How Micro-Video Can Drive Learning Retention | Webinar 08.05.15

Jessica Petry

Sr. Marketing Specialist

[email protected]

@JessLPetry

@BizLibrary

Chris Osborn

Vice President of Organizational Strategy

[email protected]

@chrisosbornstl

#BIZWEBINAR

mailto:[email protected]


Improve employee performance with the largest

and fastest-growing library of training videos.

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

Key Neurological

Principle of Retention

Purposeful recollection of material

over intervals of time

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

Hermann Ebbinghaus: The Forgetting Curve

SOURCE: Mentormegate.com

10 MIN. 48 HRS. 2 WEEK2

MONTH

Overcoming the Curve

Retention Ecosystem

Content

+

Delivery

Systems and Processes

Stakeholders

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

Poll Question

What is Dr. Larsen talking about?

a. Online training

b. Instructor-led, classroom training

c. Hands on training

d. Self-directed training

e. Simulation training

Content + DeliveryContent drives learning

Technology should be invisible

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

Poll Question

What are the key elements of the human

learning process?

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


MONTH

Overcoming the Curve

Systems and Processes:

2+2+2


MONTH

Immediately after class:

• Quiz

• Review video

• Alternate video on same topic

• Reflection


MONTH

Immediately after class:

Ask 3-5 questions about key points

from the material, or a poll…

Poll Question

According to the webinar materials, the

technology and content should be:

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.


MONTH

48 hours:

• New quiz

• Video quiz with speaker posing

hypothetical

• Reflection questions from colleagues


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.


MONTH

2 weeks later:

• In-depth quiz

• More complex video review

• Use case – give employee

new situation to explore

with new visual clues


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?


MONTH

2 months later:

• 2nd In-depth quiz

• Manager review of quiz

answers

• New set of hypotheticals

with visual examples


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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Questions?

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and fastest-growing library of training videos.

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Jessica Petry

Sr. Marketing Specialist

[email protected]

@JessLPetry

@BizLibrary

Chris Osborn

Vice President of Marketing

[email protected]

@chrisosbornstl



How Micro-Video Can Drive Learning Retention | Webinar 08.05.15

Business

science of learning

learning revolution

online training

classroom training

simulation training

delivery mode content

employee learning efforts

intuitive learning experience