, when I saw the opportunityto come to learn.
net and impact an even largeraudience, help some more people
(02:02):
have a great impact with theirlearning.
That's why I'm here.
I think it's my upbringing.
(02:25):
I think we shared a little bitabout this when you and I got to
know each other.
I was raised in a small town inVermont and I didn't even
mention Vermont.
Shame on me.
And growing up, you know, wedidn't always have what we
wanted, but we did have what weneeded, and the reason is
(02:46):
because my parents reallydedicated themselves to making
sure that would happen.
When I was little apparentlythey would you know my dad had
come back from serving in EastAsia and got married and had a
couple of daughters and, youknow, had a few jobs to be able
to make ends meet.
So he and my mom would pull outthe big old popcorn bowl each
(03:12):
month and throw the bills in sothat they would figure out which
one they could actually pay offthat month.
You know it was a little hardto make sure they could make
ends meet.
His third job was being ajanitor at a local office
complex and he saw a listing oneday that said if you can type
(03:33):
35 words a minute, you can havea job at IBM.
It was the early 70s and it washard to get tech staff in
Vermont, and so he decided hewas going to figure out how to
do that.
Now, what I haven't told you isthat my dad grew up in the
backwoods of Maine and hisfamily of five lived in a small
(03:55):
cabin that at one point didn'thave running water but had like
a single light bulb from theceiling and such, and they
heated the place with afireplace and they cut their own
wood.
And one day when his brotherand he were chopping wood, my
dad was holding the wood, hisbrother was chopping and he
(04:18):
missed.
So really all his life myfather has been missing one and
a half fingers.
Now I'll remind you, thisparticular job he was ready to
get was required typing, andthat means he would have to do
that without all 10 fingers.
And I would say that one of thethings he did was he figured it
(04:41):
out.
He taught himself.
He realized that learning totype 35 words a minute was going
to be a difference between whathis family currently had and
what they could have.
So he figured out how to do itwith his two middle fingers.
Literally, to this day he stilltypes with his two middle
fingers.
Going after that, and by gollyhe did it.
(05:02):
He figured out how to type 35words a minute.
The thing about that experiencethat changed my understanding
of learning is that this onelearning experience changed our
family's trajectory for the restof our lives.
So he got that job at IBM, hegot a professional job.
He then learned more things,became a network
(05:26):
telecommunications analyst andeventually a project manager and
a program manager.
His daughters ended up bothgoing to college and getting
graduate degrees, so this reallychanged our fortunes forever,
and for me that means thatlearning changes your capacity
as an individual, and it'sreally why I believe so much
(05:48):
that learning is where we shouldbe putting our efforts.
(06:41):
Motivation is a funny thing.
A lot of people think that it'sup to a manager or someone
outside yourself to motivate youto do something, and I often I
mean I mentioned I worked with alot of different organizations
and those teams often would sayhey, we're the training team,
our job is not motivation, ourjob is to create training
(07:03):
materials and, quite frankly, Idisagree.
I do think that the learnerneeds to come motivated.
Right when we think about whywhy are you pursuing training or
why are maybe you're beingforced to show up, I'm not sure,
but truly motivation comes frominside a person and I think
(07:25):
that we can embed learningexperiences with motivation.
That's what we do in oursoftware.
We create rewards andgame-based things at
leaderboards and stuff to makeit fun, and then we reinforce
challenges, whether you get themright or wrong with feedback,
so that you can get motivated todo better next time.
(07:47):
But I do think that when youconsider what your motivation
should be, create a positivefuture vision of what happens
after that learning experience,set a goal and say what am I
trying to accomplish?
And then, what learning is itgoing to take for me to get from
where I am to where I'm going?
And that, to me, is whether youknow if you focus on something
(08:10):
that's difficult or traumatic.
This is, I would say, alsosomething that I learned from my
father's experience.
If you focus on what is thenegative or the traumatic,
you're going to stay there.
But if you instead say, whatcan I learn from this in order
to go forward, then you have thething that you, the gift from
that experience that you cantake forward, and then you know,
(08:32):
move forward with the learning.
That's a great question.
So we discovered at one point wehad a client challenge us many
years ago.
They said here's the thing wecan't pull people off their jobs
(08:56):
anymore.
We've trained and trained andtrained.
We can't spend more timetraining, but we need them to
perform better, and in this caseit was preventing fraud and
financial services.
And I'll get to safety in amoment but so the most important
critical top of mind issue theyhad was to make sure they were
(09:17):
always preventing fraud andprotecting consumers.
And they said can you give memore performance with less time?
And, believe it or not, we tookthat challenge and we said, ok,
we'll try.
So what we did is we actuallyfocused right down into where
learning really happens, whichis during performance, right,
(09:41):
when you challenge yourself,that is when learning happens.
So what we do at Learnnet isactually we build habits by
challenging usually on a dailybasis for most of our clients
it's for during the weekday andto be able to keep whatever
those new skills, behaviors,processes or policies top of
(10:05):
mind.
You get a challenge on a dailybasis, and so we combine brain
science, which is that challengebased learning, with AI
heuristics, so we use someartificial intelligence to be
able to redirect whichchallenges you get, based on how
fast you're learning, thedifferent components you want to
learn, and it becomes somewhatinvisible to you.
(10:28):
So that's really what Learnnetdoes.
Is we provide habituation, orcreating habits for skills,
processes and policies that arethe most important ones to keep
top of mind?
Sure, absolutely.
(10:57):
So you know we live in adistracted world and I don't
know about you, but constantlydistracted by the phone and
what's going on in the news andthe emails and that everything
else the phone calls.
It's just gotten really intense.
There's a lot of distractions.
(11:17):
So the challenge then becomeshow do we learn and make it
permanent when we're sodistracted all the time?
So the way it works for folks,for example, in a role where
safety is relevant, right, ifyou're on a manufacturing floor,
if you're in a constructionsite, if you're working on a
(11:40):
roadway, anywhere where safetyis relevant to you and I'll just
use this as an example Imentioned the fraud prevention
before, but for safety it's acritical, top of mind issue.
