Attending an Upcoming Conference… Tips and Tricks to Get the Most from Your Attendance

May 17, 2019 by

As the Make Training Stick team prepares to attend the Association for Talent Development (ATD) International Conference and Expo in Washington, D. C., it is important to keep in mind what needs to be done before, during, and after any convention to get the most out of you conference attendance.  Conferences provide us with a unique environment to connect and learn all under the same roof. Instead of thinking of conferences as the event you have to attend for work, think of attending conferences as  as a few days to learn valuable information from experts while increasing your network.  Attending conferences can be extremely beneficial for social networking and gaining new insight and skills. Most conferences are expensive and cover a lot of information is over a few days. It is possible to still gain valuable information and skills while attending a conference, even if participating in every session is impossible.

Before the Conference

Before attending a conference, it is crucial to make the proper preparations before attending by determining:

  • What am I trying to get out of the conference?
  • Why am I attending the conference?
  • What do I want to gain?

Completing these answers will set initial goals for attendees.

It can also be beneficial to conduct some preliminary research. Often times conferences are large and overwhelming, so preliminary research would help you have a grasp on the conference. It also will prepare you so you are aware of the sessions that interest and are relevant to you.  Another great way to prepare for the conference would be to gain visibility at the conference itself by volunteering, speaking, or facilitating a session. These are easy ways to get involved and stand out in a crowd of people. Reconnecting with old contacts is also a great time to catch up with old friends or colleagues.

During the Conference

During the conference, the most beneficial thing you can do in order to make the most is to take notes, participate, and socialize. Conferences offer you a unique opportunity to socialize and gain some valuable new skills and information. Attending sessions that are beneficial to you and being fully engaged during those sessions will provide you with resources long after the conference ends.   Be sure to participate in conference events, activities, including visiting vendor booths. There will be many people present and socializing will be a great way to meet new people and build business connections. Use the technology and social media tools that are provided at the conference and take advantage of all the opportunities that could be potentially helpful to you.  It is also important to enjoy yourself and not overbook your schedule. Make time for relaxation and “fun” so you can truly get the most out of the conference.

After the Conference

After the conference is over it is important to make sure the information and skills learned are not lost and wasted. After the conference, follow up with people you have met and information and resources that may be valuable. Reflect on the things that you experienced and heard during the conference. Keep the conference program, it contains information and contacts that may be beneficial to you in the future.

Hopefully, these tips and tricks will help you make the most out of your conference experience.  And remember to enjoy your conference!

Until next time…

 

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Making Training Stick by Getting Closer to the Trainee

March 13, 2019 by

When designing training, a learner-centered approach is recommended to improve the learning experience.  Along with a learner-centered approach, it is essential to know the characteristics of each trainee: cognitive ability, self-efficacy, motivation, emotional state, openness, extroversion, perceived usefulness, career goals and commitment to the organization (Training Transfer Process Model© in Making Learning Stick, 2010, pg. 8). Prior to developing training and during the design phase, facilitators should seek answers questions regarding each participant:

·     What is the trainee’s intellectual ability?

·     What are the trainee’s inner beliefs regarding his/her abilities?

·     What is the trainee’s inner motivation regarding the training?

·     Does the trainee have a positive attitude toward the upcoming training?

·     Is the trainee open to this new learning experience?

·     Is the trainee able to verbalize his/her thoughts and feelings?

·     Does the trainee perceive he/she needs to improve performance in this area on the job?

·     Will these skills be useful to the trainee on the job or at home?

·     Can the skills be immediately applied on the job or at home?

·     Does trainee have a personal career plan? Is the personal career plan updated regularly?

·     Does trainee identify with department or work unit?

·     Is there a relationship between identification with company units and the trainee’s desire to gain (and use) new knowledge?

It is imperative to gather as much information as possible regarding each individual trainee to create a more engaging learning experience, prior to the designing the training; this sometimes leads to higher levels of training transfer. So, what can facilitators do to get close with trainees or simply learn more about their individual characteristics prior to training?

1.   Form a partnership with the manger and the organization’s human resources department to help uncover certain organization culture and learner characteristics.

2.   Have participants write down what they expect to get out of the training.

3.   Boss Pre-Briefing (a meeting involving the trainer, trainee’s manager, and human resources representative)

4.   Conduct a person analysis to examine learner characteristics and competencies via interview, survey or another data collection tool.

