Keeping Learning Sticky After the Online Learning Event

After a learning event, the learner’s ability to recall information significantly declines over time when there is little to no attempt to retain the information (Ebbinghaus Forgetting Curve).  It is necessary that the learner practice in the formal learning setting and practice beyond the initial online learning experience. 

Of course, when class is over, our work is not complete! How can we (facilitators) help reinforce knowledge and application after the learning event? 

After the learning event, facilitators can boost knowledge application and transfer by applying Techniques to Integrate into Education (TIEs) to learners (and their managers) who have recently attended a learning event.  Practical ways the facilitator can accelerate learner transfer after the online learning event can be achieved by

• Emailing the learner and manager immediately after the learning event, outlining the course objectives, practice examples, attaching useful job aids, practice examples, where he/she can find additional resources for learning, inspiration to build self confidence and apply the knowledge and skills learned, and next steps for promoting transfer and application. 
• Arranging a meeting with both the learner and the manager or request the manager meet with the learner to discuss objectives.  Ask managers to hold the learner accountable for using the skills.  Apply the Use It or Lose It Checklist or the Training Contract.
• Encouraging learners to be self-aware of how and when they learn best so they can communicate the information to their manager.
• Requesting the manager provide the learner a mentor within his/her workgroup.
• Providing refresher training on content and application.
• Working directly with the manager to ensure the learner is given a designated space and time to practice concepts learned.  Strategically schedule practice at a time when learners will learn the most. 
• Encouraging managers and learners to schedule practice at widely spaced intervals in time to build brain power and overcome delayed performance, allowing time for the learner to self-reflect.
• Asking the manager to formalize the practice with identical real work scenarios and allow the learner to apply knowledge in various scenarios, placing special emphasis on the activity’s strategic link to the organization.  This would include retrieval practice (free recall, cued recall, recognition).
• Encouraging managers and mentors to delay feedback to increase retention and transfer, giving the learner a chance to make mistakes and learn from those mistakes.
• Asking the manager to create an online threaded discussion covering specific training topics to promote collaboration and discussion.  See Keeping Learning Sticky with Social Media, Part I and Keeping Learning Sticky with Social Media, Part II.

No doubt, the manager, learner, and facilitator all play key roles when it comes to training transfer, but facilitators should utilize certain techniques to accelerate learner transfer and encourage communication early on among the learner and the manager.  Without practice it is very unlikely that the objectives of any learning program will be retained long term.  More information on additional practical techniques to integrate into training for effective learning and transfer are in Barbara Carnes’ books, Making Learning Stick and Making eLearning Stick (on Amazon).

Visit our website at maketrainingstick.com!  Until next time…  Dr. TL

Keeping Learning Sticky While Facilitating Online (Before the Learning Event)

It’s 2021 and  Workplace Learning and Performance (WLP) professionals are still pivoting in training delivery and at the same time not overlooking learner transfer!  Virtual learning is being designed to move towards application, continued performance, and impact to include real world content for transfer to occur.  Facilitators are using imagery, video, case studies, models of expert performance, and learning from mistakes within work settings. To promote learner transfer early one, facilitators should take actions to ensure the success of the learning event before the learning event occurs. 

Prior to the virtual learning, facilitators should make certain

1. Learning goals and outcomes must be communicated to help the learner understand exactly what they are supposed to learn.  Facilitate communication with participants prior to the learning via phone, video, electronic messaging or private social media group.  This can also be accomplished by creating a private social media group (Facebook, Reddit) for participants join for collaboration with the instructor and other participants prior to the learning event.
2. Learners are actively involved throughout the learning event.  Share with learners the learning design and frequently asked questions.
3. The learning design should include interactivity among the instructor and participants, the participants and technology, and the participants themselves.  Some techniques that can be included in the training design are:  games, story-building, polls, chat dialogue, whiteboard tools, discussions, and small group exercises. Include full instructions on how to use the virtual tools and how to prepare for the event.
4. Focus only on the content that is relevant to the learner and the learning outcome. 
5. Provide effective behavior models in the virtual lesson such as a video or photograph.  
6. Show learners how not to perform a certain skill through video, live camera action, or case study. 
7. Implement self management strategies where the participant sees him/herself performing the action.  This can be accomplished by providing a video interview of a past class participant or peer actually performing the learned function. 
8. Facilitators must meet with stakeholders and supervisors early on in the design process to incorporate a strategic link between the content they are about to learn to the organization, set expectations, accountability measures, and validate training content.  This can be incorporated by adding a video from the stakeholder to the virtual learning.  During this meeting, the facilitator should ensure the participants will have uninterrupted time to learn and have a reliable technology (computer, Internet, headset, and other technology tools) to ensure success. 

