Learning for Good | L&D Solutions and Leadership Development for Nonprofits
Jul 6, 2026 · 14 min · 7 segments
Your staff already know what to do and how to do it. So why are they still not doing it? In this episode of Learning for Good, I break down why explaining the why is one of the simplest and most…
So what did my CrossFit coach do that changed everything for me? She explained why, and that's really what I want us to talk about today.
How often do we create training or roll out an initiative and we don't explain the why? My guess is we do it a lot, and it's funny because one of the first things I learned when I began to study adult learning twenty years ago is that adults want to know why they are being asked to do something.
It's one of the first things I learned, and yet it's so easily overlooked.
But here's my question as I started thinking about this and thinking about the box jump.
Does it really make a difference? Does telling someone why really make a difference? And this is where it gets interesting.
Could telling people why impact behavior? So Langer was ready to test this idea, and she chose her, quote-unquote, "lab", right, as a busy copy machine on a college campus.
Now, remember, this is the '70s.
Everyone had to make copies if you wanted to bring information home with you.
So there were often lines of people at the copy machines.
Langer had people approach the copy machine and ask to cut to the front of the line.
Now, I don't know how long it's been since you have stood in a line, but people generally don't want you to cut, right? I was just in line to enter Wrigley Field for a concert recently.
We all had tickets.
We all had seats.
And yet, right in line, there were lots of small little pushes and side eyes and comments as people tried to inch their way in.
So I can't imagine people welcomed the idea of cutting in line at a copy machine.
So Langer, in this study, had people use three different requests to break in line.
The first request, "Excuse me, I have five pages.
May I use the Xerox machine?" There was no because.
There was no reason why, just, "May I use the Xerox machine?" The second, "Excuse me, I have five pages.
May I use the Xerox machine because I need to make copies?" Which keep in mind, everyone in line needed to make copies.
[laughs] The third, "Excuse me, I have five pages.
May I use the Xerox machine because I'm in a rush?" Now, what happened? In the first instance, "Excuse me, I have five pages.
May I use the Xerox machine?" Again, no because, no excuse, no reason why.
60% of people allowed that person to cut in line, which is higher than I would actually anticipate.
So what did my CrossFit coach do that changed everything for me? She explained why, and that's really what I want us to talk about today.
How often do we create training or roll out an initiative and we don't explain the why? My guess is we do it a lot, and it's funny because one of the first things I learned when I began to study adult learning twenty years ago is that adults want to know why they are being asked to do something.
It's one of the first things I learned, and yet it's so easily overlooked.
But here's my question as I started thinking about this and thinking about the box jump.
Does it really make a difference? Does telling someone why really make a difference? And this is where it gets interesting.
Could telling people why impact behavior? So Langer was ready to test this idea, and she chose her, quote-unquote, "lab", right, as a busy copy machine on a college campus.
Now, remember, this is the '70s.
Everyone had to make copies if you wanted to bring information home with you.
So there were often lines of people at the copy machines.
Langer had people approach the copy machine and ask to cut to the front of the line.
Now, I don't know how long it's been since you have stood in a line, but people generally don't want you to cut, right? I was just in line to enter Wrigley Field for a concert recently.
We all had tickets.
We all had seats.
And yet, right in line, there were lots of small little pushes and side eyes and comments as people tried to inch their way in.
So I can't imagine people welcomed the idea of cutting in line at a copy machine.
So Langer, in this study, had people use three different requests to break in line.
The first request, "Excuse me, I have five pages.
May I use the Xerox machine?" There was no because.
There was no reason why, just, "May I use the Xerox machine?" The second, "Excuse me, I have five pages.
May I use the Xerox machine because I need to make copies?" Which keep in mind, everyone in line needed to make copies.
[laughs] The third, "Excuse me, I have five pages.
May I use the Xerox machine because I'm in a rush?" Now, what happened? In the first instance, "Excuse me, I have five pages.
May I use the Xerox machine?" Again, no because, no excuse, no reason why.
60% of people allowed that person to cut in line, which is higher than I would actually anticipate.
The rest of this transcript — segmented and speaker-labeled, so you land on the exact moment something was said
Search every transcript — by keyword, by phrase, or by meaning, across every show Radar indexes
Trends — what is surging across podcasts, measured against its own baseline
Alerts — when a name you follow appears in a newly indexed episode
No account is needed to search Radar.