41
Creating Training that Sticks Solving the Puzzle of Good Training Design
Creating Training that SticksCreating Training that SticksSolving the Puzzle of Good Training DesignSolving the Puzzle of Good Training Design
2
ObjectivesObjectives
Incorporate principles of learning and retention into training design.
Apply adult learning principles to improve training design.
Incorporate principles of learning and retention into training design.
Apply adult learning principles to improve training design.
3
Your ObjectivesYour 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.
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
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
Learning vs. Remembering
How do we learn? How do we learn? Through our five
senses: Taste Sight Hearing Smell Touch
Through our five senses: Taste Sight Hearing Smell Touch
6
How do we learn?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
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 1Polling Question 1
1.5% through the sense of
a. Sight
b. Smell
c. Hearing
1.5% through the sense of
a. Sight
b. Smell
c. Hearing
smell
8
Polling Question 2Polling Question 2
11% through the sense of
a. Sight
b. Smell
c. Hearing
11% through the sense of
a. Sight
b. Smell
c. Hearing
hearing
9
Polling Question 3Polling Question 3
83% through the sense of
a. Sight
b. Smell
c. Hearing
83% through the sense of
a. Sight
b. Smell
c. Hearing
sight
10
Polling Question 4Polling Question 4
What does this mean?
a. Training programs should be primarily visual.
b. Humans take in the majority of information visually.
c. Training presented auditorily is not beneficial.
What does this mean?
a. Training programs should be primarily visual.
b. Humans take in the majority of information visually.
c. Training presented auditorily is not beneficial.
11
Learning vs. Remembering
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.)
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?
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 experience personally.
90% of what we teach to others.
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 experience personally.
90% of what we teach to others.
13
Polling Question 5Polling Question 5
20% of what we
a. Teach to others
b. Hear
c. Discuss with others
d. Read
20% of what we
a. Teach to others
b. Hear
c. Discuss with others
d. Read
hear
14
Polling Question 6Polling Question 6
50% of what we see and
a. Teach to others
b. Hear
c. Discuss with others
d. Read
50% of what we see and
a. Teach to others
b. Hear
c. Discuss with others
d. Read
hear
15
Polling Question 7Polling Question 7
70% of what we
a. Teach to others
b. Hear
c. Discuss with others
d. Read
70% of what we
a. Teach to others
b. Hear
c. Discuss with others
d. Read
discuss with others
16
Polling Question 8Polling Question 8
90% of what we
a. Teach to others
b. Hear
c. Discuss with others
d. Read
90% of what we
a. Teach to others
b. Hear
c. Discuss with others
d. Read
teach to others
17
Why is this important to know?
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 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. It can help you become a better designer.
18
Practice ScenarioPractice 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
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 ScenarioPractice 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
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 TransferLearning Transfer
How can we help learners transfer and apply their learning to their work?
How can we help learners transfer and apply their learning to their work?
21
Factors that Impact Learning Transfer
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
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
Ensure that learners learn with understanding
22
Exercise: Learning with Understanding
Exercise: Learning with Understanding
1 = 6 =
2 = 7 =
3 = 8 =
4 = 9 =
5 =
1 = 6 =
2 = 7 =
3 = 8 =
4 = 9 =
5 =
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.
23
Number Activity Number Activity
25 =73 =149 =
Using the code you memorized on the previous slide and translate the numbers to the left using the symbols for each digit.
24
Polling QuestionPolling Question
How did you do?
a. One correct
b. Two correct
c. Three correct
d. Part correct
e. None correct
How did you do?
a. One correct
b. Two correct
c. Three correct
d. Part correct
e. 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.
1 2 3
4 5 6
8 97
25
Facilitating TransferFacilitating 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.
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 PointsKey Points
The brain is an image processor. Use pictures, graphics.
The brain is an image processor. Use pictures, graphics.
27
Previous experience impacts transfer.
Previous knowledge impacts transfer.
Providing a variety of contexts is important.
Previous experience impacts transfer.
Previous knowledge impacts transfer.
Providing a variety of contexts is important.
Key PointsKey Points
The brain is an image processor. Use pictures, graphics.
The brain is an image processor. Use pictures, graphics.
28
Adult Learning PrinciplesAdult Learning Principles
What motivates you to learn things? 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?
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 PrinciplesAdult Learning Principles
What are adult learning principles?
How do they apply to training design?
What are adult learning principles?
How do they apply to training design?
30
Adult Learning PrinciplesAdult Learning Principles
Adults are independent and self-directed. They need to be free to direct themselves.
Adults are independent and self-directed. They need to be free to direct themselves.
31
Adult Learning PrinciplesAdult 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.
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 PrinciplesAdult Learning Principles
Adults bring a reservoir of experience to learning. They have accumulated a lifetime of experiences and knowledge from work, home, school.
Adults bring a reservoir of experience to learning. They have accumulated a lifetime of experiences and knowledge from work, home, school.
33
Adult Learning PrinciplesAdult 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.
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 PrinciplesAdult Learning Principles
Adults are ready to learn when they assume new roles. They are goal-oriented.
Adults are ready to learn when they assume new roles. They are goal-oriented.
35
Adult Learning PrinciplesAdult 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.
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 PrinciplesAdult 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.
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 PrinciplesAdult 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.
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 ItLet’s Work on It
Design better training by applying the principles in this presentation.Design better training by applying the principles in this presentation.
39
Action PlanAction 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
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
SummarySummary
Theory of Learning and Memory
Principles of Learning Transfer
Adult Learning Principles
Theory of Learning and Memory
Principles of Learning Transfer
Adult Learning Principles
How to Apply to Training Design How to Apply to Training Design
41
Creating Training that Sticks
Creating Training that Sticks
Maggie Haenel
Vice President, Michaels & [email protected]