5.   Use a technique to uncover the cognitive processes involved in performing a job or task such as Cognitive Task Analysis.

6.   Strategy Link: Connect the organization strategy to the specific training

7.   Create Training Buddies/Peer Learning and Support

8.   Include personalization and engagement in the training design.

9.   Uncover strategic requirements that support or inhibit learning.

10.Uncover environmental factors that support or inhibit learning.

Facilitators must be intentional on the specific data needed for each learning experience.   The tips provided can lead to better decisions regarding the content, delivery, and adaptability of the training to various learners.  More information on these and other evidence-based elements for effective learning and transfer are in Barbara Carnes’ book Making Learning Stick on Amazon.

Until next time…

Tammy Means & Barbara Carnes

Making Training Stick in 2019:  Tips for Facilitators to Start the New Year

January 22, 2019 by

For the past decade Dr. Barbara Carnes and the Make Training Stick® Team have provided workplace learning professionals practical tips and tools to promote training transfer (referred to as Techniques to Integrate Education – TIEs).

Thank You for continuing to be a part of the Make Training Stick® and Sticky Note Community.   Should you have any comments or suggestions, feel free to email tmeans@maketrainingstick.com.

You’ve probably kicked off the new year with training calendar offerings, program roll-outs, designing, and revising.  As you refine goals for 2019, keep in mind the importance of Y-O-U (the facilitator/trainer) being dynamic in

  • Being Self-Aware (understanding and accepting ourselves but also setting and achieving goals to actualize our potential);
  • Creating partnerships within your organization (interpersonal and communication skills);
  • Adopting a Growth Mindset (learning new trends and the willingness to try new things).

Learning is a process and we (facilitators) need to make sure that learners “get it” by transferring the knowledge to the workplace.  The Training Transfer Process Model (Carnes, 2010), first introduced in Making Learning Stick includes categories involving (1) Learner Characteristics; (2) the Organizational Environment and Support (Before and After learning); (3) Training Design; and (4) Job Performance and Skill Maintenance (i.e., Training Transfer)

The Transfer of Technology-Supported Training Model represents a combination of factors supported by research on face-to-face training that can be applied to e-learning, and factors supported by research on the transfer of e-learning.  The Transfer of Technology-Supported Training Model contains categories in (1) Learning Content and Activities; (2) Work Environment; and (3) Trainee Characteristics.

May I suggest you add the following to your 2019 goals…

  1. Start a video or webinar series for managers and supervisors.  Use the time to share key learning points and training content with them.  Discuss 1-2 specific things they can do (to help practice what they learn.  Listen to their key challenges and goals.
  2. Include elements from the Training Transfer Process Model and Transfer of Technology-Supported Training Model.
  3. Choose one (or more) training or coaching programs and do a simple, 3 question level 3 evaluation. 
  4. Plan to read at least one new book and attend at least one workshop, presentation, or conference this year to help you “sharpen your saw”.  If you haven’t already, read Making Learning Stick, it is full of easy-to-use techniques to increase the transfer of your training.
  5. To stay abreast of trends in the Learning and Development field, listen to podcasts or join a social media group for facilitators. Trends to look out for in 2019 are Microlearning, Virtual Reality, Augmented Reality, Artificial Intelligence, Training Transfer Technologies, and Learning Analytics.

Take action for better transfer of your training this year!

“We cannot become what we want to be by remaining what we are.” — Max DePree

Until next time…

 

 

Attending an Upcoming Conference… Tips and Tricks to Get the Most from Your Attendance

May 17, 2019 by

As the Make Training Stick team prepares to attend the Association for Talent Development (ATD) International Conference and Expo in Washington, D. C., it is important to keep in mind what needs to be done before, during, and after any convention to get the most out of you conference attendance.  Conferences provide us with a unique environment to connect and learn all under the same roof. Instead of thinking of conferences as the event you have to attend for work, think of attending conferences as  as a few days to learn valuable information from experts while increasing your network.  Attending conferences can be extremely beneficial for social networking and gaining new insight and skills. Most conferences are expensive and cover a lot of information is over a few days. It is possible to still gain valuable information and skills while attending a conference, even if participating in every session is impossible.

Before the Conference

Before attending a conference, it is crucial to make the proper preparations before attending by determining:

  • What am I trying to get out of the conference?
  • Why am I attending the conference?
  • What do I want to gain?