Perhaps facilitators should create a Before Action Plan that incorporates necessary actions to increase learner transfer early on.

The Transfer of Technology-Supported Training Model (© Carnes and Associates) depicts a combination of factors supported by research on face-to-face training that can be applied to learning virtually.  More information on additional practical techniques to integrate into training for effective learning and transfer are in Barbara Carnes’ book, Making Learning Stick and Making eLearning Stick (on Amazon).

Visit our website at maketrainingstick.com!

Until next time…  Dr. TL

Keeping Learning Sticky with Social Media, Part II

Trainers are using social media even more today for transformational learning. Learning and development is moving in a more social, collaborative, and on-going model. Social media presents organizations with effective tools to train employees at all states of employment. 

Trainers must see learning as a on-going process (before, during, and after a learning session). The same applies for social media to be effective, trainers should utilize social media tools before, during, and after the learning event—choosing the best 1-2 platforms that better fit the type of training and/or organization.

Before the learning session, set up a group or community space where trainees can share ideas and opinions about the learning session. Using social media before a learning session will allow participants to share their expectations, introduce the trainers, and provide information to prepare everyone for the upcoming session.

During a learning session, trainers can utilize social media tools for note taking and collaboration among participants. These shared notes can be compiled for future reference.

After a learning session, trainers should collect references and feedback to post on social media to provide resources, information, and connections for future retrieval.

In Part I, I gave you a simple idea of how to incorporated social media into your training plan. Here are a few additional ideas to use social media tools to make learning stick:

1. Pick 1 -2 platforms that are best fit for your type of training and/or your organization.
2. Utilize chat rooms before and after the learning event. Learners can continue to learn from each other even after the training ends. They can interact and share how they struggled with a particular process and show others how they may have approached it.
3. Use unique polling and quizzes. (Facebook and LinkedIn)
4. Add your class online using the online social media learning platform for users to use after the learning event as a refresher. (LinkedIn)
5. Segment your training into multiple modules. (Facebook) 
6. You can create a brief teaser to draw in learners and post a pre-assessment before the learning event occurs. Participants can post their questions prior to the learning event. (Facebook, Twitter, LinkedIn, WhatsApp)
7. Use Facebook, Reddit, LinkedIn, or Tumblr for Pre-training and Post-training with photos, PowerPoint slides, or other visuals. Remember, Neurolinguistic Programming tells us that 60% of learners prefer to take in information visually.
8. Host a post-training discussion/support group.(LinkedIn) Ask 2-3 open-ended questions that will encourage discussion of the ideas and how people are applying – or think they might apply – them. As more people become involved, participation will grow. Many people read others’ posts but don’t post themselves. That is okay because people are usually learning even though they’re not actively participating.
9. Send periodic reminders to use and practice newly acquired behaviors after training. The reminders can be set up ahead of time, for your convenience. Short emails can also be used. (Twitter, WhatsApp, Messenger)
10. Before a learning event, get a quick “read” on trainees’ interest in particular areas/topics in the training or simply build positive expectations about upcoming training. (Hint: use short testimonials from previous participants). (Twitter, Facebook, LinkedIn)
11. During a learning event, ask participants to submit their questions to you via email (Twitter, Messenger).
12. Allow users to submit questions (via Reddit), links, images, discuss them, and vote them up or down.

Ask Yourself: How can I use social media tools to strengthen the learning process and help make learning stick for my learners (or employees)?

