How Micro-Video Can Drive Learning Retention | Webinar 08.05.15
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Transcript of How Micro-Video Can Drive Learning Retention | Webinar 08.05.15
Jessica Petry
Sr. Marketing Specialist
@JessLPetry
@BizLibrary
Chris Osborn
Vice President of Organizational Strategy
@chrisosbornstl
#BIZWEBINAR
We need a learning revolution: in the
schools, at home, and in the workplace.
Although the science of learning has
made enormous advances over the past
decade, its discoveries have remained
restricted to academic journals and
conferences. It’s time to liberate this
knowledge for the good of learners
everywhere.”
SOURCE: Annie Murphy Paul,
The Science of How We Learn,
Time Magazine (online)
Learning
Culture
Performance
Analysis
Content
StrategySuccess
CriteriaMarketing Alignment
Business
Impact
How can we align our employee learning
efforts to organizational goals?
LearnMoment of need
ApplyImprove job performance
Retain
The 3 Functional
Components of Effective
Employee Training
Encoding
Short-term memory, observations, memory
traces and what we’ve seen (limited capacity)
Retrieval
Forced retrieval is most effective after time
intervals and some forgetting has occurred
Consolidation
Time scientists believe the brain
replays or rehearses the
learning, new knowledge next
to neural markers
Human Learning
Process
No matter how much you invest into
training and development, nearly
everything you teach to your employees
will be forgotten.
Indeed, although corporations spend 60
billion 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.”
SOURCE: Art Kohn, PHD,
Professor, Author and
Consultant
In my mind, considering how much forgetting
occurs, it’s very discouraging that we’re
putting so many resources into an activity that
the way it is done, learning research tells us is
so ineffective.”
SOURCE: Doug Larsen
Washington University School of Medicine
St. Louis, MO
a. Online training
b. Instructor-led, classroom training
c. Hands on training
d. Self-directed training
e. Simulation training
LEARNER
EXPECTATIONS
• Easy to use - intuitive
• Learning experience fits to delivery
mode
• Content is accessible no matter
what device I’m using
• Content is accessible in any location
or work environment
• Easy to find and easy to share
• Engaging
CONTENT
CHARACTERISTICS
• Delivery looks familiar to me and
there is video to watch
• Content is personalized to fit my
needs
• Mobile – must have, it’s not an
option
• I choose when and how to access
content
• Social – shareable with friends and
colleagues and I can comment
• Short, relevant video
a. Encoding, curation, retrieval
b. Observation, consolidation, retrieval
c. Encoding, consolidation, application
d. Encoding, retrieval, consolidation
Systems and Processes
Employees must have access to tools
to foster retention.
• Re-enforcement content such as
video, job aids, work flows,
“how do I . . . ?”
• On-demand access
• Mobile
10 MIN. 48 HRS. 2 WEEK2
MONTH
Immediately after class:
• Quiz
• Review video
• Alternate video on same topic
• Reflection
10 MIN. 48 HRS. 2 WEEK2
MONTH
Immediately after class:
Ask 3-5 questions about key points
from the material, or a poll…
a. Separate and distinct elements so the employee clearly knows the difference.
b. Since technology development is usually so completely different than content development,
it’s not a relationship that matters.
c. Content is king, so it’s the only thing we need to worry about at all.
d. Content and technology ought to be woven together into a seamless learning environment
to match the way employees absorb content at home.
e. None of the above.
10 MIN. 48 HRS. 2 WEEK2
MONTH
48 hours:
• New quiz
• Video quiz with speaker posing
hypothetical
• Reflection questions from colleagues
10 MIN. 48 HRS. 2 WEEK2
MONTH
48 hours:
Ask 2-3 questions about key points from
the material, or a poll . . . .
Poll Question
In your experience, how do people
typically respond to forgetting important
things they are supposed to have learned
in training:
a. It depends upon experience level. More experienced employees know that some forgetting is
normal and shrug it off, while newer employees seem less confident and frequently try to
fake their way through things.
b. It doesn’t bother employees who know how to find answers to questions using technology,
so experience isn’t really an issue. It’s more a matter of technology savvy, maturity and
confidence. Sometimes our youngest employees handle this very well.
c. It bothers everyone about the same. Nobody likes to forget. It makes people lose confidence.
d. There is no hard and fast answer, because there are too many factors that can influence a
person’s reaction such as job role. For instance, executives rarely admit to mistakes.
e. Something else.
10 MIN. 48 HRS. 2 WEEK2
MONTH
2 weeks later:
• In-depth quiz
• More complex video review
• Use case – give employee
new situation to explore
with new visual clues
10 MIN. 48 HRS. 2 WEEK2
MONTH
2 weeks later:
Ask questions that generate
application ideas of the
content to workplace issues
and problems. Fill in the blank
questions and reflective
questions work well.
Question
According to Dr. Doug Larsen,
Washington University School of
Medicine, ___________________ is a known
waste of time and resources.
Question
Think back to the last employee
development program you launched in your
organization. How can you imagine using
some of these techniques to improve the
impact of that training among the
participants?
10 MIN. 48 HRS. 2 WEEK2
MONTH
2 months later:
• 2nd In-depth quiz
• Manager review of quiz
answers
• New set of hypotheticals
with visual examples
10 MIN. 48 HRS. 2 WEEK2
MONTH
2 months later:This is the time to delve deeper into the lessons
learned, and ask specific questions about how
the learning might have been applied to
improve job performance.
It’s helpful to bring peers and managers into this
conversation.
QuestionProvide a specific instance where you helped newly promoted managers
retain and then apply their training on delegation skills after their
promotion?
• What were the roadblocks to their application of the training?
• What helped them?
• Was their immediate supervisor helpful?
• What additional development do the managers need in delegation skills and
why?
Stakeholder
• Employees and managers are part of
interconnected system of learning (encoding),
consolidation and retrieval.
• Employees must see value and purpose behind
learning.
• Managers must know how to incorporate
learning into work environment.
The contextual cues in the
learning and remembering
situations.
The difficulty of the
retention test.
The power of the
learning methods used.
The type of material
being learned.
Connect Stakeholders to Content
The amount of time the
learning has to be
retained.The learners’ prior
knowledge and
motivation to learn.
SOURCE: How Much
Do People Forget? Will
Thalheimer
Content’s Relation to Learner
When content is important to learner,
relevant to their experience and based
upon things they already know.
Content Design and Delivery
• Visual content (video) works best, short bursts both
before forgotten and for retention purposes
• Anchor learning with context – visual cues – works
best
• Make recollection of content difficult but not
impossible. Review with correct answers after
intervals - allow some forgetting to occur
Key
Take-Aways
1. 2+2+2 2: 2 days, 2 weeks and 2 months
are the key intervals for "learning boosters"
to be delivered.
2. You have to plan your retention activities
as a part of learning program design.
3. People will forget. It's normal. In fact, it's
a part of learning, so take advantage of the
fact that you can influence what they
remember by emphasizing what's
important.
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Jessica Petry
Sr. Marketing Specialist
@JessLPetry
@BizLibrary
Chris Osborn
Vice President of Marketing
@chrisosbornstl