Right, it prevention is thething you want.
You can't say afterwards youknow, oh, we just had a safety
issue, right, that's far toolate.
(12:02):
So what we do is we actuallysend a challenge like a question
could be a multiple choicequestion or maybe a little
vignette video and you have toreflect on it, say, is that true
or false?
Is that the right policy?
What happened here?
And you get that challenge onyour phone or on your email,
(12:22):
depending on your role, and youjust answer it that day and over
time you might be talking aboutprocedures on you know when to
wear your hard hat, when to ropein for climbing on a ladder or
clip in, you know, in terms ofthe critical four issues right
(12:47):
related to OSHA, the fatal four.
So those are things we wantpeople to be watching out for
all the time, right, always.
So we create that habituation,we create that habit each day so
that when it comes to a pointwhere you're saying, oh, I know,
intellectually, I knowlogically it makes sense, I
(13:09):
should clip in there.
But I just answered thatquestion the other day and I'm
not going to miss it, right,because I did get reminded and
get reminded on a regular basis.
So that's really how any givenperson experiences it.
It's very subtle.
It's just responding to achallenge each day and then over
(13:30):
time it becomes just part ofwho you are.
It's your habit.
(13:55):
So let me talk a little bitabout how habits are formed,
partly because I think that theaudience will love this, because
people want to know what aboutmy bad habits, but they also
want to know how can I creategood habits.
So let me talk a little bitabout what I call the anatomy of
a habit, so the way a habitgets built for good or for ill
(14:17):
and I'll tell you a funny one.
For me you have to tell me someof yours.
Is that all right?
So you have three pieces tohave it when it's created in
your brain.
So the first part is called atrigger or cue it's.
(14:38):
The second part is the behaviorand the third part is the
reward.
When you have all those threethings present, they hook
together in your brain and movesomething from the front of your
brain, which is the logicalpart that thinks through things,
and it pushes it back to theback of your brain, actually in
your Madhula Oblongata, the sortof older part of your brain
(15:03):
that is more permanent and thatwhen you think, the first
thoughts go through the olderpart of your brain and it's only
when you slow down that you canthink intellectually with the
front part of your brain.
So we're trying to push thingsinto the habit area.
So how do habits get built?
I don't know about you, butafter a long day of work and I'm
(15:24):
tired and I come home, I willgrab a beverage, sit down in
front of the TV and I wantlittle salty potato chips to go
with that.
So every evening I think, oh,wouldn't it be nice to have some
potato chips with that.
(15:44):
So think about the behavior,which is the grabbing the potato
chips that's in the middle.
The trigger or the cue is botha feeling of tiredness at the
end of the day, it's timing,meaning after I come home at the
end of the day, and thenthere's also a location in front
of the TV.
(16:05):
Those three things arereinforcing the.
When these things happen, itmakes me want potato chips
because I've had behavior.
And then, after that behavior,I get that satiated, satisfied
feeling and that createschemicals in my brain that
reinforces it Because I've gotthose three things.
It reinforces it.
(16:25):
So every time I do it, it makesit harder to not do it the next
day.
That's how habits are built.
Do you have one?
Do you have one One?
Yes, so the dopamine itself isthe same dopamine.
(17:09):
There are other factors inplace and I am certainly not a
health practitioner, right, or amedical professional.
So there are other factors inplace with addiction that
increase it.
But at the beginning, at thebeginning of addiction, it is
similar because you're creatinga habit.
If you think so.
My father was a smoker for mostof his life, so I noticed that
(17:33):
it was when I'm taking a breakfrom work.
I go outside, I chat with mybuddies, I have a cigarette
right, there's a lot ofhabituation to that.
There's also nicotine, which isan addictive substance.
There's also also also alsoright, there's also other things
when you have addictivesubstances.
But the beginning of the habitis absolutely you get the reward
(17:58):
, which includes in your brain'sown dopamine, to make your
point, since I hadn't mentionedthat before.
You're actually creatingdopamine and then, if you add
excitement, you're also gettingnorepinephrine, right, and
adrenaline.
So, yeah, so it's fleeting,right.
(18:52):
So that's why it makes you wantto do it again, more and more
and more.
(19:16):
No, no, no, you created a habit.
I wouldn't give it a label ofgood or bad.
Now I have a goal to shed a fewextra pounds, so therefore my
potato chip habit is a bad habit.
However, having a piece ofchocolate as a habit help you
settle in, like if it's yoursettle down routine, and then
(19:39):
and by the way, there is somegood chemicals in chocolate as
well, right, and then it helpsyou settle down and it helps you
move into sleep.
That's a good habit.
You've told your brain.
(19:59):
You know there's location,which is your bedroom.
There's time, which is theevening.
There's the.
I'm going to have my piece ofchocolate and then I'm going to
settle down.
If it's not harmful to you, itis not a bad habit, kenyan.
So that is something when youthink about.
Hey, is it a bad habit everymorning to have coffee?
If it doesn't hurt you and youdon't have problems with
(20:20):
caffeine, it's not a bad habit.
So now think about when you goto work, when you put on your
safety vest, when you put onyour hard hat.
Those things are good habits.
(20:42):
And now I would push.
When you hop in your car and youautomatically put on your
seatbelt.
I don't know about you, butwhen, if the car is moving these
days and I do not have myseatbelt on, I don't feel right
because I have a habit ofautomatically putting that on.
That's a good habit.
(21:04):
We want that habit.
So when you're walking a site,just imagine that feeling.
If you feel like there'ssomething over you, like you're
about to walk under an arch andyou don't have your hard hat on,
you probably feel uncomfortable.
You're like wait, there'ssomething wrong.
I don't feel right.
That's good.
(21:24):
You've created a habit that ifthere's something above you, you
should have your hard hat on.
Good.
(21:49):
Yep, yes, all right, you don'twant to break the habit, right,
(22:46):
exactly, all right, okay.
(23:27):
So the way we do it in oursoftware is that if, for example
, driving, safe driving habits,including wearing your seatbelt,
is relevant to the job role,then it would be included in the
habits.
