Did anyone else read the recent Huffington Post article, “The Surprising Secret to Employee Engagement,” which examines the relational aspects required for sustained engagement?

The author, Matt Tenney, who also wrote Serve to Be Great, made the admittedly apt observation in such a way that it seemed the concept of meeting the emotional needs of individuals had not been previously identified as critical. The article was good, and the concept was valid, but I found myself thinking: What about Maslow? Why is this surprising? 

It is important to consider this same issue in our respective roles in learning and development. Have we, as developers of talent, forgotten this cornerstone of progress? Are we forgetting the most fundamental needs of our learners?

While I understand that it is true that we may not have the time necessary to develop a relationship with every individual we offer training and facilitation to, we still cannot fail to acknowledge these building blocks to success. 

Maslow asserted in his famous essay, “A Theory of Human Motivation,” that only when an individual meets one need can he look toward the next developmental step. An individual can get “stuck” on a certain step until a way is found to fulfill that need.

On some level, we acknowledge the importance of meeting these needs. Why else do we have drinks and snacks at our sessions when possible? Why else do we make sure to provide adequate comfort breaks? Why else do we get frustrated when our training rooms are too hot or too cold? We all know, deep down, that these things matter. 

Where we seem to forget Maslow, however, is at the third and fourth levels. While we can empathize with our learners for being uncomfortable physically, we forget just how important it is for them to be “emotionally comfortable”—to be part of a group and shown respect. 

Here are a few ideas to help keep Maslow’s philosophies alive and well in the training room:

• Let the learners speak and really listen to them. Show value for what they say by emphasizing it and referencing the speaker later in the session where appropriate.

• Respect the boundaries of participants. If one opts out of an exercise, let them. Encourage them to challenge themselves but respect their final decisions.

• Expect more, and don’t forget to teach to the top! Failing to give credit to the learners will show through in your sessions, and frequent checks for understanding will allow the facilitator to make sure the message is being understood.

• Be a human being. Admit if you make a mistake or if someone has a better idea than yours. Introduce yourself. Share (not over-share) personal anecdotes if they apply.  Be approachable during break periods and before or after sessions. What you say will carry more weight if you are relatable and sincere.

• Don’t shy away from positive feedback for both individuals and the group at large. Again, show learners that their input and participation is noticed and valued.

  Remember, the goal of training is to provide information that can be put into action, regardless of the training type, but we must first train people—not topics.