Stickiness

StickinessStickiness

How to Make The Perfect How to Make The Perfect

Spit WadSpit Wad


How do we get training to stick?How do we get training to stick?• Retention of the information presentedRetention of the information presented• Putting skills into practice in a live Putting skills into practice in a live

environmentenvironment Two very different conceptsTwo very different concepts One does not necessarily follow the One does not necessarily follow the

other:other:


For example:For example:• President Clinton President Clinton knewknew fidelity was fidelity was

important to both his marriage and his important to both his marriage and his career and he career and he knewknew what fidelity was. what fidelity was.

• What he did, or course, was a different What he did, or course, was a different story.story.

Another:Another:• I know that I’m supposed to keep my I know that I’m supposed to keep my

head down when I play golf, but………head down when I play golf, but………


What people know, what people doWhat people know, what people do

Learning styles and approaches to Learning styles and approaches to trainingtraining• Because of learning styles differ, Because of learning styles differ,

retention will vary when the retention will vary when the instructional approach is tied to a instructional approach is tied to a specific learning stylespecific learning style


Learning styles – 3 general types:Learning styles – 3 general types:

• VisualVisual• AuditoryAuditory• Tactile/KinestheticTactile/Kinesthetic


Learning style:Learning style:

• Direct causal relationship between Direct causal relationship between instruction method and retentioninstruction method and retention

• In order to maximize retention with a In order to maximize retention with a mixed group of learners, all three mixed group of learners, all three learning styles must be addressed/usedlearning styles must be addressed/used


To insure information and skills retention, primary To insure information and skills retention, primary training methods must involve both visual and training methods must involve both visual and auditory elements. This reaches 65% of learners.auditory elements. This reaches 65% of learners.

Learning Style # of Students Percentage

Visual 167 29%

Auditory 123 22%

Auditory/Visual 76 13%

Tactile 57 10%

Kinesthetic 54 10%

Visual/Tactile 35 6%

Visual/Kinesthetic 23 4%

Kinesthetic/Auditory 14 3%

Kinesthetic/Tactile 12 2%

Auditory/Tactile 7 1%


Pictures are remembered better than words on Pictures are remembered better than words on tasks of recall and recognitiontasks of recall and recognition

Although 65% of learners are visual or auditory, Although 65% of learners are visual or auditory, tactile and kinesthetic methods are required to tactile and kinesthetic methods are required to create stickinesscreate stickiness

Getting hands-on experience is even better than Getting hands-on experience is even better than picturespictures


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness

• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes• RepetitionRepetition• MotivationMotivation• ConfidenceConfidence• SupportSupport• FeedbackFeedback


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness• Relevance and RelatednessRelevance and Relatedness

The more relevant, the more likely it is to be retainedThe more relevant, the more likely it is to be retained

If information addresses a current need, recall is betterIf information addresses a current need, recall is better• Remembering a PIN number vs a license plate numberRemembering a PIN number vs a license plate number

Words as well as pictures are read and understood faster Words as well as pictures are read and understood faster when preceded by a related contextwhen preceded by a related context

• Picture the word ‘butter’ coming after the word ‘bread’ rather Picture the word ‘butter’ coming after the word ‘bread’ rather than the word ‘doctor’than the word ‘doctor’

• Picture the word ‘dish‘ coming after the word ‘satellite‘ rather Picture the word ‘dish‘ coming after the word ‘satellite‘ rather than the word ‘ladder‘than the word ‘ladder‘



• Low densityLow density Training that focuses on fewer learning objectives is far Training that focuses on fewer learning objectives is far

more effective than training that “covers a lot of ground”more effective than training that “covers a lot of ground” No more than 50% of material presented should be new – No more than 50% of material presented should be new –

the rest of class time should be devoted to material or the rest of class time should be devoted to material or activities designed to reinforce the material in the learners’ activities designed to reinforce the material in the learners’ mindsminds



• Low densityLow density – what the research says – what the research says

People who learn and master a skill (A) and then People who learn and master a skill (A) and then immediately learn and master a second skill (B), performed immediately learn and master a second skill (B), performed poorly when skill A was performed 5 hours laterpoorly when skill A was performed 5 hours later