And so what happens is, whileyou're assigning your whole job
(23:52):
role set of habits the ones youknow well and you do well in the
software is learning how youlearn, and it says, oh, you've
got personal protectionequipment covered.
You understand that wholecompetency.
We call it a competency, but indriver safety, that person may
(24:13):
be not doing as well.
So what the software does andthis is where the artificial
intelligence comes into play isit realizes that, as you're
answering different questions,driver safety is one where you
need a little more work.
You're getting some more ofthose wrong, which is okay,
right, because we're teachingthrough feedback.
And it's saying it's giving youmaybe some statistics about how
(24:38):
more likely it is for you todie if you're not wearing a
seatbelt, if there's an accident, and so then, as you respond to
those things, it's going topresent more challenges in that
category, under that competency,and it's going to reinforce it
over time.
Now, what I love about this isit gives you another piece.
(24:58):
Since we're talking about humanlearning, I'll share this with
you.
Is that, even if you knew theright answer and you answered it
correctly and the next day youstarted trying to behave
differently for whatever reasonlike you said oh, you got us all
in the backing it out youactually experience a conflict
(25:20):
in your brain when you try tobehave differently than the way
you answered in the system.
The big word for this iscognitive dissonance.
So you experience a conflict inyour brain when you've answered
correctly, but you're trying tobehave differently.
And that's one of the othervery subtle things about our
software.
So I'll tell you one otherstory.
(25:42):
We're delighted to working witha nonprofit called let's See 43.
And we've collaborated withthem and other learning
professionals around the nationto build what's called
undistracted driver.
It's originally targeted atteens, because it turns out that
distracted driving is actuallythe number one killer of teens
in the US.
It's horrendous.
(26:02):
I don't know about you, butpeople's driving behaviors have
been pretty bad right Distractedby texting and who knows what
else.
So one of the things that youknow in the front of your brain
if I said, kenyon, should you beeating a big cheeseburger while
(26:23):
you're driving?
And he's like, no, we shouldn'tbe.
But then you'll probably tellme a story.
Or I'll tell you a story aboutthat time when I had a really
short lunch break so I ranthrough one of the
drive-throughs, grabbed acheeseburger and was eating it
on the way back right, stufffalling, whoops, you know.
(26:45):
Okay, something falling intoyour lap or only having one hand
to drive.
So, logically, it makes sense.
I know in the front of my brainthat I shouldn't be doing that,
but I'm still doing it anyway.
Right?
People know smoke is bad forthem, they still smoke.
(27:09):
However, if you're on theundistracted driving habit
builder and you've just in thelast week or couple of weeks or
even month, answered thequestion that says that shows
you the picture about the personeating cheeseburger and you're
like no, you shouldn't do it,and I know I've answered it.
I had a colleague do this.
They said I went and got mycheeseburger but I couldn't eat
it because I just responded tothe question.
(27:31):
I'm like I can't.
I just can't pick it up becausewhat have I done?
I've responded to thatchallenge in the software.
It's reinforced the chemicalsin my brain that says if I do
this I'm more likely to crash,if I do this I'm more likely to
be distracted, if I do this andsomething happens, I can't
respond.
And those reinforcements arenot letting me pick up that
(27:54):
cheeseburger, just like youcouldn't not put on your seat
belt while you were backing thecar out a few feet.
So this is what we mean bysaying we're intentionally
creating a conflict between whatwe know and what we're doing,
so that we recognize these arethe behaviors I should be doing
(28:17):
and we behave better.
Yes, yes, we lie to ourselvesall the time.
Right, I know I should, butthis is what I'm going to do
(28:38):
anyway.
Okay, okay, okay, okay, okay,okay.
(28:59):
So let me ask you this Do youhike at all, kenyon?
(29:42):
Okay, so imagine, you know, inthe woods, the first time
somebody walks in the woods,there's no path, right, you take
a certain way, but then two orthree or ten people take that
path or more, and they start tocreate some reinforcement, right
(30:03):
, and so then, when more peoplecome to the woods, rather than
going a different way, they say,oh look, there's a path here,
and they reinforce it more andmore and it gets things out of
the way, puts down more solidground, and that becomes the
path.
So that's what happens as webuild either good habits or bad
(30:26):
habits.
So when I was saying that, wetake the intellectual thing that
we know in learning and we pushit back to the back of our
brain and then we reinforce itwith the chemicals.
So every time we reinforce thathabit, we send more chemicals
down that same path, and thatpath is the cue or trigger, plus
the behavior, plus the rewardright Path, path, reinforce,
(30:48):
reinforce.
And so in order to change a badhabit this is why it's so hard
to change bad habits is that wehave to stop doing the habit in
order to stop reinforcing thosechemicals, which is the path or
the pathology, the way in whichwe are always thinking and doing
(31:09):
.
So we have to create adifferent path.
We have to say when this, thenthis.
So this is described in some ofJames Clear's work when he
talks about personal habits.
Obviously, we work on habitsacross large groups of people,
but what you're trying to do isto say, if this is the cue or
(31:32):
the trigger, do this instead.
Right, and reward yourself fordoing that other thing instead.
Create a reward system, whetherit's a feeling or a piece of
chocolate or whatever it takesto positively reinforce.
Let me ask you this how manytimes would you say in the last?
Maybe you do it, I don't know,but in the last week or month
(31:56):
did somebody catch your guysdoing something right in terms
of safety?
Hey, way to go with the hardhat.
Good job with the PPE I see youclipped in there.
Good job, I appreciate you.
We're not giving each otherrounds of applause for good
behavior.
We're just assuming that goodought to be and we're only
(32:19):
punishing when things go wrong.
So, firstly, that's too late.
But also it doesn't create anysort of reward system for the
thing we're trying to replaceand this is the other issue I
have, if I may, with once a yearor only when onboarding
training.
Because, firstly, we forget Fortime, we forget these things,
(32:43):
and you may train one day or oneweek, but what about the other
364 days?
Or what about the other 51weeks of the year?
The further you get from thattraining, the less you're
reminded of what you're supposedto do.
