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BOOST EMPLOYEE PERFORMANCE WITH MICROLEARNING AND MANAGER TRAINING
The webinar focuses on effective employee training and retention strategies, emphasizing the importance of manager involvement in the learning process. It highlights the Kirkpatrick-Phillips model and discusses the challenges organizations face in retaining knowledge post-training. Key recommendations include identifying performance gaps, incorporating learning in daily work, and utilizing microlearning as a tool for immediate application of new skills.
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BOOST EMPLOYEE PERFORMANCE WITH MICROLEARNING AND MANAGER TRAINING
- 1. #WFwebinar The presentation willbegin at the top of the hour. A dial in number will not be provided. Listen to today’s webinar using your computer’s speakers or headphones. Welcome to the webinar!
- 2. #WFwebinar Tools You Can Use Audio Control – A dial in number will not be provided. – Adjust the volume on your computer or headphones
- 3. #WFwebinar Questions and Handouts Youcan submit questions by clicking on this icon here. You can download a PDF of the slide deck by clicking here.
- 4. #WFwebinar 1. May I receive a copy of the slides? YES! Click on the handouts list located on the right portion of your screen. 2. May I review the webinar recording at a later date? YES! You may log in again using today’s link to review the presentation on-demand. 3. Is this webinar HRCI or SHRM certified? YES! The HRCI and SHRM certification codes will be sent in the same follow up email as the recording Frequently Asked Ques0ons
- 6. Presenting Today Kristi McNabb RevenueOperations Manager BizLibrary Katie Miller Marketing Specialist BizLibrary
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- 8. We need alearning 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) “
- 10. Learn Moment of need Apply Improvejob performance Retain The 3 Functional Components of Effective Employee Training
- 11. Human Learning Process Encoding Short-termmemory, 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
- 12. The three elementscannot be separated… though we try.
- 13. LEVEL 1 LEVEL 4 LEVEL2 LEVEL 3 LEVEL 5 Kirkpatrick – Phillips Model
- 14. Kirkpatrick – Phillips Model LEVEL1 LEVEL 4 LEVEL 2 LEVEL 3 LEVEL 5 Reaction Participant satisfaction
- 15. Kirkpatrick – Phillips Model LEVEL1 LEVEL 4 LEVEL 2 LEVEL 3 LEVEL 5 Learning Knowledge, skills and attitudes
- 16. Kirkpatrick – Phillips Model LEVEL1 LEVEL 4 LEVEL 2 LEVEL 3 LEVEL 5 Behavior Application and on-the-job learning
- 17. Kirkpatrick – Phillips Model LEVEL1 LEVEL 4 LEVEL 2 LEVEL 3 LEVEL 5 Results Business impact
- 18. Kirkpatrick – Phillips Model LEVEL1 LEVEL 4 LEVEL 2 LEVEL 3 LEVEL 5 ROI Return on investment
- 19. ROI + BusinessBenefit Require Application That’s why the Kirkpatrick-Phillips Model still matters… Employees must learn . . . Employees must retain what they’ve learned Employees must apply what they’ve learned to improve performance Simple, right? Should be, but too many organizations struggle with it.
- 20. No matter howmuch 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
- 21. Hermann Ebbinghaus: TheForgetting Curve
- 22. Overcoming the Curve SOURCE:Mentormegate.com
- 23. 10 MIN. 2DAYS 2 WEEKS 2 MONTHS Overcoming the Curve 2 + 2 + 2
- 24. Retention Ecosystem Content + Technology Systems andProcesses Stakeholders
- 25. 0 1 23 4 5 6 7 8 9 10 Trainer Employee Manager Trainer Employee Manager Trainer Employee Manager Usage Impact POST EVENT PRE Impact for Training Transfer Most Impact/ Usage Least Impact/ UsageSource: Barbara Carnes, Making Training Stick
- 26. 0 1 23 4 5 6 7 8 9 10 Trainer Employee Manager Trainer Employee Manager Trainer Employee Manager Usage Impact PRE Impact for Training Transfer Most Powerful Least PowerfulSource: Barbara Carnes, Making Training Stick
- 27. 0 1 23 4 5 6 7 8 9 10 Trainer Employee Manager Trainer Employee Manager Trainer Employee Manager Usage Impact EVENT Impact for Training Transfer Most Powerful Least PowerfulSource: Barbara Carnes, Making Training Stick
- 28. 0 1 23 4 5 6 7 8 9 10 Trainer Employee Manager Trainer Employee Manager Trainer Employee Manager Usage Impact POST Impact for Training Transfer Most Powerful Least PowerfulSource: Barbara Carnes, Making Training Stick
- 29. 0 1 23 4 5 6 7 8 9 10 Trainer Employee Manager Trainer Employee Manager Trainer Employee Manager Use / Frequency Power / Impact POST EVENT PRE Impact for Training Transfer Most Powerful Least Powerful Biggest disconnect is our perception of the impact during the event and the reality. Source: Barbara Carnes, Making Training Stick
- 30. 0 1 23 4 5 6 7 8 9 10 Trainer Employee Manager Trainer Employee Manager Trainer Employee Manager U s e / POST EVENT PRE Impact for Training Transfer Most Powerful Least Powerful Manager pre-training has the biggest impact. Trainer pre-training has the second biggest impact. Manager post training has the third biggest impact. Source: Barbara Carnes, Making Training Stick
- 31. 6 Best Practicesfor a Manager to Support Learning 1. Identify performance gaps 2. Identify skill and competency gaps 3. Make the employees stakeholders 4. Get involved and be a good example 5. Incorporate learning into day-to-day work 6. Celebrate and recognize $ $ $ @
- 32. Manager Curriculum Performance Emotional Intelligence Delegation Engagement/ Motivation Listening Skills Strategic Thinking Coaching Presentation Skills Leadership
- 33. 10 MIN. 2DAYS 2 WEEKS 2 MONTHS After training begins: • Ask questions about content • Ask reflection questions • Suggest additional videos
- 34. Sample Reflection Question Accordingto the webinar materials so far, how might you involve your managers in the planning of your next employee training effort?
