Behavioral Science Insights to Boost Training

In L&D, we’d love our learners to be rational, attentive, and motivated. I mean, why wouldn’t someone engage with a beautifully designed module or build a skill that helps them succeed?

But in reality, even the most thoughtfully crafted training doesn’t always land. People are influenced by cognitive shortcuts, unconscious biases, and environmental cues, all factors that often get in the way of sustained engagement, attention, and motivation.

Fortunately, the field of behavioral science can help. Behavioral science gives us research about how people actually think, decide, and behave. As L&D professionals, understanding these principles helps us design learning experiences that are not just well-intentioned but behaviorally informed.

Here are four behavioral science concepts that frequently show up in workplace learning and how to design with them in mind.

1. Social Proof

What is it?

Robert Cialdini, author of the book Influence: The Psychology of Persuasion, tells us that social proof is when people look to others to decide how to behave, especially in ambiguous or uncertain situations. A 2008 study found that hotel guests were significantly more likely to reuse towels when informed that the majority of previous guests had done so.

How it shows up in L&D

Low participation can quietly signal that something isn’t worth engaging with. If learners don’t see others participating in a training, they may assume disengagement is the norm.

Designing for it

Make engagement visible. Try highlighting how many peers have completed a module. Use leader quotes or peer testimonials to demonstrate commitment. A simple statement like “90% of your cohort has completed this week’s challenge” may shift norms and increase perceived value.

2. Peak-End Rule

What it is

We tend to judge experiences based on how they felt at their emotional peak and how they ended, not based on the entire experience. In one study, participants held one hand in painfully cold water for 60 seconds. In a second trial, they did the same, but the last 30 seconds were slightly warmer. Despite being exposed to pain for longer, most participants preferred to repeat the second experience, showing that our memory of an event may be shaped more by how it ends than how long it lasts.

How it shows up in L&D

Even well-structured training sessions can be remembered poorly if they end abruptly or include a frustrating moment near the end.

Designing for it

Build in a high-energy or emotionally resonant moment toward the close of your session. This might be a story, a compelling insight, or an engaging discussion. End intentionally with reflection, a key takeaway, or a motivating next step. Don’t let the session fade out.

3. Loss Aversion

What it is

People feel the pain of losses more strongly than the pleasure of equivalent gains. In one study, participants consistently rejected bets in which the potential gain slightly exceeded the potential loss, demonstrating our tendency to avoid even minor risks of loss.

How it shows up in L&D

Vague or abstract benefits like “grow your leadership skills” may not feel urgent or compelling. Learners need concrete reasons to engage, especially when time is tight.

Design for it

Frame benefits in terms of what learners might miss out on: “Managers who skip this training often struggle with delegation later.” Use time-bound access or early registration to create a mild fear of missing out. Even low-stakes scarcity can nudge behavior.

4. Demand Characteristics

What it is

When people sense they’re being observed, they often behave in ways they believe are expected, whether consciously or not. In one study, participants continued performing a meaningless task (repeatedly adding numbers) long after it served any purpose, simply because they thought the researcher expected them to.

How it shows up in L&D

Learners may “perform” well during training and answer correctly or follow modeled behavior, but then revert to old patterns afterward. In these cases, training reflects what learners think they should do, not what they’ll actually do on the job.

Design for it

Avoid overly scripted scenarios that imply a “correct” answer. Instead, introduce ambiguity. For example, present a complex team dynamic with no obvious hero/villain, and ask learners to consider competing priorities. This encourages authentic reasoning over performance.

Takeaway

Learners are human: busy, biased, and influenced by context. When accounting for how people actually think and behave, programs become more impactful, memorable, and behaviorally aligned. Behavioral science isn’t just a lens for observing behavior, it’s a tool for designing better learning.