But also, most training doesn'tinclude context, unless you're
doing walking around and sayingokay, you see this here, this is
(33:04):
what you want to do here.
I want you to be aware of thishere and I'm sort of referring
to things that might be above meor below me or around me
they're situational, they arecontext-based.
So we talked about when you getin a car, put on a seatbelt.
So that's context-based.
But when you get on a lawnmower, do you put on a seatbelt?
(33:25):
Does it feel enclosed enough toyou to make you want to put on
that seatbelt?
Or do you figure I'm okay?
And then you get going and itgoes a little fast and you say,
whoops, what about an ATV?
So most habits are contextual.
The behavior comes after a cueor trigger.
(33:45):
So when we train and we don'tgive people enough of the
context, or in the real world, apolicy or a process or a
procedure needs to be done inmultiple contexts.
You know, based on yourexperience, kenyan, you've been
in so many differentenvironments that you could walk
inside a building and say thisis the situation here.
(34:08):
It's the same as the situationwhen we were over on the highway
over there, the same as thesituation when we were around a
bunch of large equipment overthere.
But those are three differentcontexts and our behavior occurs
and our learning has to beapplied in different contexts,
which is why I like gettingchallenges on a regular basis
(34:29):
over time, because you'reanswering a question again but
you're realizing, oh, thisapplies in this new context.
I'm in in the new site, in anew, with a new client, with a
new customer, with a newenvironment.
Absolutely, oh sure, right, norecognition for the minimums.
(36:53):
So there's a piece of the oneminute manager.
If you're familiar with thatbook, catch him doing something
right on a regular basis, andI'll add a funny one.
You know, I send my kids outevery day and I say give away
five compliments.
So the question is are wemaking a point to make sure we
(37:17):
recognize good behavior andreward good behavior, rather
than waiting for somebody to getit wrong so that we can catch
him out?
And certainly there'scorrective coaching, right?
Hey, in this situation this iswhat we need to do and here's
why, and hopefully we've caughtthat before something goes wrong
.
So the measuring of safety, Ithink, has two ends, right, on
(37:48):
the one end we say did youattend the training?
Or maybe you passed a testafter the training, which is
great, okay, that's on the verybeginning end.
And on the far other end, therewas an incident.
But what about in between?
What happens in between, wherewe might have some opportunity
(38:11):
to correct, to reward, torecognize?
That's one of the reasons whythe habit building works so well
is because they get a littledopamine hit every time.
They get something right andthey can say, yes, that's when
you clip it and yes, that's whenyou wear a hard hat.
Yes, that's, in fact, you'veidentified the dangerous
(38:32):
condition in the video you justsaw.
So that is a positive rewardand recognition.
We've got one client who theowner of the company challenges
their entire employee base to dobetter than him on the habit
(38:52):
builder and then he gives afinancial reward at the end of
the year for every person whodoes better than him on the
habit builder.
So at the end of the day thatactually costs him less than the
incidents would cost and hegets to send his people home as
whole as they were when theyarrived at work and he gets a
(39:16):
good reputation and people wantto work for him because they
know he cares about safety.
(39:52):
It's tough.
Nobody knows when they'veprevented something.
They only know when they havenot.
But you know what?
Congratulate yourself everysingle day.
That was incident free, thankyou, sure, so I'm going to use
(41:31):
an old proverb for this one.
It's not mine, of course.
It's a very old proverb.
The best time to plant a tree is10 years ago.
The second best time to plant atree is now.
So get started.
That's the short answer.
The longer answer.
I would certainly invite anyleader of an organization to
(41:54):
explore the transformationalnature of learning.
I think we discussed last year.
This last year I've had theopportunity to publish 10X
Leader, which is a book aboutthe transformative nature of
learning with a lot of examplesof companies that have changed
the game for their employees,their customers and their
markets through learning.
The other is I would actuallyinvite anyone here.
(42:18):
I mentioned undistracted driver.
We would like also to enddistracted driving in the US.
So between now and the end ofthe year, if you would like to
try undistracted driver, just goto learnnet, slash habits and
we'll get you signed up and anycompany that is signing up with
learnnet.
We want to give themundistracted driver
(42:40):
complimentary with their habitbuilder, because we feel the
more people who are driving safe, the more we'll achieve our
goals.
So those are a couple of waysthat they could get started.
(43:21):
Okay, so I mentioned the oneminute manager.
I'm a huge fan and I definitelythink that one is worth a read
and it's not long and has veryactionable things to do as a
leader and safety leader.
The other would say is pick upJames Clear on habits.
(43:47):
Okay, let me reflect on thatfor a moment.
I think it's valuable that wetalked about behavior.
(44:13):
We didn't talk about overalljob roles and being able to
progress and help talent and thepeople in your organization
move forward from role to rolebased on learning.
We focused a lot on, in a givenrole, being able to create good
(44:36):
habits and good behaviors.
So I would say the even betternext is considering that
learning really changes thecapacity of all the people in
your organization and a risingtide rises all those.
So investing in learning foryour organization helps you to
(44:58):
be more productive, moreefficient, more profitable and
certainly attract and keep thevery best talent.
Oh yes, thank you, thank you,thank you, most certainly, most
(46:35):
certainly and quite frankly, youknow, unless you're done with
life, you should always belearning.
So once you achieve that nextgoal, set the next one.
Thank you, it's my pleasure.
(47:43):
I appreciate that.
(48:10):
It's my pleasure.
I hope I am officially now amember of the village.
Thank you, thank you, thank you, thank you so much.
(49:11):
Thank you, thanks, kenyan, havea great one.
(50:00):
Thank you.
you Well.
(00:35):
Thanks, Kenyon, I reallyappreciate being here.
Learn.
net just to give you some idea,we're on a mission to empower
the most critical professionalhabits and make them permanent,
so we're really dedicated tolearning and creating learning
that is going to makeperformance change.
(00:56):
So, we're just delighted to behere.