Dr. TL

Keeping Learning Sticky with Social Media, Part I

Trainers are using social media even more for learning new concepts, collaborating and networking with other facilitators, sharing information, publicizing learning opportunities, and communicating with learners for pre-and post follow-up.

Why is social media helpful to make learning stick?  Going beyond the single and double-loop learning concepts; social media can be used to increase triple loop learning (that is, transformational learning encompassing both single- and double-loop learning and so much more).

Social media tools provide quick, simple opportunities to stay in touch with learners before, during, and after learning events.  I have particularly found Facebook, Twitter, LinkedIn, Reddit, WhatsApp, and Tumblr to be wonderful assets in my trainings to increase learner transfer.

To effectively use social media in training mainly centers around sharing knowledge, collaborating, and reinforcement. Determine the best social media platform that fits your training or organization.  Since most trainers are providing virtual training nowdays to our learners, why not create the best blended learning for our learners.  Below is a simple design idea for you to make your learning stick using social media!

Before the Training:

1. If you have previous research on the topic your learners will be learning about, rather than keeping them in suspense, refer learners to your (Tumblr or Reddit) site to read your research (or other’s research on the topic). This will engage the learners early on in research and knowledge sharing.
2. Create a private group for your learners. (Facebook, LinkedIn)
3. Introduce the Instructor and Training Content within the private group.
4. Schedule your webinar (keeping it to no more than 1 hour). Schedule the event on Twitter, LinkedIn, Facebook, and Snapchat.  Utilize hashtags to promote or remind learners of the event. Consider going Live (Facebook or LinkedIn) with your webinar.
5. One week before this event, post 2-3 open-ended, thought-provoking discussion questions in the group discussion board, allowing participants to post comments, asked follow-up questions, etc.  I understand some may not participate but they just may be reading the posts. (Facebook, LinkedIn, Twitter, Tumblr, Reddit)

During the Training:

6. Allow participants to conduct Group Teach Backs via the social media private group.  This will give learners an opportunity to capture real-time feedback and gain peer support.

After the Training:

7. Post-event discussion questions, a recap video and a practice assignment in the discussion board. Give participants one week to respond to the post. (Facebook, LinkedIn, Twitter, Tumblr, Reddit)
8. Connect learners directly with SMEs.

Trainers know that learning is a process (occurring before, during, and after the learning event).  As a trainer, are you keeping up with the latest trends in social learning?   Which social media platforms are a better fit for you (your organization, training, etc.)?  Perhaps you should explore one or two social media platforms for your next learning event…

Dr. TL

Self-Reflection and Making Training Stick

The Make Training Stick® Team hopes that your 2020 has gotten off to a great start!  Self-reflection is the foundation of learning and development.  It is important to take time to intentionally reflect on past experiences, possibly your year 2019. Reviewing and evaluating the actions taken, teaches what worked, what did not work, and how to adjust along the way.

Self-reflection requires deliberate practice involving noticing, paying attention, and giving active consideration to mindset, values, behaviors, and results. Self-reflection enables individuals to understand what is important and focus on what may be done differently. Reflection gives the brain a chance to pause amidst chaos and allows it to sort through observations and experiences allowing you to create meaning—an important element in professional growth.  Self-reflection exercises can be used before, during, and after learning experiences.

Trainees can use self-reflection before training sessions by incorporating self-reflection at the start of the program.  Trainees can ask themselves:

• What learning do I want to take away?
• How will the learning help me be more successful?
• What specific questions are on my mind about this topic?

Trainers can use self-reflection during training sessions:

1. As a feedback mechanism allowing time in class for self-reflection. This allows participants to evaluate themselves.
2. By providing a safe environment for self-reflection. Enhance safety by ensuring participants know no external evaluation will be employed, the work’s purpose is self reflective growth, and they can select the focus for development.
3. Provide structure for self-reflection by using some form of a map or conversational guide template to guide participants’ interaction.
4. Through the use of appropriate tools for self-reflection that encourage thinking. Approaches include judgment-free expressions, pausing, paraphrasing, inquiring in open-ended manners, and providing data that is interference free.
5. Mediational questions can be posed by the trainer (examples): What went on in your mind when_____?   How did/do you know that?  What assumptions do you hold on this topic?  What information do you have that supports those assumptions?  What interpretations are you making about the data?

