Creating Training that Sticks

1. Creating Training that Sticks Solving the Puzzle of Good Training Design

2. Objectives • Incorporate principles of learning and retention into training design. • Apply adult learning principles to improve training design.

3. Your Objectives • What objectives do you have for yourself? • Think of one objective that tells what you hope to be able to do with the learning you gain today.

4. Tell me and I forget, show me and I remember, involve me and I understand. - Chinese Proverb Learning is not a spectator sport. - D. Blocher

5. Learning vs. Remembering • How do we learn? • Through our five senses: • Taste • Sight • Hearing • Smell • Touch

6. How do we learn? • 1% through the sense of taste • 1.5% through the sense of smell • 3.5% through the sense of touch • 11% through the sense of hearing • 83% through the sense of sight

7. Polling Question 1 smell 1.5% through the sense of • Sight • Smell • Hearing

8. Polling Question 2 hearing 11% through the sense of • Sight • Smell • Hearing

9. Polling Question 3 sight 83% through the sense of • Sight • Smell • Hearing

10. Polling Question 4 What does this mean? • Training programs should be primarily visual. • Humans take in the majority of information visually. • Training presented auditorily is not beneficial.

11. Learning vs. Remembering • How much do we remember? • It depends on how we acquired the information (reading, hearing, seeing, etc.) and what we have done to interact with the information (nothing, discussed it, experienced it, etc.)

12. How much do we remember? • 10% of what we read. • 20% of what we hear. • 30% of what we see (graphically). • 50% of what we see and hear. • 70% of what we discuss with others. • 80% of what we experiencepersonally. • 90% of what we teach to others.

13. Polling Question 5 hear 20% of what we • Teach to others • Hear • Discuss with others • Read

14. Polling Question 6 hear 50% of what we see and • Teach to others • Hear • Discuss with others • Read

15. Polling Question 7 discuss with others 70% of what we • Teach to others • Hear • Discuss with others • Read

16. Polling Question 8 teach to others 90% of what we • Teach to others • Hear • Discuss with others • Read

17. Why is this important to know? • It should affect how you design learning. • It makes the risk of a shortened timeline/reduced resources more apparent. • It allows you to make informed choices. • It can help you become a better designer.

18. Practice Scenario • You have been asked to produce a piece of training around some fairly minor system enhancements. • What options do you have? • Self-study job aid • Web presentation (Centra, WebEx, etc.) • Self-guided practice • Classroom training

19. Practice Scenario • What option will you choose and why? • What percentage of the information are learners likely to remember? • Self-study job aid – 20% • Web presentation (e.g., WebEx) – 50% • Self-guided practice – 80% • Classroom training – depends how it is designed

20. Learning Transfer • How can we help learners transfer and apply their learning to their work?

21. Factors that Impact Learning Transfer • Present information in multiple contexts • Provide activities that are realistic and relevant • Help learners build a base of knowledge • Spend enough time doing the right kind of practice • Ensure that learners learn with understanding

22. Exercise: Learning with Understanding This is an exercise to demonstrate the impact of having participants understand what they learn. Memorize the table to the left, then go to the next slide. 1 = 6 = 2 = 7 = 3 = 8 = 4 = 9 = 5 =

23.  Number Activity Using the code you memorized on the previous slide and translate the numbers to the left using the symbols for each digit. 25 = 73 = 149 =

24. 3 1 2 5 4 6 7 9 8 Polling Question How did you do? • One correct • Two correct • Three correct • Part correct • None correct If you provide context, and a frame of reference for the code, such as: ….then learners will find the exercise more intuitive and meaningful.

25. Facilitating Transfer For greatest transfer, learners need to: • Associate new information with something they already know. • Fit new information into an existing, logical framework or pattern. • Move forward from a solid base of original learning. • See the benefit or criticality of information.

26. Key Points • The brain is an image processor. Use pictures, graphics.

27. Key Points • The brain is an image processor. Use pictures, graphics. • Previous experience impacts transfer. • Previous knowledge impacts transfer. • Providing a variety of contexts is important.

28. Adult Learning Principles • What motivates you to learn things? • Making your own decisions about what you learn? • Having work be easier, faster, better because of it? • Wanting to achieve a particular goal? • Getting a pay increase for obtaining education hours/credits? • Satisfying your own thirst for knowledge?

29. Adult Learning Principles • What are adult learning principles? • How do they apply to training design?

30. Adult Learning Principles • Adults are independent and self-directed. They need to be free to direct themselves.

31. Adult Learning Principles • Involve adults in the learning process. • Ask them what they would like to learn; have them define objectives for themselves. • Show them how a class will help them reach their goals. • Guide adults to their own knowledge rather than simply supplying them with information.

32. Adult Learning Principles • Adults bring a reservoir of experience to learning. They have accumulated a lifetime of experiences and knowledge from work, home, school.

33. Adult Learning Principles • Acknowledge the wealth of information adults bring to training. • Connect new learning to their existing knowledge. • Draw out relevant knowledge and experience. • Use tools that enable you to gather information about the audience. • Relate theories and concepts to participants’ lives.

34. Adult Learning Principles • Adults are ready to learn when they assume new roles. They are goal-oriented.

35. Adult Learning Principles • Ask about their goals. • Show them how the class will help them meet their goals. • Provide an organized program with clearly defined elements so they can see where the course is heading. • Make learning applicable to learners’ jobs.

36. Adult Learning Principles • Adults want to solve problems and apply new knowledge immediately. They want information that is relevant and practical. They often focus on aspects of a lesson most useful to their immediate work.

37. Adult Learning Principles • Make learning applicable to their work or other responsibilities. • Relate theories and concepts to familiar settings and scenarios. • Let participants choose projects that reflect their own interests whenever possible. • Tell participants explicitly how the lesson will be useful in the given situation.

38. Let’s Work on It Design better training by applying the principles in this presentation.

39. Action Plan • Identify two goals for yourself for your next development / modification project • Be realistic – don’t overcommit • Start small and work toward the more complex

40. Summary • Theory of Learning and Memory • Principles of Learning Transfer • Adult Learning Principles • How to Apply to Training Design

41. Creating Training that Sticks Maggie Haenel Vice President, Michaels & Associates mhaenel@docntrain.com