Completing these answers will set initial goals for attendees.

It can also be beneficial to conduct some preliminary research. Often times conferences are large and overwhelming, so preliminary research would help you have a grasp on the conference. It also will prepare you so you are aware of the sessions that interest and are relevant to you.  Another great way to prepare for the conference would be to gain visibility at the conference itself by volunteering, speaking, or facilitating a session. These are easy ways to get involved and stand out in a crowd of people. Reconnecting with old contacts is also a great time to catch up with old friends or colleagues.

During the Conference

During the conference, the most beneficial thing you can do in order to make the most is to take notes, participate, and socialize. Conferences offer you a unique opportunity to socialize and gain some valuable new skills and information. Attending sessions that are beneficial to you and being fully engaged during those sessions will provide you with resources long after the conference ends.   Be sure to participate in conference events, activities, including visiting vendor booths. There will be many people present and socializing will be a great way to meet new people and build business connections. Use the technology and social media tools that are provided at the conference and take advantage of all the opportunities that could be potentially helpful to you.  It is also important to enjoy yourself and not overbook your schedule. Make time for relaxation and “fun” so you can truly get the most out of the conference.

After the Conference

After the conference is over it is important to make sure the information and skills learned are not lost and wasted. After the conference, follow up with people you have met and information and resources that may be valuable. Reflect on the things that you experienced and heard during the conference. Keep the conference program, it contains information and contacts that may be beneficial to you in the future.

Hopefully, these tips and tricks will help you make the most out of your conference experience.  And remember to enjoy your conference!

Until next time…

 

Santa’s Elves Make Training Stick (December 2018)

December 6, 2018 by

2018 has been an eventful year for Santa, Mrs. Claus, the Elves, and the Reindeer with so much to learn in preparation for Christmas!  Rudolph and the reindeers have been busy training on newer, safer methods of transporting packages while the elves have been learning how to make brighter, more colorful toys and electronics for children across the world.

Santa promised to keep up with change and provide boys and girls the best, brightest, and most up to date toys, electronics, and gadgets every year.  But the toys the boys and girls started asking for had changed, especially those electronic toys.    The elves – and Rudolph – needed continuing education and learning throughout the year.  Instead of taking the elves off the production line, Rudolph decided to use e-learning.

But Santa’s goal to create brighter, more colorful toys and electronics may be at risk for this year’s Christmas. Chief Elf Bernard and the elves have been in the workshop trying to complete e-learning on creating toys for Christmas 2018. The elves have told Bernard they just simply don’t like the e-learning. They say it is impersonal and they can’t ask questions.  And the elves can’t focus on the e-learning because they’re distracted by their work machines and tools, emails, telephone calls, reindeer dropping in, and calendars full of meetings and other commitments.

•  Elf Bernard immediately set up computers away from the elves’ work areas (but still closeby) where they could focus on their learning.

•   Mrs. Claus came by with copies of Making Learning Stick, and Making eLearning Stick and offered to help.  She had used techniques from the books to learn how to make new cookie recipes.

•   Mrs. Claus showed Elf Bernard how to revise the eLearning content and curriculum using the Checklist for Better Training Transfer (Resource:  Making eLearning Stick, pg. 26).

•   She also showed him someTechniques to Integrate Education (TIEs) to reinforce the training and how to modify his e-learning  to integrate TIEs (Resources:   Making Learning Stick, chap. 2)

•   Elf Bernard decided to use these TIEs:

(1) Before Training:  Action Learning, Boss Briefing, and Training Buddies

(2) During Training: Mind Sweep, Strategy Link, Virtual Tutor, Threaded Discussion

(3) After Training: Action Plans, Boss Debriefing, and Use It or Lose It Checklist

The elves were happy with their new learning environment and most importantly, they are now hard at work making the latest and greatest toys and electronics for Santa to deliver to good little girls and boys everywhere on Christmas Day!

And everyone will live happily ever after – that is, until the next major change or shift in learning.

Happy Holidays from the Make Training Stick!® Team!