Trainees can use self-reflection after training sessions by cultivating questions that prompt reflexive thought at the end of the program.  Examples are:

• What am I aware of now about myself, about others, and about the organization that I was not aware of at the beginning of the program?
• How will I apply the increased awareness on the particular topic?
• What do I need to do to guide class participants, colleagues or team toward growth?

Trainees can also practice mindfulness (attention, thinking, emotion) and take up journal writing to reflect and write on experiences to promotes a deep approach to learning, feelings, and identify areas of mental and professional growth.  Reflection, along with self-awareness and self-regulation, encourages trainees to reframe problems, question their own assumptions, and look at situations from multiple perspectives as they analyze their own lived experiences.  The objective is to create awareness that leads to more meaningful actions, decisions and outcomes encouraging trainees to recognize gaps in their own knowledge and attend to their own learning needs.

More information on additional practical techniques to integrate into training for effective learning and transfer are in Barbara Carnes’ book, Making Learning Stick  (on Amazon).

Until next time…

 

Making Spooky Training Stick: Delivering Training on Sensitive Topics

Happy Halloween!  As workplace learning and performance professionals, we sometimes have to provide education on scary, sensitive topics such as diversity, cultural and gender biases, substance abuse, compliance, office romance, inappropriate dress, personal hygiene, and workplace bullying.  Any topic of a sensitive nature may make even the best of facilitators uncomfortable when exploring the topic with participants. This is because our natural reaction is to shy away from difficult, controversial topics.  Participants deserve to be taught about these topics in authentic, engaging and purposeful ways to perceive the training as useful. Sensitive topics are important to workplace awareness of the world

…but how can facilitators effectively deliver the training and make sure it sticks?

Before engaging in training on any workplace sensitive topic, it is important for each participate to be in a positive emotional state. As an icebreaker to teaching sensitive topics, perform a mind sweep to clear the minds of participants.  First, introduce the training in a normal manner, then have participants pause and think about everything on their minds.  Pass out index cards to each participant to write everything they are currently thinking about, calls to return, emails to respond to, projects they are working on, family to do list, etc. Once complete, have participants put away their index cards and address those items after training completion.  The mindsweep technique can be used to clear participants of outside thoughts that hinder learning transfer and creates a fresh learning experience.

The Make Training Stick® team has a few practical techniques for tackling training on sensitive topics and making the (sensitive topic) training stick. Facilitators should

1. Be a confident in educating on the sensitive topic.
2. Set the stage by creating a supportive learning atmosphere by listening and respecting the views of each participant.
3. Consider his/her own biases surrounding a sensitive topic, model open-mindedness, and inspire self-reflection.
4. Recognize the diversity of each participant and recognize each participant has a unique background and set of experiences.
5. Establish a learning framework with clear, specific objectives to focus. 
6. Plan and active role and avoid dominating and being a passive facilitator in the learning process.
7. Remain calm and turn emotional moments into learning experiences.
8. Conclude with a summary of significant points.
9. Allow participants time to reflect on comments made during the learning session, record their reflections in writing, and grant the opportunity to unwind and think calmly about individual views on the topic.

Mindfulness can be the answer to training on sensitive topics.  Facilitators simply encourage mindfulness by “watching what we do and say” (attention) and realizing (thinking) what it means to others (emotion). Facilitators gently remind participants to remain in a mindful state—bringing words and deeds in sync with good intentions. Things to be mindful of are stereotypes, an “us” versus “them” mindset, lacking compassion, seeking power over others, and objectification.

Conducting training on sensitive workplace topics does not have to be spooky. We are all products of our society and culture, and attitudes and values change. Facilitators must understand themselves and respect the unique background and experiences of participants.  More information on additional practical techniques to integrate into training for effective learning and transfer are in Barbara Carnes’ book, Making Learning Stick (on Amazon).

Until next time…

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

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…

 

Making Training Stick by Getting Closer to the Trainee

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

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…