People who learned a skill (A), waited 5 hours, learned a People who learned a skill (A), waited 5 hours, learned a second skill (B), and then waited 5 hours were able to second skill (B), and then waited 5 hours were able to perform both skills successfullyperform both skills successfully


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness• Relevance and RelatednessRelevance and Relatedness• Low densityLow density

• Short modules, short classesShort modules, short classes

The average adult attention span in a learning environment The average adult attention span in a learning environment is about 15 minutesis about 15 minutes

Modules (introducing new materials) within a class should Modules (introducing new materials) within a class should not exceed 15 minutesnot exceed 15 minutes

StickinessStickiness Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness

• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes

• RepetitionRepetition Key element in moving information from short-term to long term Key element in moving information from short-term to long term

memorymemory

Time from 1st Learning % Remembered % Forgotten

After 1 day 54% 46%

After 7 days 35% 65%



StickinessStickiness Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness

• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes

• RepetitionRepetition

Regular reinforcement of information is critical to combat Regular reinforcement of information is critical to combat this fading effectthis fading effect

Memory increases gradually with successive repetitionsMemory increases gradually with successive repetitions

The spacing of these repetitions is important as wellThe spacing of these repetitions is important as well

Consistency in the message is necessary to avoid confusionConsistency in the message is necessary to avoid confusion


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes

• RepetitionRepetition

I hear and I forget. I see and I remember. I do and I understand. - Confucius


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes• RepetitionRepetition

• MotivationMotivation

The more compelling the motivation (reason for doing it) The more compelling the motivation (reason for doing it) the more likely the skill will be applied.the more likely the skill will be applied.

• Internal motivators (pride, loyalty, integrity, etc)Internal motivators (pride, loyalty, integrity, etc)• External motivators (contests, positive reinforcement, $$$)External motivators (contests, positive reinforcement, $$$)


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes• RepetitionRepetition

• MotivationMotivation

The most effective external motivator is establishing non-The most effective external motivator is establishing non-negotiable performance standards and framing those negotiable performance standards and framing those standards with positive and negative consequencesstandards with positive and negative consequences

Standards have to be set and Standards have to be set and consistentlyconsistently maintained by a maintained by a SupervisorSupervisor

The new behavior becomes The new behavior becomes expectedexpected and nothing less is and nothing less is acceptable.acceptable.


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes• RepetitionRepetition• MotivationMotivation

• ConfidenceConfidence

The more we are confident in our skills, as well as our The more we are confident in our skills, as well as our ability to execute them, the more comfortable we will be ability to execute them, the more comfortable we will be trying themtrying them


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes• RepetitionRepetition• MotivationMotivation• ConfidenceConfidence

• SupportSupport

People are more likely to continue trying to develop more People are more likely to continue trying to develop more skills when they are being skills when they are being consistentlyconsistently assistedassisted and and encouragedencouraged. This requires coaching , and the attention of . This requires coaching , and the attention of direct supervisors.direct supervisors.


Common Denominators to Creating StickinessCommon Denominators to Creating Stickiness• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes• RepetitionRepetition• MotivationMotivation• ConfidenceConfidence• SupportSupport

• FeedbackFeedback

People are more likely to continue an action when they see People are more likely to continue an action when they see positive results to the action. This requires coaching and positive results to the action. This requires coaching and continuous feedback.continuous feedback.

StickinessStickiness The permanent transfer of new concepts and The permanent transfer of new concepts and

shaping of new behaviors is created by ensuring shaping of new behaviors is created by ensuring that these ten criteria are met:that these ten criteria are met:

• Relevance and RelatednessRelevance and Relatedness• Low densityLow density• Short modules, short classesShort modules, short classes• RepetitionRepetition• MotivationMotivation• ConfidenceConfidence• SupportSupport• FeedbackFeedback


It only takes one of the criteria to be It only takes one of the criteria to be missing to have a significant negative missing to have a significant negative impact on the stickiness of a training impact on the stickiness of a training program.program.


Maximizing training stickiness requires Maximizing training stickiness requires buy-in to the ten criteria at all levels buy-in to the ten criteria at all levels within an organizationwithin an organization


Like an automobile engine, each moving Like an automobile engine, each moving part (criteria) must work both part (criteria) must work both independently and interdependently independently and interdependently toward a common goaltoward a common goal

Stickiness

Education

Transcript of Stickiness