Until next time…

Making Training Stick with a Growth Mindset

October 24, 2018 by

Sticky Note

October 18, 2018

Mindsets can have a significant impact on learning transfer and application.  Some thought leaders have even termed “Mindset” as the new psychology of success.  A mindset is a form of Positive Psychology that involves an attitude that helps a person handle situations.  Facilitators and designers with a learning and application Mindset, a Make Training Stick Mindset, can influence participants expectations of learning as well as the learning and application itself.  Facilitators with this type of Mindset embrace challenges, persist in the face of setbacks, see effort as the path to mastery, learn from criticism, and find lessons and inspiration in others.  By modeling these behaviors, facilitators encourage participants to go on the journey of learning new content by helping them focus on the experience of learning and to increase willingness to try new things.  Facilitators can build a positive climate for learning and create a nurturing Mindset with trust, commitment, care, preparation, and effort.

Here are some suggestions to foster a Make Training Stick Mindset:

  • In the training design, facilitators should include learning goals, content relevance, practice and feedback, behavior modeling, error-based examples, and self-management strategies.
  • Before class, send “can do” encouraging messages with positive descriptors along with enrollment details, such as “as one of our talented employees, I know will find this training is thought-provoking. Plan positive “can do” messages during the training delivery.
  • Throughout the beginning of class, make an active effort to use positive descriptors for class members individually and/or as a group, using phrases such as “you are a bright group of trainees”…“brilliant idea”…”I can see we have a class of excellent performers.” This seems so simple but it can make a big impact.
  • Post positive written messages in electronic or face-to-face classrooms that describe a desired end result. These types of positive statements are also called Affirmations and can be used for work-related behavior change.  Affirmations are described in detail in the Making Training Stick Field Guide (on Amazon).
  • Consider sending a series of post-training emails with messages to reinforce a positive Mindset. Everyone gets a lot of emails these days but most people will be pleased to receive a positive, affirming note especially when it doesn’t require them to reply.

More information on these and other evidence-based elements for effective learning and transfer, are in Barbara Carnes’ book, Making Learning Stick (on Amazon).

Until next time…

Barbara

new doc 2018-04-13 21.53.22_1

 

Self-Awareness and Making Training Stick

August 16, 2018 by

Greetings!  In the May Sticky Note Dr. Barbara Carnes told you that I, Dr. Tammy Means, would take a role in authoring new content. In June we introduced our Training Transfer Technologies Poll (if you haven’t responded, please click on the link) and now we are excited to introduce the August Sticky Note on Self Awareness and Making Training Stick.  A lack of self-awareness inhibits learning transfer.  I recently conducted a workshop on Emotional Intelligence with a special focus on Self Awareness. Participants in the workshop focused on practical ways to become more self-aware…

And I also began to explore practical ways facilitators can encourage and increase self-awareness in participants (to increase learning transfer).  Participants who are self-aware are able to understand their own emotions and recognize feelings (angry, sad, scared, happy)—thus, helping manage emotions and feelings needed to improve and makes room for learning and application.  The goal is to create better self-knowledge, to make adjustments and improvements, and to accommodate for weaknesses.  This involves the facilitator taking on the coaching role to guide participants to have them come to their own understandings and knowledge about themselves.

Facilitators can support competencies of Self Awareness in these ways:

  •  Self-Regard (being aware of, understanding and accepting ourselves).  Foster a culture of praise and constructive feedback to participants.  This encourages a coaching culture within the learning environment.
  • Emotional Self-Awareness (being aware of and understanding our emotions). Allow participants to express their emotions in positive ways by using situational examples throughout trainings.  Facilitators can also use personality tests within trainings.
  • Assertiveness (expressing our feelings and ourselves nondestructively).  Set a professional tone within the learning environment to demonstrate how participants are expected to express themselves.
  • Independence (being self-reliant and free of emotional dependency on others).  Allow time in class for self-reflection.  This allows participants to evaluate themselves.
  • Self-Actualization (setting and achieving goals to actualize our potential). Set aside time for participants to reflect on their learning and to set goals.  This encourages individuals to focus on their strengths and embrace weaknesses or failures.

Self Awareness is closely linked to Barbara’s previous Sticky Note on Mindfulness as well as the Training Transfer Process Model in Barbara’s book Making Learning Stick (available through Amazon) which includes a number of Learner Characteristics  research has shown support learning transfer.  While self-awareness is not specifically listed in the model, those listed that are closely linked to self-awareness are:  self-efficacy, openness to experience, and career planning.

