How to make learning stick
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workplace performance gurus Rummler and Brache have said that formal learning accounts for 10% of the potential for changing performance on the job. Learning and development is looking for more effective ways to change performance, including adapting the 70-20-10 learning model and digital learning. Digital learning is saving organisations money but it's not always generating learning and performance changes. During this webinar we will explored: - ways to apply the 70-20-10 learning model to make formal learning more effective - instructional design approaches that increase the retention of learning - the role of line managers in learning transfer - techniques for using digital learning to enable learning transfer.
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How to make learning stick
- 2. Sprout Lab works with organisations to design learning ecosystems that accelerate expertise
- 3. What we do
- 4. • ways to apply the 70-20-10 learning model to make formal learning more effective • instructional design approaches that increase the retention of learning • the role of line managers in learning transfer • techniques for using digital learning to enable learning transfer We will discuss …
- 8. Design pattern - new knowledge
- 10. 1 . Accountability 2. Line managers The two keys are
- 11. 1 . Accountability 2. Line managers The two keys are Learning is about change Someone needs to be accountable for that change
- 12. 1 . Accountability 2. Line managers Repeatedly it has been found that the employee’s manager is the key to their learning experience The two keys are
- 13. 70:20:10
- 14. Managers as learning leaders
- 15. Impact conversation – before and after events What is the business outcome for this learning program? How will this learning program change your performance? How does it affect the wider team? What help do you need from me?
- 16. Two approaches
- 19. Learning experience Rethinking how learning is designed
- 20. It used to be content was king
- 21. Process is now king
- 22. Performance focussed learning – what do learners need to DO? Part 1. Establish an authentic work context Part 2. Prompt the decision
- 23. Performance focussed learning – what do learners need to DO? Part 1. Establish an authentic work context What is happening? Who is involved? Where? When? Feelings, relationships?
- 24. Performance focussed learning – what do learners need to DO? Part 2. Prompt the decision What are the action options? What are consequences of each? What is the preferred option? Why is it preferred? What are the barriers to correcting performance?
- 25. AGES Attention, Generation, Emotion, and Spacing David Rock, Maite J Balda, Lila Davachi, Paul McGinniss, Josh Davis
- 27. Follow up Action plans Projects Discussions Reminders Workplace tasks Assessment Parallel practice Shadowing Interview Review Mirroring Mentoring Exchanges
- 29. Follow up Digital Learning In learning management systems the same features that are used for sending reminders about compliance training could be used for learning transfer Email automation software – e.g. MailChimp
- 30. 2. Spaced
- 31. Follow up Workplace Follow up Workplace Set up Learning experience Learning experience Learning experience Learning experience
- 32. Mobile apps and mobile sites Podcasts Virtual Classrooms Coaching Learning logs Learning experience Learning experience Learning experience Learning experience
- 33. Fully - worked example Partially - worked example Partially - completed example Part-task practice
- 34. Glasshouse Has spaced learning features which are focussed on using email. + Looking for people who are interested in being part of identifying what is needed and to explore some of the pro and cons. R&D project
- 35. When: Tuesday 27 September 2016Time: 12.30pm – 1.00pm AEST (Melbourne time)
- 36. Questions or comments? Please respond in Chat, or take the microphone
- 37. Thank you for your participation! Dr Robin Petterd Learning Consultant M: +61 419 101 928 E: robin@sproutlabs.com.au T: @sproutlabs_au Program Forum] a