Thinking and Behaving Differently

Good behaviours accelerate business…

At Davies we’ll help you move away from designing learning in a silo, we’ll work with you to understand the context, the measurement and potential barriers to help build behaviours at scale and to ensure a single vision of what “good” looks like.

Designing learning to share knowledge is really only one part of the story. To be truly effective, learning needs to be designed to account for the variety in diverse human behaviours. Afterall, most learning programmes have arisen due to a desire to either change behaviours towards adopting something new, or, to prevent repeated mistakes holding the business back.

Designing for Human Beings

The importance of natural human tendencies and behaviour cannot be overstated as factors in driving change. People often naturally resist change and prefer to continue with the status quo. This is a considerable barrier to business-wide change. Learning experience design thrives with a behaviour-first approach. This means establishing clearly the performance issue we are looking to solve, the barriers to success in process, the environment and also for the human beings we are seeking to influence. Investing in learning is investing in your greatest asset, we will help you ensure that your spend adds value not just cost.

Talk to us!

Get in touch

Case study: Coaching Blended Experience

Find out more

Relevancy

Learning experiences need to be personally relevant to the people participating. Each user should know what they need to do, when they need to do it by, and how they’ll benefit from doing it. They should be able to intuitively navigate to, and through, the content that applies to them, and to apply it in the real world in a way that’s relevant to them.

Relatability

Significant barriers can be overcome and key emotions tapped into if learning is made contextual and relatable to its intended audience. Ideally learning experiences should feel like a realistic extension of the learners working day, overcoming cognitive bias and helping them clearly connect to the ‘what’s in it for me’.

Reality

It’s critical that the experience is designed with a realistic, holistic view of how our learners will access, engage with, and go through the change process. Measurement should be considered at this early stage too, and consideration given to what what went before and what will come after is key. Often the reality of change programmes includes significant and contradictions.