An introduction to JumpShift - Innovators in learning design.

1. JUMPSHIFT
Innovators in learning design

2. OUR MISSION:
Inspiring smart
action
We aim to improve performance
in life
and at work, with our research-
backed approach.

3. We’re building adaptive leaders
As you progress through your career, it’s less about what you do
and more about your how you work
Progress through
your career
SPECIFIC
What you do
GENERIC
How you
work
A number of researchers have found that the most effective leaders are adaptive – they are able to change and adapt their approaches and learn new ones
as situations change. McCall, Lombardo and Morrison (1998) found that newly promoted managers who relied on the skills that got them promoted often
failed in their new roles. As the title of master executive coach Marshall Goldsmith’s book suggests, ‘What got you here won’t get you there”. Instead we
need to help people continuously learn so they can adapt and grow as situations change.

4. Most learning approaches tell us what we ought
to know. That’s not enough.
If knowledge or ‘content’ were all it took, we’d all have a six-pack abs!
We need to think about the knowing and doing parts of our brain.
85-95%
AUTOPILOT
& HABITS
(System 1,
Waking Sleep)
5-15%
CONSCIOUS
DELIBERATE
THINKING
(System 2)
This is the knowing part of
our brain – it is the bit that
we traditionally ‘learn’
through. But knowing stuff
doesn’t necessarily
translate into action.
This is the doing part
of our brain – it only
understands action
and is changed with
action + feedback.
+ These dual systems are referenced in a lot of fields. Two of our favourites are;
Thinking Fast and Slow, by Daniel Kahneman + Smart Change: Five tools to create new and sustainable habits in yourself and others, by Art Markman.

5. We learn best with action. Smart action.
Why? It’s the way we’ve evolved to learn.
• Back in the day, we didn’t do anything unless it mattered.
• We had to hunt out our own inspiration to create solutions, which was embedded in
our environment.
• We advanced as people and societies by taking action, we weren’t sitting around
thinking about things.
• We sought order and meaning with repeating patterns. The cycles of the moon, the
sun - it’s how we make sense of our environment.
• We were intensely social - we didn’t grow bigger muscles we built bigger brains to
collaborate together.
The most effective way to do it,
is to do it.
Amelia Earhart
We couldn’t
agree more!

6. An ‘optimal learning environment’ looks
like this

7. Or… we’ve
summarised it as D-
I-Y™
JumpShift’s D-I-Y™
(Diagnose, Inspire, Your Action)
process brings the research to life.

8. OUR APPROACH:
D-I-Y™
Diagnose
Inspire
Your Action

9. What is ‘Diagnose’?
• Creating meaning for yourself. Focusing on a relevant opportunity or challenge, primes you for learning.
What are your goals? Where are my opportunities to learn? These create meaningful drivers for your own
learning, that have motivational value.
• Doing away with old-school ‘learning outcomes’. Adaptive leaders aren’t drip fed pre-worked out solutions.
Adaptive leaders build their own solutions, based on their own situation. This is important because people
can stop thinking for themselves when an expert offers advice. Discovering your own insight gets a
neurochemical boost. A similar phenomenon is referred to as the IKEA effect – where we highly value
what we create ourselves. +Expert financial advice neurobiologically "offloads" financial decision-making under risk, Engelmann JB, Capra CM,
Noussair C, Berns GS, 2009. Link + The IKEA Effect: When Labor Leads to Love, by Michael I. Norton, Daniel Mochon and Dan Ariely Link
• Developing adaptability. In increasingly complex VUCA environments, we don’t need more content, we
need to know how to take stock of our environment and try out solutions to adapt to our situation. We
need less ‘science’ and more ‘scientific thinking’. (I.e., less “Here’s what we found you should do in x
environment’ and more “I hypothesize x will happen if I do this, let’s find out if it goes that way”. +Future
trends in leadership whitepaper Link
• Being conscious of what and how we spend our time. Knowing where are we concentrating our time, what
are we focusing on…these conscious practices have been shown in the research to improve focus, reduce
stress and a whole host of other benefits. +Summary of mindfulness research Link

