Delivering learning is only the first step in improving performance. Employees have to retain their new knowledge and skills, or the time, energy and effort that went into the program was wasted. The challenge is that we focus so intently on developing employee learning resources that we often overlook the importance of whether our employees retain any of what they learn. Recent research can help us learn more about what reinforcement methods really work and why. Join us for this complimentary TrainingIndustry.com webinar sponsored by BizLibrary. Dean Pichee, CEO of BizLibrary, will take you through actionable steps to increase training performance. In this interactive webinar, you’ll learn: - What the “forgetting curve” is - Methods, techniques and tools (including video) that can reverse the forgetting curve - How to increase ROI and performance using these methods

2. Presenting Today
Dean Pichee
President and CEO,
BizLibrary
dean@bizlibrary.com
Erin Boettge
Content Marketing Manager
BizLibrary
eboettge@bizlibrary.com
Follow along on Twitter: #BizWebinar @BizLibrary

3. BizLibrary helps organizations succeed by improving the way
employees learn.
www.bizlibrary.com/free-trial

4. What is the goal and objective
for employee training in your
organization?
Let us know in chat.

5. Why Traditional Training Doesn’t Work
U.S. businesses spend
over $160 billion
annually on employee
learning and training.
90% of what we learn is
forgotten within
30 days.
Employees are
interrupted
– on average –
every 3 minutes.
Classroom-based
learning is failing
businesses because it
covers only about 10-
20% of what someone
actually needs to do
their job.
90% 20%

7. Hermann Ebbinghaus: The Forgetting Curve

9. “No matter how much you invest into training and
development, nearly everything you teach to your
employees will be forgotten.
Indeed, although corporations spend billions of
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.”
Art Kohn, PHD, Professor, Author and Consultant

12. How We Learn
Encoding
Short-term memory, observations,
memory traces and what we’ve seen
(limited capacity)
Consolidation
Time scientists believe the brain replays
or rehearses the learning, new
knowledge next to neural markers
Retrieval
Forced retrieval is most effective after
time intervals and some forgetting has
occurred

13. Myth #1:

14. Myth #2:

15. Key Neurological
Principle of Retention
Purposeful recollection of material
over intervals of time

16. How little organizations rely on the science of learning and training. I've been doing
this for a long time, and many organizations are uninformed about what it is we
know about learning and training and development.
What happens before and after a training session is just as important as the actual
instruction itself. “
- Eduardo Salas, Professor of Organizational Psychology,
- University of Central Florida
“
What was the most surprising thing you have learned from
years of studying corporate training?

18. 6 Ways to Use Science to Improve
Your Employee Training Program
1. Chunk it.
2. Space it out.
3. Test it.
4. Mix it up.
5. Make it hard.
6. Write to remember

19. Chunk it
“Microlearning – learning bursts – lower
the cognitive load.”

20. Cognitive Load
The total amount of mental effort being used in
the working memory.
Our brain can only process a certain amount of
information at a time.

21. TRAINING
CONTENT
Bite-Sized
Chunks

22. Space it out
“Cramming can be an effective learning
methodology if your only objective is to
pass a one-time exam. ”

23. Spacing Effect
Spacing out information over time rather than
cramming it into one session or a short time
period, you will improve your long-term memory.

25. 2
MONTHS
2
WEEKS
2
DAYS
10
MIN.
Overcoming the Forgetting Curve

26. Test learners
“Tests and quizzes do more than just
measure the amount of learning that
has taken place. Testing is a critical part
of the learning itself.”

27. The Testing Effect - Retrieval
Testing increase learning more than any other
study method.
Long-term memory is increase when some of the
learning time is devoted to retrieving the to-be-
remembered information.

30. Mix it up
“Practice like we play the game.”

31. Interleaving
The practice of mixing several related skills
together.

32. Blocking vs. Interleaving
TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 TOPIC 5 TOPIC 6
TOPIC1
TOPIC3
TOPIC4
TOPIC6
TOPIC2
TOPIC5
TOPIC2
TOPIC4
TOPIC3
TOPIC5
TOPIC1
TOPIC6
TOPIC5
TOPIC6
TOPIC3
TOPIC1
TOPIC4
TOPIC2

33. Make it hard
“The harder our brain has to work the
more learning and retention occurs.”

35. 0
5
10
15
20
25
30
Pretest Acquisition 1&2 Random Transfer Test Blocked Transfer Test
Practiced with blocked pitches Practiced with random pitches
NumberofHits

37. Writing to remember
“Retention is increased if you ask
learners to summarize in their own
words what they learned.”

38. What We Can Do Before Training
Priming
Ask questions to encourage thinking
about the topic.
Set Expectations
Set expectations that prepare for a
difficult experience.

39. What is the most important
thing you learned from the
webinar today?
Let us know in chat.

40. Bottom Line: What Works?
Learning Bursts
microlearning
Learning Boosts
reinforcement

41. Get boosted.
Receive learning boosts after the webinar today.

42. NOT ME

43. Questions?

44. Video Course: Learning Retention Strategies

45. Interactive Video: Beginning Development for Training Programs

46. Try out these video lessons
and more!
Thousands of videos and unlimited access for
your employees.
www.bizlibrary.com/free-trial

47. Get in Touch
Dean Pichee
President and CEO,
BizLibrary
dean@bizlibrary.com
www.bizlibrary.com
Erin Boettge
Content Marketing Manager
BizLibrary
eboettge@bizlibrary.com

48. References and Resources
Brain Science: The Neuroscience of Teaching and Learning, Learning Solutions Magazine, by Art Kohn.
http://www.learningsolutionsmag.com/articles/1354/brain-science-the-neuroscience-of-teaching-and-learning
Make it Stick: The Science of Successful Learning, by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel.
http://www.learningsolutionsmag.com/articles/1354/brain-science-the-neuroscience-of-teaching-and-learning
How Much Do People Forget? Will Thalheimer. http://willthalheimer.typepad.com/files/how-much-do-people-forget-
v12-14-2010.pdf
So Much Training, So Little to Show for It, WSJ.com, Rachel Emma Silverman.
http://www.wsj.com/articles/SB10001424052970204425904578072950518558328
ATD State of the Industry 2014. http://files.astd.org/Research/Infographics/SOIR-2014-
Infographic.pdf?_ga=1.228043741.1320061770.1449678068
Information Impact and Factors Affecting Recall, ERIC, Ralph Burns. http://eric.ed.gov/?id=ED258639
Meet the Modern Learner, Bersin by Deloitte. http://www.slideshare.net/heytodd/the-modern-learner-infographic-
final-v4120414