Making Learning Stick

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From Training to Development: How to Make Learning StickLast year, according to the LSC we spent almost £2000 a head on training in the UK, CIPD state’s it’s about £400 a head, a huge discrepancy but nonetheless a big investment. How much of that hard cash results in actual learning that sticks? Surely, as L&D professionals the biggest challenge we face is ensuring that every training intervention results in change, investment is returned and individuals apply the learning. Moving beyond the ‘happy sheets’ we know and love, supporting the individual beyond any intervention is the key that unlocks the door to personal development. Getting back to basics, this workshop explores a simple model to follow for behaviour change. The L&D professional can take away something that’s flexible, relevant and a benchmark for any training intervention. Research shows (and everyday experience validates) that roughly 90% of people who attend a training program will be doing nothing differently six months later. Why is that? How we can structure learning and development initiatives that actually change behaviour? So training is the hammer that makes every problem look like a nail. Let’s assume that a training intervention is the right solution to a problemHow many of you have had some kind of training in the last 12 months?Was training the answer? Eighty-two per cent of those interviewed had received some form of training in the past 12 months. Ninety-two per cent of respondents who have undertaken training in the past 12 months believe that the training they received has been successful in helping them do their job better.

The 2004 CIPD research report Helping People Learn (Reynolds 2004) offered precise definitions of these terms: training was defined as ‘an instructor-led, content-based intervention, leading to desired changes in behaviour’, and learning as ‘a self-directed, work-based process, leading to increased adaptive capacity’. ‘Learners prefer active to passive methods of learning. On-the-job training is the favoured method of learning for all categories of employee. This could be seen as a mismatch to the amount of classroom-based learning that is taking place.’ Training is very good at transferring knowledge. The longer and more intensive the training, the more knowledge can be imparted. The problem is that people can’t assimilate infinite amounts of knowledge. How we learn:70% informal learning20 % coaching by managers10% from formal learning (training) Training treats all workplace challenges as information problems. If employees only knew X, they’d do Y. For computer programmers, that may be true. But for complex behaviours, such as managing yourself and others, information is not enough. Nobody says, “If only I knew more, I would not treat my subordinates like dirt.”At some point you have to say, “I know enough to start, and that’s enough for now.”

1 Group

NSW Department of Education at NSW Department of Education, added this to the group Instructional Design

Making Learning Stick - Presentation Transcript

Developing Our People:
Making Learning Stick
How do we really learn?
Learning vs. Training
‘an instructor-led, content-based
intervention, leading to desired
changes in behaviour’
‘a self-directed, work-based
process, leading to increased
adaptive capacity’
CIPD definitions
from Training to Development
Knowledge/Skills
Any intervention must fulfil a knowledge or skills
gap that supports the company's business goals
Type (process, technical, concepts, behavioural etc.)
Depth (new skill/knowledge, introduction, refresher)
Reach (how many people and for how long?)
Capability
Capability is the potential capacity to carry out the
behaviour or use the knowledge
Job Role (relevance, priority)
Potential (future growth, application in the workplace)
Existing ability/knowledge (how much can they do, do they know already?)
Motivation
The emotional urge to perform the new skill or use
the knowledge
Who initiated (manager, individual, HR/L&D)
Incentive (what's in it for the individual beyond the learning itself?)
Personality (willingness to change, open to new ideas, tenure in the role, etc.)
Support
Ongoing support is the key factor that allows
people to grow their knowledge, capability, and
motivation over time
Management (must be involved before and after any intervention, ‘buy into’ the development, objective setting etc.)
Coaching/Mentoring (weekly/monthly action plans to embed skills/knowledge, provide real life examples, transfer to the workplace)
Follow-up Info. (documents, e-learning, video, social apps, etc.)