10. What is ‘Inspire’?
This is the ‘10% cognitive’ in the 70:20:10 model – we think this learning can be even more impactful when
it’s delivered with;
• Pull-based relevancy. When information is relevant we remember it and act on it. Pulled content is by
design more relevant to a learner’s unique situation and more likely to be useful in application.
Supporting learners to pull their own relevant content also decreases reliance on ‘development’ events
and promotes self-reliance. Toyota’s Kanban approach which revolutionised manufacturing involved
getting the information you need for the current situation, as you need it. +http://www.toyota-
global.com/company/vision_philosophy/toyota_production_system/just-in-time.html
• Offered from best-practice, research or from peers – We know inspiration can come from anywhere – not
just academia. ‘Shirley lost 10kg eating watermelons for a week’ often has more impact than ‘Research
has shown watermelons aid weight loss in 50 subjects’. We only need to look at the popularity of
TripAdvisor, yelp!, Wikipedia et al to see we value what our peers think. +Why Do We Trust Our Peers More Than “Experts”?
Larry D. Rosen, Link
• In micro content ‘chunks’ – content delivered simply reduces cognitive overload.
• Create your own solutions People stop thinking for themselves when an expert offers advice. Discovering
an insight gets a neurochemical boost. A similar phenomenon is referred to as the IKEA effect - we highly
value what we create.

11. What is ‘Your Action’?
• Action learning is enshrined in the 70:20:10 model; 70% of learning happens on the job, 20% from feedback
and coaching, and 10% from reading and courses. We think action learning initiatives are even more
impactful when we’re inspired to take an on-the-job action based on pulled content that is relevant to us, and
is working towards a goal we’ve set. +Ref both Prof Art Kohn ATD Global 2016 and adapted from Morgan McCall and our colleagues working at
the Center for Creative Leadership (CCL) 70:20:10. Benchmarked to COM-B behavior change model
• Includes time to reflect on your action. Taking the time to reflect at the end of a day boosts individual
performance by 23%. As Peter Drucker said: “Follow effective action with quiet reflection. From the quiet
reflection, will come even more effective action.” +Reflecting on work improves job performance, research by Prof. Francesca Gino et al
Link
• Gives the opportunity for ‘deliberate practice’. Deliberate practice is how we achieve peak performance - the
very best people know this and continue to improve themselves. As in sport, leadership needs practice and
feedback, practice and feedback. +Peak: Secrets from the new science of expertise, by Anders Ericsson + Robert Pool
• Prototype to build your way forward - Prototyping and iterating allows us to gather feedback and improve.
Actions provide a trial and error way of knowing what will work – and what won’t! +From IDEO’s Ideas to Action Design
Thinking Course
• Builds new habits and behaviour. To rewire our habits, we need to work on the doing part of our brain to
move knowing into action. “Once a small move has been accomplished, forces are set in motion that favour
another small win” +The Power of Habit: Why we do what we do and how to change, By Charles Duhigg
• Heat – Unless we’re given the opportunity to so something new, we’ll do what we’ve
always done. +Heat: A primary condition in Vertical Development - Vertical Leadership Development whitepaper Link

12. What is the environment we create?
• A supportive facilitated environment. We help you feel comfortable sharing your wins and your fails
(We’ve all been there!) We make sure everyone gets the opportunity to contribute equally. Creating this
‘psychological safety’ is important and leads to better results. +What Google learned from its quest to build the perfect team.
Link
• We get manager’s involved. We’ve found it matters a whole lot more if our manager cares as well. +Our data
from 100’s of programs show greater manager engagement equals much better outcomes
• We build on the knowledge in the room. Gathering independent thought first, then aggregating, makes
us all smarter. +The Wisdom of Crowds by James Surowiecki
• We get colliding perspectives. A key component of vertical development – exposure to different
worldviews and backgrounds challenges our existing mental models and increases perspective. +Vertical
Leadership Development whitepaper Link
• We repeat the D-I-Y process. Repeating this process a number of times gives you a structure to become
self-sufficient in driving your own learning and development, and further supporting becoming adaptable
leaders. +’Repeat to remember, remember to repeat’. A guiding mantra from Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and
School by John Medina.
• Sustainable ecosystems. We provide the opportunity to impact our teams, systems and culture as well.
Unless we can also change our environment, we can’t effect lasting change. +Better pond, bigger fish: Five ways to
nurture developing leaders in an ecosystem for growth Link

13. WHAT DOES IT
LOOK LIKE FOR A
PARTICIPANT?

14. Integrated face-to-face and virtual sessions
360 Pre-work
Digital
learning
Virtual
session
Digital
learning
Digital
learning 360Face to face Face to face
Here is what a JumpShift programme may look like.
Integrating face-to-face workshops with virtual sessions to build a network and work around calendars.
Ongoing digital learning in-between events builds habits, and allows social collaboration and support.