- 35. 10 MIN. 2DAYS 2 WEEKS 2 MONTHS 48 hours: • Coaching on content and learning objectives • Performance improvement as goal Overcoming the Curve | Managers as Assets Systems and Processes: 2+2+2
- 36. Poll Question In yourorganization, how do your managers support employees in the application of new things to their jobs?
- 37. In your organization,how do your managers support employees in the application of new things to their jobs : a. Our managers offer little support, mostly because they are not committed to learning and development themselves. b. Our managers offer little to no support, mostly because they are not willing to do so. c. Our managers offer little to no support because they do not know how to do so. d. Managers provide some support, but not enough. e. Managers are well-trained, involved and provide excellent support across the board. f. Something else.
- 38. 10 MIN. 2DAYS 2 WEEKS 2 MONTHS 2 weeks later: • Use case: give the employee a new situation to explore with new visual clues Overcoming the Curve | Managers as Assets Systems and Processes: 2+2+2
- 39. 10 MIN. 2DAYS 2 WEEKS 2 MONTHS 2 months later: • Manager / employee review of quiz answers • Hypothetical questions with visual examples Overcoming the Curve | Managers as Assets Systems and Processes: 2+2+2
- 40. Overcoming the Curve ManagerKey for the 2 Month Mark Employees should be applying what they’ve learned . . . . • Compare new levels of performance to performance gap analysis • Still gaps? • What part of learning is and is not being applied? • Managers must explore any barriers to application of learning now!
- 41. Sample Question forManagers Provide a specific instance where you had a problem applying the active listening skills training we’ve been working on over the last two months? • What happened? • What do you think caused the problem? • What might you have done differently? • What was the outcome?
- 42. Stakeholder • Employees andmanagers are part of interconnected system of learning (encoding), consolidation and retrieval. • And in the end - application! • Employees and managers alike must see value and purpose behind learning. • Managers must know how to incorporate learning into work environment.
- 43. The contextual cuesin 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
- 44. Content’s Relation toLearner When content is important to the learner, relevant to their experience and based upon things they already know.
- 45. Content Design andDelivery • Visual content (video), short bursts both during training and for retention purposes • Anchor learning with context – visual cues • Make recollection of content difficult but not impossible. Review with correct answers after intervals - allow some forgetting to occur
- 46. Key Take-Aways Employee application oflearning to improved job performance begins BEFORE training programs ever start! Managers are a crucial part of the retention/application ecosystem to drive ROI and business benefits. Microlearning can be a great tool to help employees in the moment of need as a direct application of newly acquired skills to job performance. www.bizlibrary.com
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- 48. Advanced Train theTrainer Video Series The series is designed to help experienced trainers improve the impact of their work and is divided into four sets of programs: "Training Management," "Research," "Content Development," and "Delivering Training." This video introduces the series and describes why you have to focus on reinforcing and supporting new behaviors after the learning event. Advanced Train the Trainer: Today’s Training Challenges
- 49. Learning Retention StrategiesVideo Course Professor Kohn explains the benefits of boosts, the types of boosts, the suggested frequency of boosts, and much, much more. Learning Retention Strategies
- 50. Let us knowthrough the poll if you’d like a free demo of BizLibrary’s online course collection. www.bizlibrary.com/demo Try out these video lessons and more!
- 51. Thank you forattending! Katie Miller Marketing Specialist BizLibrary Kristi McNabb Revenue Operations Manager BizLibrary
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