Many companies suffer from a lack of talent to cope with their business change, be fast and meet the challenges of an established, crowded, and busy organization — only 11% of companies are projected to do so by 2021 strong. Closing these two areas allows Leadership Development to gain knowledge, expertise, and knowledge to embellish change and lead change in others.

Leadership Development often have a familiar character, skills, and leadership style — although they keep abreast of what it takes to be a good leader — the real problem is their ability to do more when the job is overwhelming or reluctant to do so an act or a new behavior that is not valued by their corporate culture. This conclusion is based on our human biology: our brains see change as a threat to future uncertainty, to cause delayed behavior, or simply to reduce our motivation for change.

Explain the change in character – I use a module developed by a Stanford professor: BJ Fogg. According to Fogg’s style: to create a new character, to control or improve an existing character, three things need to change: motivation, ability, and delay. In the context of learning, these principles can be changed to encourage people to engage in positive behaviors to change and begin to develop activities or behaviors to achieve a particular goal.

The 3 elements of behavioral change to be embedded in the development of leadership are:

1. Motivation

Motivation is something that changes people because it can be short-lived and often when we have a goal or objective. People may find that achieving goals requires effort and a lack of motivation.

Here are some principles to be considered to enhance the level of motivation to achieve change in behaviors:

  • We tend to engage in behaviors in which achievements are recognized.
  • Using action trackers to communicate progress and next expectations is a way to engage learners in the optimum flow where actions are kept in control: still within their capabilities but challenging enough. As both boredom (because the challenge is too easy) and anxiety (if too difficult) lead to disengagement.
  • Deciding on how to act towards a challenge in a risk-free environment enhances engagement in the learning. This is boosted by letting learners set their own learning goals.
  • The way a facilitator creates a narrative that is personalized, genuine, and relatable helps learners engage in different perspectives than their own.

2. Ability

Students should be able to complete the learning activities they need or have problems with. If the step is too difficult, the brain triggers “fear of change” signals that create the opposite; students should receive information and training during care. Activities should be made shorter and simpler by minimizing tests such as time-consuming, financial, physical, or cognitive resources.

Instead of positive persuasion, it is important to learn and practice if you are light-hearted about techniques such as short-term training (micro-learning) and training with micro-habits that stabilize physical activity and consciousness. Better flexibility is seen in design features with the following features:

  • Relevancy: the behavior should be done in the context of the learner’s work and be tailor-made to their specific aspiration.
  • Simplification: learners should be able to perform short and effortless actions—for example, two minutes of planning for the three most important tasks of the day.
  • Consistency: repetition of micro-habits allows to create rituals that become automated without cognitive efforts. If doing a target behavior causes overthinking, then we do not see the behavior as simple, which harms the brain processing fluency.
  • Feedback: Prompt feedback as learners interact to make it easier for them to adjust their behaviors and maintain their engagement

3. Prompts

Despite the desire to perform specific actions, we often forget about them. A familiar situation or situation should be included in the curriculum to remind the student that they are learning the skill.

To meet today’s management development needs, the path to “learning” is important rather than simply imparting information – a list of skills needed to complete a project that grows every year. The old class or coaching training may not have the long-term respect as the potential that requires a change in attitude.

In many cases, leaders need to learn and practice in two areas: 1. how they treat themselves (such as knowledge, intellect, ability, etc.) and 2. how to inspire others.

In the Middle East, Bessern initiated the first EdTech in the promotion of ethical science management, which produced measurable results in organizational efficiency, well-being, and personnel.

Upskilling leaders requires a shift in learning methodology, where crafting new behaviors is the only proof of success. People can only acquire new behaviors by consistent practice, personalization, continuous feedback, and measurement of progress.