When we think of stress, we often think of it as something purely negative – something to be avoided while designing training and development programs. We constantly talk about creating a stress-free environment for learning.

The truth is that stress isn’t always the villain. Moderate stress, or controlled stress is essential for optimal learning.

Yerkes-Dodson and the inverted U-curve

The Yerkes-Dodson Law, developed in 1908 by Harvard psychologists Robert M. Yerkes and John D. Dodson, established a now-famous principle in behavior psychology: memory and performance increase with arousal (stress), up to a certain point. The catch is a certain point, meaning too much stress can lead to a decline in memory and performance.

Often referenced as the Yerkes-Dodson curve, it is not discussed nor utilized enough in corporate learning and development. Instead of training design with controlled stress to heighten attention and improve memory formation, many learning professionals default to overly simplified approaches that priortize comfort over cognitive engagement.

Stress, Cortisol, and the Brain

While often misunderstood in the corporate learning space, the neuroscience behind the Yerkes-Dodson curve is quite interesting. Small odoeses of cortisol (stress hormone) along with the appropriate levels of norepinepherane (neurotransmitter) increase learner attention – and as a result, improve learning. Additionally, according to Nature Review Neuroscience, moderate stress can enhance synaptic plasticity in the hippocampus, the brain’s center for memory encoding and spatial intelligence.

Of course, stress must be carefully managed. While the arousal of learners can lead to increased learner metrics, there is a tipping point where the benefits reverse.

Too much stress can hinder learning and result in cognitive overload, which is why its important to design training with controlled or positive stress in mind. The goal here is to challenge adult learner just enough to trigger their attention and engagement, but not overwhelm them.

Designing training with controlled stress in mind

For the fans of adult learning theorist Malcolm Knowles, we can all agree adults need to know why they’re learning something. And this concept aligns great with introducing stress into adult training. Real-world simulation training naturally introduces the type of stress that focuses attention and boosts retention. It also introduces stress that is relevant to the adult learner’s occupation.

How else do we introduce controlled stress into learning design?

• Simulate real stakes
• Use the challenge framework
• Encourage active problem solving
• Balance stress with recovery time

Conclusion

As learning designers and corporate trainers, our responsibility is to create experiences that reflect the challenges learners will face on the job. To do this effectively we need to move beyond the outdated idea that all stress is detrimental to learning. Instead, we should embrace stress to heighten learner attention, deepen engagement, and improve memory retention.

Stress isn’t one of the villains of learning. When properly introduced, it’s one of its greatest accelorators.

This post offers a very simple overview of the topic. For those interested in diving deeper, I encourage you to read more about the Yerkes-Dodson Law and the broader field of memory science.

EduPivot LLC is a learning agency that specializes in empowering small and mid-sized companies with tailored eLearning solutions. Whether you’re seeking to optimize existing training programs, implement a cutting-edge LMS, or craft custom eLearning tailored to your industry, we’ve got you covered. Contact us for a free consultation.