Until next time…

new doc 2018-04-13 21.53.22_1Barbara

Announcement and Information about Intentions

April 23, 2018 by

Greetings!  After many years writing about training transfer and “stickiness”, I’m excited to introduce Dr. Tammy Means who will be playing a prominent role here in the future and will be authoring future content –  Sticky Notes, white papers, and a new book.  Tammy has a solid background in learning and development with special emphasis on technical training.  Read more about her on www.MakeTrainingStick.com

Now, consider this: 

Many end-of-training evaluations ask participants to respond to a statement like this:  “I plan to (or will be able to) apply this training to my job”.   Have you ever wondered if this is an accurate prediction that the training will stick?  Technically this is referred to as intention to transfer.   

Several research studies have been conducted that compare intent to transfer with actual use of skills on the job.  In each case there was a fairly high connection between intention to transfer and the actual transfer.  But —

– Don’t people often tell us what we want to hear (or what they think we want to hear)?

– How many people have kept their new year’s resolutions?  (How many of us remember what they were?)

– Aren’t people’s perceptions of their own behavior often different from what other people see?

The answer is yes, people often tell us what they think we want to hear but this “socially desirable response” (SDR) bias has really only been studied on personal habits such as healthy food choices and substance abuse.  There is no evidence that SDR plays a part in assessing workplace learning or intention to use it.  Yes, people’s perceptions of their own behavior are sometimes different from what others see, but just because learning doesn’t show up in observable behavior doesn’t mean it hasn’t stuck, particularly with leadership and soft skills training where behavior changes may be subtle, and observed only by one or two individuals.

So – is it useful at the end of the class to ask your trainees how they intend to use what they have just learned in training?  Definitely.  While a few people may not accurately indicate what they intend to do to apply what they have learned, multiple research studies have found that for the majority of trainees, particularly in soft skills training, those who report their intention to transfer specific skills, actually do it. 

In addition to asking about intent to use in end-of-class evaluations, here are some more ideas:

  •  Incorporate it with an action planning activity.  (See this prior Sticky Note for a closer look at action planning and Making Training Stick).  Have participants develop their action plan, then a reflection activity on intent to do it.
  • Contact   participants 2-3 weeks after training and ask:  “What have you done as a consequence of your participation in the training?”   and “…. if you have not started yet, what do you intend to do?”   Note:  In one study, the trainer sent the follow-up email to each participant’s managing director, who then sent out the email.  They got a very high response rate.
  • Repeat the above email 6 weeks – 3 months post-training.  Ask the same questions and compare the responses.
  • Large number of trainees?  Develop a short survey with multiple choice responses – no more than 5-8 questions.  Each question would be a key learning point from the training, with response choices 1-5, and would have two parts:  to what extent are you using this skill/learning point?  If you haven’t used it yet, to what extend do you intend to use it?
  • If it’s not possible to “boil down” to 5-8 specific questions, send more than one questionnaire.  Just because the learning content is grouped into one learning event doesn’t mean the feedback and evaluation on it has to be.

Remember, when trainees tell you they intend to transfer what they have learned, they usually do it.  How cool is that?! 

Until next time…

Barbara 

Letter to Self – Easy Closing Activity that Makes Training Stick

September 15, 2017 by

 

 

One of the first closing activities I used was called a “letter to myself.”   At the end of training, participants were asked to reflect on what they learned and how they were going to apply it, and to write a letter to themselves, complete with self-addressing an envelope.   Then I picked up the envelopes, stashed them away for a few weeks, and mailed them back to their authors.  I got a lot of positive feedback from people.  One time when I took a workshop I participated in this activity and experienced first-hand how energizing and motivating it was to receive that letter with the reminders and encouragements I had written.

A recent experimental study has demonstrated what I’ve always believed:  that this activity is more than a “nice to do”.  Trainees in the study who participated in this type of activity had higher levels of self-efficacy (the belief that they could apply the skills they had learned) and they demonstrated application of their training.

Researchers Amanda Shantz and Gary Latham did a study on what they termed “written self-guidance”.  Half of their trainees who participated in a soft skills training program participated in a “letter to self” type of activity in which they reflected on what they had learned and how they planned to apply it.  Those who participated in the activity demonstrated significantly higher levels of application of the training than those participants who did not.  This activity is not the same as having participants write a reflection paper, develop an action plan, or write a class summary because it requires trainees to write motivational letters directed to the self, and the participants at a later point in time receive a letter written by themselves, to themselves.