On Safety Link, well, I'mcoming to you from Atlanta,
Georgia, and I have lived allover though New York, dc,
(01:19):
Portland, San Francisco, Phillyand London so a few different
spots around, traveled aroundquite a bit myself, but in every
place, I've taken theopportunity to really dedicate
myself to learning.
I've been the head of learningand development on the customer
side and on the employee sidefor several different
(01:40):
organizations and throughout mycareer.
Really, to me, the impact thatpeople can make in their own
lives, their communities andtheir companies is what I've
been dedicating my career to.
So, when I saw the opportunityto come to learn.
net and impact an even largeraudience, help some more people
(02:02):
have a great impact with theirlearning.
That's why I'm here.
I think it's my upbringing.
(02:25):
I think we shared a little bitabout this when you and I got to
know each other.
I was raised in a small town inVermont and I didn't even
mention Vermont.
Shame on me.
And growing up, you know, wedidn't always have what we
wanted, but we did have what weneeded, and the reason is
(02:46):
because my parents reallydedicated themselves to making
sure that would happen.
When I was little apparentlythey would you know my dad had
come back from serving in EastAsia and got married and had a
couple of daughters and, youknow, had a few jobs to be able
to make ends meet.
So he and my mom would pull outthe big old popcorn bowl each
(03:12):
month and throw the bills in sothat they would figure out which
one they could actually pay offthat month.
You know it was a little hardto make sure they could make
ends meet.
His third job was being ajanitor at a local office
complex and he saw a listing oneday that said if you can type
(03:33):
35 words a minute, you can havea job at IBM.
It was the early 70s and it washard to get tech staff in
Vermont, and so he decided hewas going to figure out how to
do that.
Now, what I haven't told you isthat my dad grew up in the
backwoods of Maine and hisfamily of five lived in a small
(03:55):
cabin that at one point didn'thave running water but had like
a single light bulb from theceiling and such, and they
heated the place with afireplace and they cut their own
wood.
And one day when his brotherand he were chopping wood, my
dad was holding the wood, hisbrother was chopping and he
(04:18):
missed.
So really all his life myfather has been missing one and
a half fingers.
Now I'll remind you, thisparticular job he was ready to
get was required typing, andthat means he would have to do
that without all 10 fingers.
And I would say that one of thethings he did was he figured it
(04:41):
out.
He taught himself.
He realized that learning totype 35 words a minute was going
to be a difference between whathis family currently had and
what they could have.
So he figured out how to do itwith his two middle fingers.
Literally, to this day he stilltypes with his two middle
fingers.
Going after that, and by gollyhe did it.
(05:02):
He figured out how to type 35words a minute.
The thing about that experiencethat changed my understanding
of learning is that this onelearning experience changed our
family's trajectory for the restof our lives.
So he got that job at IBM, hegot a professional job.
He then learned more things,became a network
(05:26):
telecommunications analyst andeventually a project manager and
a program manager.
His daughters ended up bothgoing to college and getting
graduate degrees, so this reallychanged our fortunes forever,
and for me that means thatlearning changes your capacity
as an individual, and it'sreally why I believe so much
(05:48):
that learning is where we shouldbe putting our efforts.
(06:41):
Motivation is a funny thing.
A lot of people think that it'sup to a manager or someone
outside yourself to motivate youto do something, and I often I
mean I mentioned I worked with alot of different organizations
and those teams often would sayhey, we're the training team,
our job is not motivation, ourjob is to create training
(07:03):
materials and, quite frankly, Idisagree.
I do think that the learnerneeds to come motivated.
Right when we think about whywhy are you pursuing training or
why are maybe you're beingforced to show up, I'm not sure,
but truly motivation comes frominside a person and I think
(07:25):
that we can embed learningexperiences with motivation.
That's what we do in oursoftware.
We create rewards andgame-based things at
leaderboards and stuff to makeit fun, and then we reinforce
challenges, whether you get themright or wrong with feedback,
so that you can get motivated todo better next time.
(07:47):
But I do think that when youconsider what your motivation
should be, create a positivefuture vision of what happens
after that learning experience,set a goal and say what am I
trying to accomplish?
And then, what learning is itgoing to take for me to get from
where I am to where I'm going?
And that, to me, is whether youknow if you focus on something
(08:10):
that's difficult or traumatic.
This is, I would say, alsosomething that I learned from my
father's experience.
If you focus on what is thenegative or the traumatic,
you're going to stay there.
But if you instead say, whatcan I learn from this in order
to go forward, then you have thething that you, the gift from
that experience that you cantake forward, and then you know,
(08:32):
move forward with the learning.
That's a great question.
So we discovered at one point wehad a client challenge us many
years ago.
They said here's the thing wecan't pull people off their jobs
(08:56):
anymore.
We've trained and trained andtrained.
We can't spend more timetraining, but we need them to
perform better, and in this caseit was preventing fraud and
financial services.
And I'll get to safety in amoment but so the most important
critical top of mind issue theyhad was to make sure they were
(09:17):
always preventing fraud andprotecting consumers.
And they said can you give memore performance with less time?
And, believe it or not, we tookthat challenge and we said, ok,
we'll try.
So what we did is we actuallyfocused right down into where
learning really happens, whichis during performance, right,
(09:41):
when you challenge yourself,that is when learning happens.
So what we do at Learnnet isactually we build habits by
challenging usually on a dailybasis for most of our clients
it's for during the weekday andto be able to keep whatever
those new skills, behaviors,processes or policies top of
(10:05):
mind.
You get a challenge on a dailybasis, and so we combine brain
science, which is that challengebased learning, with AI
heuristics, so we use someartificial intelligence to be
able to redirect whichchallenges you get, based on how
fast you're learning, thedifferent components you want to
learn, and it becomes somewhatinvisible to you.
(10:28):
So that's really what Learnnetdoes.
Is we provide habituation, orcreating habits for skills,
processes and policies that arethe most important ones to keep
top of mind?
Sure, absolutely.
(10:57):
So you know we live in adistracted world and I don't
know about you, but constantlydistracted by the phone and
what's going on in the news andthe emails and that everything
else the phone calls.
It's just gotten really intense.