15. Our Adeption platform supports all our
programmes
COACHING
MATCHED TOOLS
BIG DATA
PEER COLLABORATION
Learning algorithm connects you to
content specific to you.
Participants can also create and
share top tips and ideas.
Coach dashboard shows progress
and enables online coaching.
Capture and collate key challenges
and opportunities.
Share insights, challenges, wins.
Build a culture of improvement.
Reflective questions build self-
awareness.
Action planning and check-ins build
feedback and learning.
+ 30%
Demand and impact
10 x
Relevancy
+100%
Strategic insights
+40%
More results

16. The results
These programmes have achieved impressive results.
• Over 80% of JumpShift’s participants are rated by peers as ‘significantly
improving’ their leadership skills.
• Participants also make 20 to 30% gains in personal productivity

17. References
Developing adaptability: Future trends in leadership whitepaper Link
Consciousness works: Summary of mindfulness research Link
Create your own solutions: Expert financial advice neurobiologically "offloads" financial decision-making under risk, Engelmann JB, Capra CM, Noussair C, Berns
GS, 2009. Link + The IKEA Effect: When Labor Leads to Love, by Michael I. Norton, Daniel Mochon and Dan Ariely Link
Big networks + colliding perspectives: Primary conditions of Vertical Leadership Development. Vertical Leadership Development whitepaper Link
The people around us have a huge influence on what we do: Invisible Influence: The Hidden Forces that Shape Behavior, by Jonah Berger
Sustainable eco-systems: Better pond, bigger fish: Five ways to nurture developing leaders in an ecosystem for growth Link
We rate peer info as highly as experts: Why Do We Trust Our Peers More Than “Experts”? Larry D. Rosen, Link
Manager support: Data from 100’s of programs by our sister company JumpShift; greater manager engagement equals much better outcomes
Wisdom of the crowd: The Wisdom of Crowds, by James Surowiecki
Building habits: The Power of Habit: Why we do what we do and how to change, By Charles Duhigg
Heat: A primary condition in Vertical Development - Vertical Leadership Development whitepaper Link
The importance of reflection: Reflecting on work improves job perforfamce, research by Prof. Francesca Gino et al Link
Deliberate practice: Peak: Secrets from the new science of expertise, by Anders Ericsson + Robert Pool
We’re better busy: Finding Flow: The Psychology of Engagement with Everyday Life, by Mihaly Csikszentmihalyi
Prototype to build your way forward: From IDEO’s Ideas to Action Design Thinking Course

18. R Pascale
It is easier to act your way into a new
way of thinking than to think your way
into a new way of acting.

19. Appendix

20. Future leaders need to be able to think and act
differently
By developing vertically and changing behaviour.

21. Some of Adeption’s features
INTRO CONNECT INSPIRE
ACTION NUDGES INSIGHT SHARE
IDEAS
Information,
polls
+
assessment
Capture
inspiration
Reflective
questions
Content tools
+
others’
insights
Design +
calendar
on-the-job
actions
Behavioral
reminders
from platform
+ peers
Action
reflection
+ learning
Curated social
connections ,
messaging
+ shared
spaces

22. Adeption Screenshots
Step 1: Reinforce
Test your knowledge
Think about how you
could use the content
in your work
Check out what other
people said in the
word cloud

23. Adeption Screenshots
Step 2: Set personal goals
Check out what other
people said in the
word cloud. Click on
words to see full
answers.

24. Adeption Screenshots
Step 3: Identify barriers
This is the doing part
of our brain – it only
understands action
and is changed with
action + feedback.
What might get
in your way?

25. Adeption Screenshots
Step 4: Connect with tools + content to achieve
your goals
This is the doing part
of our brain – it only
understands action
and is changed with
action + feedback.
What tools are
relevant to you?

26. Adeption Screenshots
Step 5: Apply what you’ve learned to improve
how you work
This is the doing part
of our brain – it only
understands action
and is changed with
action + feedback.
This is the doing part
of our brain – it only
understands action
and is changed with
action + feedback.
Put your knowledge
into action and
reflect on how it
went