Here are some specific guidelines for using this activity in training you facilitate, develop, or administer:

  • After a summary of the training content, ask participants to write a letter to themselves  – “Dear Self” – in which they outline their key learnings and how they plan to apply what they learned.
  • In the instructions, stress that they are the only ones who will see their letters – they will seal them before they leave the class.
  • Ask them not to pay attention to or be concerned about grammar or spelling.
  • Encourage participants to include self-affirming and comments that are relevant for them.  Provide examples.
  • As they finish, pass out blank mailing envelopes and ask them to write their full mailing address (interoffice, home address, etc.).
  • Allow approximately 15 minutes for this activity.  At the end of the time, collect the letters.
  • Store them safely (remember, they’re confidential) in your office and tickler your calendar to mail them in 3 weeks.   (The experiment used a 5 week interval but I’ve found that 3 weeks is better in today’s fast-paced work environments.)
  • Mail them at the appointed time.

This activity can be adapted for live virtual or elearning in the following way:

  • Ask participants to open their email system and type an email to themselves.  Use the same instructions as above.
  • Then ask them to save this email as a draft.
  • Mark your calendar, and 3 weeks later get in touch with each participant (email, text, etc.) and ask them to open their drafts folder and read their letter to themselves.

 

Until next time…

Barbara

 

Mindfulness to Make Training Stick

July 7, 2017 by

There is a lot of discussion these days about mindfulness at work and how it can help people do their jobs better.  Companies of all sizes are reporting positive results from mindfulness initiatives.  What is mindfulness anyway?  What are the benefits?  Can it help make learning stick? 

There are many definitions of mindfulness and they all involve “going within” to reflect on awareness, which in turn strengthens attention, thinking, memory, and emotion. 

Research studies show benefits of mindfulness in these areas related to job performance:

  • Attention.  Paying attention (not allowing the mind to wander) and directing attention to certain activities and away from others.  This makes for more efficient use of a person’s time and cognitive resources thinking.
  • Thinking.  Practicing mindfulness increases working memory (“cognitive capacity”), which is the short term memory we use to retrieve information especially when learning something new.  It also improves flexibility in thinking, allowing people to adapt knowledge to new situations.
  • Emotion.  Mindfulness practice speeds recovery from negative emotions, allowing for more objective appraisal of experiences.

One study of many large organizations reported a 25 percent increase in productivity, a 35 percent decrease in stress, and a 31 percent increase in collaboration skills. These benefits translate into more effective workplace relationships including supervisor-employee, leadership, and on teams.

Traits influenced by mindfulness can be learned, unlike most aspects of cognition and intelligence.  While there aren’t any research studies specifically on mindfulness and learning transfer, the links with learning and application of learning are clear.  Mindfulness training can help participants:

  • Pay attention to the learning, whether instructor-led, or self-paced.  This results in higher levels of learning and retention.
  • Learn concepts and skills better with fewer required drills and repeats needed.
  • Apply class learning to on-the-job experiences/needs/uses.

Here are some ideas for how mindfulness can be introduced in new or existing training to make it stick:

  • Incorporate mindfulness techniques into existing wellness classes:  yoga, meditation, martial arts.
  • Introduce a mindfulness series of stand-alone classes for developing mindfulness.  Experts suggest avoiding the “one shot” short classes as they are not likely to produce lasting behavior change.  Instead, the training should be shorter, about 60 minutes, 5-10 sessions, over several months.
  • Incorporate mindfulness techniques at various points in existing instructor-led or self-paced training on any topic:  at the beginning, during, and at the end of the training.
  • Include intermittent prompts or reminders in the training.  Examples of mindfulness prompts would be:  Take a moment and breathe deeply;  Stop for a moment and re-center yourself;  Am I paying attention to this training material?  Our Planning and Prompting Sticky Note has more information about intermittent prompts.
  • Outside of training, use technology such as email, IM, or text messages to remind employees to take a “minute of silence” or “breathing breaks” to reflect and go within.

The important thing to remember here is this approach will not appeal to everyone, but for those who begin using mindfulness practices can help make training stick better and have significant benefits for your organization.

 

 

Until next time…

Barbara

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“Barbara’s professional approach and solid recommendations have helped us tremendously. I highly recommend this “making training stick” consulting.” 
— Training Manager, Fortune 500 company.

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