There's a lot of distractions.
(11:17):
So the challenge then becomeshow do we learn and make it
permanent when we're sodistracted all the time?
So the way it works for folks,for example, in a role where
safety is relevant, right, ifyou're on a manufacturing floor,
if you're in a constructionsite, if you're working on a
(11:40):
roadway, anywhere where safetyis relevant to you and I'll just
use this as an example Imentioned the fraud prevention
before, but for safety it's acritical, top of mind issue.
Right, it prevention is thething you want.
You can't say afterwards youknow, oh, we just had a safety
issue, right, that's far toolate.
(12:02):
So what we do is we actuallysend a challenge like a question
could be a multiple choicequestion or maybe a little
vignette video and you have toreflect on it, say, is that true
or false?
Is that the right policy?
What happened here?
And you get that challenge onyour phone or on your email,
(12:22):
depending on your role, and youjust answer it that day and over
time you might be talking aboutprocedures on you know when to
wear your hard hat, when to ropein for climbing on a ladder or
clip in, you know, in terms ofthe critical four issues right
(12:47):
related to OSHA, the fatal four.
So those are things we wantpeople to be watching out for
all the time, right, always.
So we create that habituation,we create that habit each day so
that when it comes to a pointwhere you're saying, oh, I know,
intellectually, I knowlogically it makes sense, I
(13:09):
should clip in there.
But I just answered thatquestion the other day and I'm
not going to miss it, right,because I did get reminded and
get reminded on a regular basis.
So that's really how any givenperson experiences it.
It's very subtle.
It's just responding to achallenge each day and then over
(13:30):
time it becomes just part ofwho you are.
It's your habit.
(13:55):
So let me talk a little bitabout how habits are formed,
partly because I think that theaudience will love this, because
people want to know what aboutmy bad habits, but they also
want to know how can I creategood habits.
So let me talk a little bitabout what I call the anatomy of
a habit, so the way a habitgets built for good or for ill
(14:17):
and I'll tell you a funny one.
For me you have to tell me someof yours.
Is that all right?
So you have three pieces tohave it when it's created in
your brain.
So the first part is called atrigger or cue it's.
(14:38):
The second part is the behaviorand the third part is the
reward.
When you have all those threethings present, they hook
together in your brain and movesomething from the front of your
brain, which is the logicalpart that thinks through things,
and it pushes it back to theback of your brain, actually in
your Madhula Oblongata, the sortof older part of your brain
(15:03):
that is more permanent and thatwhen you think, the first
thoughts go through the olderpart of your brain and it's only
when you slow down that you canthink intellectually with the
front part of your brain.
So we're trying to push thingsinto the habit area.
So how do habits get built?
I don't know about you, butafter a long day of work and I'm
(15:24):
tired and I come home, I willgrab a beverage, sit down in
front of the TV and I wantlittle salty potato chips to go
with that.
So every evening I think, oh,wouldn't it be nice to have some
potato chips with that.
(15:44):
So think about the behavior,which is the grabbing the potato
chips that's in the middle.
The trigger or the cue is botha feeling of tiredness at the
end of the day, it's timing,meaning after I come home at the
end of the day, and thenthere's also a location in front
of the TV.
(16:05):
Those three things arereinforcing the.
When these things happen, itmakes me want potato chips
because I've had behavior.
And then, after that behavior,I get that satiated, satisfied
feeling and that createschemicals in my brain that
reinforces it Because I've gotthose three things.
It reinforces it.
(16:25):
So every time I do it, it makesit harder to not do it the next
day.
That's how habits are built.
Do you have one?
Do you have one One?
Yes, so the dopamine itself isthe same dopamine.
(17:09):
There are other factors inplace and I am certainly not a
health practitioner, right, or amedical professional.
So there are other factors inplace with addiction that
increase it.
But at the beginning, at thebeginning of addiction, it is
similar because you're creatinga habit.
If you think so.
My father was a smoker for mostof his life, so I noticed that
(17:33):
it was when I'm taking a breakfrom work.
I go outside, I chat with mybuddies, I have a cigarette
right, there's a lot ofhabituation to that.
There's also nicotine, which isan addictive substance.
There's also also also alsoright, there's also other things
when you have addictivesubstances.
But the beginning of the habitis absolutely you get the reward
(17:58):
, which includes in your brain'sown dopamine, to make your
point, since I hadn't mentionedthat before.
You're actually creatingdopamine and then, if you add
excitement, you're also gettingnorepinephrine, right, and
adrenaline.
So, yeah, so it's fleeting,right.
(18:52):
So that's why it makes you wantto do it again, more and more
and more.
(19:16):
No, no, no, you created a habit.
I wouldn't give it a label ofgood or bad.
Now I have a goal to shed a fewextra pounds, so therefore my
potato chip habit is a bad habit.
However, having a piece ofchocolate as a habit help you
settle in, like if it's yoursettle down routine, and then
(19:39):
and by the way, there is somegood chemicals in chocolate as
well, right, and then it helpsyou settle down and it helps you
move into sleep.
That's a good habit.
You've told your brain.
(19:59):
You know there's location,which is your bedroom.
There's time, which is theevening.
There's the.
I'm going to have my piece ofchocolate and then I'm going to
settle down.
If it's not harmful to you, itis not a bad habit, kenyan.
So that is something when youthink about.
Hey, is it a bad habit everymorning to have coffee?
If it doesn't hurt you and youdon't have problems with
(20:20):
caffeine, it's not a bad habit.
So now think about when you goto work, when you put on your
safety vest, when you put onyour hard hat.
Those things are good habits.
(20:42):
And now I would push.
When you hop in your car and youautomatically put on your
seatbelt.
I don't know about you, butwhen, if the car is moving these
days and I do not have myseatbelt on, I don't feel right
because I have a habit ofautomatically putting that on.
That's a good habit.
(21:04):
We want that habit.
So when you're walking a site,just imagine that feeling.
If you feel like there'ssomething over you, like you're
about to walk under an arch andyou don't have your hard hat on,
you probably feel uncomfortable.
