6 ways to use science to improve your employee training program
TRANSCRIPT
Presenting Today
Dean PicheePresident and CEO,
Erin BoettgeContent Marketing Manager
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Why Traditional Training Doesn’t Work
U.S. businesses spend over $160 billion
annually on employee learning and training.
90% of what we learn is forgotten within
30 days.
Employees are interrupted
– on average –every 3 minutes.
Classroom-based learning is failing
businesses because it covers only about 10-20% of what someone actually needs to do
their job.
90% 20%
Hermann Ebbinghaus: The Forgetting Curve
“No matter how much you invest into training and development, nearly everything you teach to your employees will be forgotten.
Indeed, although corporations spend billions of dollars a year on training, this investment is like pumping gas into a car that has a hole in the tank. All of your hard work simply drains away.”
Art Kohn, PHD, Professor, Author and Consultant
How We Learn
EncodingShort-term memory, observations, memory traces and what we’ve seen (limited capacity)ConsolidationTime scientists believe the brain replays or rehearses the learning, new knowledge next to neural markersRetrievalForced retrieval is most effective after time intervals and some forgetting has occurred
Myth #1:
Myth #2:
Key Neurological Principle of RetentionPurposeful recollection of material over intervals of time
How little organizations rely on the science of learning and training. I've been doing this for a long time, and many organizations are uninformed about what it is we know about learning and training and development.
What happens before and after a training session is just as important as the actual instruction itself. “
- Eduardo Salas, Professor of Organizational Psychology, - University of Central Florida
“
What was the most surprising thing you have learned from years of studying corporate training?
6 Ways to Use Science to Improve Your Employee Training Program
1. Chunk it.
2. Space it out.
3. Test it.
4. Mix it up.
5. Make it hard.
6. Write to remember
Chunk it
“Microlearning – learning bursts – lower the cognitive load.”
Cognitive Load
The total amount of mental effort being used in the working memory.
Our brain can only process a certain amount of information at a time.
TRAINING CONTENT
Bite-Sized Chunks
Space it out
“Cramming can be an effective learning methodology if your only objective is to
pass a one-time exam. ”
Spacing Effect
Spacing out information over time rather than cramming it into one session or a short time period, you will improve your long-term memory.
2MONTHS
2WEEKS
2DAYS
10 MIN.
Overcoming the Forgetting Curve
Test learners
“Tests and quizzes do more than just measure the amount of learning that
has taken place. Testing is a critical part of the learning itself.”
The Testing Effect - Retrieval
Testing increase learning more than any other study method.
Long-term memory is increase when some of the learning time is devoted to retrieving the to-be-remembered information.
Mix it up
“Practice like we play the game.”
Interleaving
The practice of mixing several related skills together.
Blocking vs. Interleaving
TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 TOPIC 5 TOPIC 6
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C 6
TOPI
C 2
TOPI
C 5
TOPI
C 2
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C 4
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C 1
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C 6
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C 5
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Make it hard
“The harder our brain has to work the more learning and retention occurs.”
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Pretest Acquisition 1&2 Random Transfer Test Blocked Transfer Test
Practiced with blocked pitches Practiced with random pitches
Num
ber o
f Hits
Writing to remember
“Retention is increased if you ask learners to summarize in their own
words what they learned.”
What We Can Do Before Training
Priming Ask questions to encourage thinking
about the topic.
Set ExpectationsSet expectations that prepare for a
difficult experience.
What is the most important thing you learned from the webinar today?
Let us know in chat.
Bottom Line: What Works?
Learning Burstsmicrolearning
Learning Boostsreinforcement
Get boosted.Receive learning boosts after the webinar today.
NOT ME
Questions?
Video Course: Learning Retention Strategies
Interactive Video: Beginning Development for Training Programs
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Get in Touch
Dean PicheePresident and CEO,
www.bizlibrary.com
Erin BoettgeContent Marketing Manager
References and ResourcesBrain Science: The Neuroscience of Teaching and Learning, Learning Solutions Magazine, by Art Kohn. http://www.learningsolutionsmag.com/articles/1354/brain-science-the-neuroscience-of-teaching-and-learning
Make it Stick: The Science of Successful Learning, by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel. http://www.learningsolutionsmag.com/articles/1354/brain-science-the-neuroscience-of-teaching-and-learning
How Much Do People Forget? Will Thalheimer. http://willthalheimer.typepad.com/files/how-much-do-people-forget-v12-14-2010.pdf
So Much Training, So Little to Show for It, WSJ.com, Rachel Emma Silverman. http://www.wsj.com/articles/SB10001424052970204425904578072950518558328
ATD State of the Industry 2014. http://files.astd.org/Research/Infographics/SOIR-2014-Infographic.pdf?_ga=1.228043741.1320061770.1449678068
Information Impact and Factors Affecting Recall, ERIC, Ralph Burns. http://eric.ed.gov/?id=ED258639
Meet the Modern Learner, Bersin by Deloitte. http://www.slideshare.net/heytodd/the-modern-learner-infographic-final-v4120414