What drives behavior change? Is it the ample opportunities to practice the desired behavior? Is it the well-designed training program or the consistent support of the manager?

When creating learning programs, instructional designers tend to focus on these extrinsic components to create an environment that’s conducive to change behavior. However, in a situation where change is the norm, it has become increasingly necessary to focus on the intrinsic. What must occur within the learner’s thoughts, feelings and beliefs to ignite a change in their behavior?

These thoughts, feelings and beliefs play a powerful role in our behavior. They present the truths about our capabilities and the way the world works. They drive our actions and create the impetus to change.

Shawn Anchor, author of “The Happiness Advantage,” spent years researching and lecturing at Harvard University. He argues that happiness promotes our success rather than the conventional wisdom of working hard to achieve success. Focusing on positive thoughts, feelings and beliefs triggers our brains to become more “engaged, creative, motivated, energetic, resilient and productive at work.” The more “turned on” our brains are, the easier it is to change our behavior. Imagine if the learner’s brains embraced such a positive outlook. How might this impact the adoption of new behaviors?

While happiness can encourage our openness to change behavior, the thoughts, feelings and beliefs can actually hinder it.

Alan Fine, author of “You Already Know How to Be Great,” calls these existing thoughts “interference” and suggests eliminating them. For example, if a manager has to have their way, one might think they are arrogant and probably doesn’t care what their team thinks. How might this type of manager impact an employee’s ability to focus on changing behavior? Probably not a lot.

Focusing on the learner’s state of mind is critical to changing behavior. The question then becomes how to best ensure that their thoughts, feelings, and beliefs are primed for change. Here are a few thought starters:

–        When designing learning programs, use activities such as scenarios and role-plays to demonstrate how thoughts, feelings and beliefs impact behavior. For example, a coaching conversation looks very different when the coach has positive rather than negative thoughts and feelings. Oftentimes awareness is the first step to changing behavior.

–        Ensure that learners are tapped into their own thoughts, feelings and beliefs at all stages of the learning program. Give learners time to reflect on their inner state before they even begin, so they are primed to take ownership of their emotions around their own performance. The goal is to identify their own interference so they may determine how best to manage it.

–        Build time into the training program for learners to focus on building positive thoughts, feelings and beliefs. This may include designated time to write down one positive experience from the past 24 hours to help focus on the meaning of interactions rather than endless tasks. Learners can also write a quick thought on a post-it note (or post on a discussion board) thanking or applauding a fellow learner that helps others feel a connection.

These are just a few examples of ways instructional designers can help prime the learner’s internal state for behavior change. By helping them focus their thoughts, feelings and beliefs on the positive, they will be better equipped to foster change.