You're like wait, there'ssomething wrong.
I don't feel right.
That's good.
(21:24):
You've created a habit that ifthere's something above you, you
should have your hard hat on.
Good.
(21:49):
Yep, yes, all right, you don'twant to break the habit, right,
(22:46):
exactly, all right, okay.
(23:27):
So the way we do it in oursoftware is that if, for example
, driving, safe driving habits,including wearing your seatbelt,
is relevant to the job role,then it would be included in the
habits.
And so what happens is, whileyou're assigning your whole job
(23:52):
role set of habits the ones youknow well and you do well in the
software is learning how youlearn, and it says, oh, you've
got personal protectionequipment covered.
You understand that wholecompetency.
We call it a competency, but indriver safety, that person may
(24:13):
be not doing as well.
So what the software does andthis is where the artificial
intelligence comes into play isit realizes that, as you're
answering different questions,driver safety is one where you
need a little more work.
You're getting some more ofthose wrong, which is okay,
right, because we're teachingthrough feedback.
And it's saying it's giving youmaybe some statistics about how
(24:38):
more likely it is for you todie if you're not wearing a
seatbelt, if there's an accident, and so then, as you respond to
those things, it's going topresent more challenges in that
category, under that competency,and it's going to reinforce it
over time.
Now, what I love about this isit gives you another piece.
(24:58):
Since we're talking about humanlearning, I'll share this with
you.
Is that, even if you knew theright answer and you answered it
correctly and the next day youstarted trying to behave
differently for whatever reasonlike you said oh, you got us all
in the backing it out youactually experience a conflict
(25:20):
in your brain when you try tobehave differently than the way
you answered in the system.
The big word for this iscognitive dissonance.
So you experience a conflict inyour brain when you've answered
correctly, but you're trying tobehave differently.
And that's one of the othervery subtle things about our
software.
So I'll tell you one otherstory.
(25:42):
We're delighted to working witha nonprofit called let's See 43.
And we've collaborated withthem and other learning
professionals around the nationto build what's called
undistracted driver.
It's originally targeted atteens, because it turns out that
distracted driving is actuallythe number one killer of teens
in the US.
It's horrendous.
(26:02):
I don't know about you, butpeople's driving behaviors have
been pretty bad right Distractedby texting and who knows what
else.
So one of the things that youknow in the front of your brain
if I said, kenyon, should you beeating a big cheeseburger while
(26:23):
you're driving?
And he's like, no, we shouldn'tbe.
But then you'll probably tellme a story.
Or I'll tell you a story aboutthat time when I had a really
short lunch break so I ranthrough one of the
drive-throughs, grabbed acheeseburger and was eating it
on the way back right, stufffalling, whoops, you know.
(26:45):
Okay, something falling intoyour lap or only having one hand
to drive.
So, logically, it makes sense.
I know in the front of my brainthat I shouldn't be doing that,
but I'm still doing it anyway.
Right?
People know smoke is bad forthem, they still smoke.
(27:09):
However, if you're on theundistracted driving habit
builder and you've just in thelast week or couple of weeks or
even month, answered thequestion that says that shows
you the picture about the personeating cheeseburger and you're
like no, you shouldn't do it,and I know I've answered it.
I had a colleague do this.
They said I went and got mycheeseburger but I couldn't eat
it because I just responded tothe question.
(27:31):
I'm like I can't.
I just can't pick it up becausewhat have I done?
I've responded to thatchallenge in the software.
It's reinforced the chemicalsin my brain that says if I do
this I'm more likely to crash,if I do this I'm more likely to
be distracted, if I do this andsomething happens, I can't
respond.
And those reinforcements arenot letting me pick up that
(27:54):
cheeseburger, just like youcouldn't not put on your seat
belt while you were backing thecar out a few feet.
So this is what we mean bysaying we're intentionally
creating a conflict between whatwe know and what we're doing,
so that we recognize these arethe behaviors I should be doing
(28:17):
and we behave better.
Yes, yes, we lie to ourselvesall the time.
Right, I know I should, butthis is what I'm going to do
(28:38):
anyway.
Okay, okay, okay, okay, okay,okay.
(28:59):
So let me ask you this Do youhike at all, kenyon?
(29:42):
Okay, so imagine, you know, inthe woods, the first time
somebody walks in the woods,there's no path, right, you take
a certain way, but then two orthree or ten people take that
path or more, and they start tocreate some reinforcement, right
(30:03):
, and so then, when more peoplecome to the woods, rather than
going a different way, they say,oh look, there's a path here,
and they reinforce it more andmore and it gets things out of
the way, puts down more solidground, and that becomes the
path.
So that's what happens as webuild either good habits or bad
(30:26):
habits.
So when I was saying that, wetake the intellectual thing that
we know in learning and we pushit back to the back of our
brain and then we reinforce itwith the chemicals.
So every time we reinforce thathabit, we send more chemicals
down that same path, and thatpath is the cue or trigger, plus
the behavior, plus the rewardright Path, path, reinforce,
(30:48):
reinforce.
And so in order to change a badhabit this is why it's so hard
to change bad habits is that wehave to stop doing the habit in
order to stop reinforcing thosechemicals, which is the path or
the pathology, the way in whichwe are always thinking and doing
(31:09):
.
So we have to create adifferent path.
We have to say when this, thenthis.
So this is described in some ofJames Clear's work when he
talks about personal habits.
Obviously, we work on habitsacross large groups of people,
but what you're trying to do isto say, if this is the cue or
(31:32):
the trigger, do this instead.
Right, and reward yourself fordoing that other thing instead.
Create a reward system, whetherit's a feeling or a piece of
chocolate or whatever it takesto positively reinforce.
Let me ask you this how manytimes would you say in the last?
Maybe you do it, I don't know,but in the last week or month
(31:56):
did somebody catch your guysdoing something right in terms
of safety?
Hey, way to go with the hardhat.
Good job with the PPE I see youclipped in there.
Good job, I appreciate you.
We're not giving each otherrounds of applause for good
behavior.
We're just assuming that goodought to be and we're only
(32:19):
punishing when things go wrong.
So, firstly, that's too late.
But also it doesn't create anysort of reward system for the
thing we're trying to replaceand this is the other issue I
have, if I may, with once a yearor only when onboarding
training.
Because, firstly, we forget Fortime, we forget these things,
(32:43):
and you may train one day or oneweek, but what about the other
364 days?
Or what about the other 51weeks of the year?
The further you get from thattraining, the less you're
reminded of what you're supposedto do.
But also, most training doesn'tinclude context, unless you're
doing walking around and sayingokay, you see this here, this is
(33:04):
what you want to do here.
I want you to be aware of thishere and I'm sort of referring
to things that might be above meor below me or around me
they're situational, they arecontext-based.
So we talked about when you getin a car, put on a seatbelt.
So that's context-based.
But when you get on a lawnmower, do you put on a seatbelt?
(33:25):
Does it feel enclosed enough toyou to make you want to put on
that seatbelt?
Or do you figure I'm okay?
And then you get going and itgoes a little fast and you say,
whoops, what about an ATV?
So most habits are contextual.
The behavior comes after a cueor trigger.
(33:45):
So when we train and we don'tgive people enough of the
context, or in the real world, apolicy or a process or a
procedure needs to be done inmultiple contexts.
You know, based on yourexperience, kenyan, you've been
in so many differentenvironments that you could walk
inside a building and say thisis the situation here.
(34:08):
It's the same as the situationwhen we were over on the highway
over there, the same as thesituation when we were around a
bunch of large equipment overthere.
But those are three differentcontexts and our behavior occurs
and our learning has to beapplied in different contexts,
which is why I like gettingchallenges on a regular basis
(34:29):
over time, because you'reanswering a question again but
you're realizing, oh, thisapplies in this new context.
I'm in in the new site, in anew, with a new client, with a
new customer, with a newenvironment.
Absolutely, oh sure, right, norecognition for the minimums.
(36:53):
So there's a piece of the oneminute manager.
If you're familiar with thatbook, catch him doing something
right on a regular basis, andI'll add a funny one.
You know, I send my kids outevery day and I say give away
five compliments.
So the question is are wemaking a point to make sure we
(37:17):
recognize good behavior andreward good behavior, rather
than waiting for somebody to getit wrong so that we can catch
him out?
And certainly there'scorrective coaching, right?
Hey, in this situation this iswhat we need to do and here's
why, and hopefully we've caughtthat before something goes wrong
.
So the measuring of safety, Ithink, has two ends, right, on
(37:48):
the one end we say did youattend the training?
Or maybe you passed a testafter the training, which is
great, okay, that's on the verybeginning end.
And on the far other end, therewas an incident.
But what about in between?
What happens in between, wherewe might have some opportunity
(38:11):
to correct, to reward, torecognize?
That's one of the reasons whythe habit building works so well
is because they get a littledopamine hit every time.
They get something right andthey can say, yes, that's when
you clip it and yes, that's whenyou wear a hard hat.
Yes, that's, in fact, you'veidentified the dangerous
(38:32):
condition in the video you justsaw.
So that is a positive rewardand recognition.
We've got one client who theowner of the company challenges
their entire employee base to dobetter than him on the habit
(38:52):
builder and then he gives afinancial reward at the end of
the year for every person whodoes better than him on the
habit builder.
So at the end of the day thatactually costs him less than the
incidents would cost and hegets to send his people home as
whole as they were when theyarrived at work and he gets a
(39:16):
good reputation and people wantto work for him because they
know he cares about safety.
(39:52):
It's tough.
Nobody knows when they'veprevented something.
They only know when they havenot.
But you know what?
Congratulate yourself everysingle day.
That was incident free, thankyou, sure, so I'm going to use
(41:31):
an old proverb for this one.
It's not mine, of course.
It's a very old proverb.
The best time to plant a tree is10 years ago.
The second best time to plant atree is now.
So get started.
That's the short answer.
The longer answer.
I would certainly invite anyleader of an organization to
(41:54):
explore the transformationalnature of learning.
I think we discussed last year.
This last year I've had theopportunity to publish 10X
Leader, which is a book aboutthe transformative nature of
learning with a lot of examplesof companies that have changed
the game for their employees,their customers and their
markets through learning.
The other is I would actuallyinvite anyone here.
(42:18):
I mentioned undistracted driver.
We would like also to enddistracted driving in the US.
So between now and the end ofthe year, if you would like to
try undistracted driver, just goto learnnet, slash habits and
we'll get you signed up and anycompany that is signing up with
learnnet.
We want to give themundistracted driver
(42:40):
complimentary with their habitbuilder, because we feel the
more people who are driving safe, the more we'll achieve our
goals.
So those are a couple of waysthat they could get started.
(43:21):
Okay, so I mentioned the oneminute manager.
I'm a huge fan and I definitelythink that one is worth a read
and it's not long and has veryactionable things to do as a
leader and safety leader.
The other would say is pick upJames Clear on habits.
(43:47):
Okay, let me reflect on thatfor a moment.
I think it's valuable that wetalked about behavior.
(44:13):
We didn't talk about overalljob roles and being able to
progress and help talent and thepeople in your organization
move forward from role to rolebased on learning.
We focused a lot on, in a givenrole, being able to create good
(44:36):
habits and good behaviors.
So I would say the even betternext is considering that
learning really changes thecapacity of all the people in
your organization and a risingtide rises all those.
So investing in learning foryour organization helps you to
(44:58):
be more productive, moreefficient, more profitable and
certainly attract and keep thevery best talent.
Oh yes, thank you, thank you,thank you, most certainly, most
(46:35):
certainly and quite frankly, youknow, unless you're done with
life, you should always belearning.
So once you achieve that nextgoal, set the next one.
Thank you, it's my pleasure.
(47:43):
I appreciate that.
(48:10):
It's my pleasure.
I hope I am officially now amember of the village.
Thank you, thank you, thank you, thank you so much.
(49:11):
Thank you, thanks, kenyan, havea great one.
(50:00):
Thank you.
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