When we couple video-based support for employees, with manager support using the right tools, we can magnify the impact of our training efforts by significant amounts. In this session, you’ll learn some easy to adopt methods to do exactly that. www.bizlibrary.com

2. Presenter:
Chris Osborn
Vice President of Marketing
cosborn@bizlibrary.com
@chrisosbornstl
.
Host:
Jessica Petry
Sr. Marketing Specialist
jpetry@bizlibrary.com
@JessLPetry
Follow along and participate on Twitter: #BIZWEBINAR @BizLibrary

3. Improve employee performance with the largest
and fastest-growing library of training videos.

4. 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)

6. Learn
Moment of need
Apply
Improve job performance
Retain
The 3 Functional
Components of Effective
Employee Training

7. 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

8. The three elements cannot be separated…
though we try.

9. LEVEL 1
LEVEL 4
LEVEL 2
LEVEL 3
LEVEL 5
Kirkpatrick – Phillips
Model

10. Kirkpatrick – Phillips
Model
LEVEL 1
LEVEL 4
LEVEL 2
LEVEL 3
LEVEL 5
Reaction
Participant satisfaction

11. Kirkpatrick – Phillips
Model
LEVEL 1
LEVEL 4
LEVEL 2
LEVEL 3
LEVEL 5
Learning
Knowledge, skills and attitudes

12. Kirkpatrick – Phillips
Model
LEVEL 1
LEVEL 4
LEVEL 2
LEVEL 3
LEVEL 5
Behavior
Application and on-the-job learning

13. Kirkpatrick – Phillips
Model
LEVEL 1
LEVEL 4
LEVEL 2
LEVEL 3
LEVEL 5
Results
Business impact

14. Kirkpatrick – Phillips
Model
LEVEL 1
LEVEL 4
LEVEL 2
LEVEL 3
LEVEL 5
ROI
Return on investment

15. ROI + Business Benefit 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.

16. 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

17. Hermann Ebbinghaus: The Forgetting Curve

18. SOURCE: Mentormegate.com

19. 10 MIN. 2 DAYS 2 WEEKS
2
MONTHS
Overcoming the Curve
2 + 2 + 2

20. Retention Ecosystem
Content
+
Delivery
+
Capabilities
Systems and Processes
Stakeholders

21. Retention Ecosystem +
Application, Processes, Systems
and Stakeholders

22. 0 1 2 3 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 Powerful Least Powerful
Source: Barbara Carnes, Making Training Stick

23. 0 1 2 3 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 Powerful
Source: Barbara Carnes, Making Training Stick

24. 0 1 2 3 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 Powerful
Source: Barbara Carnes, Making Training Stick

25. 0 1 2 3 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 Powerful
Source: Barbara Carnes, Making Training Stick

26. 0 1 2 3 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

27. 0 1 2 3 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

28. Managers Before Training
Difference between
current state of
performance and desired
state?
ROOT cause analysis
What are the real
problems?
Performance gap, not
needs analysis

29. Root Cause
Analysis
Ask why until you can’t ask why anymore…
Is training the solution?

30. 6 Best Practices for 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

31. Manager Curriculum
Performance
Emotional
Intelligence
Delegation
Engagement /
Motivation
Listening
Skills
Strategic
Thinking
Coaching Presentation
Skills
Leadership

32. 10 MIN. 2 DAYS 2 WEEKS
2
MONTHS
After training begins:
• Ask questions about content
• Ask reflection questions
• Suggestion additional videos

33. Sample Reflection Question
According to the webinar materials so
far, how might you involve your
managers in the planning of your next
employee training effort?

34. 10 MIN. 2 DAYS 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

35. Poll Question
In your organization, how do your
managers support employees in the
application of new things to their jobs :

36. 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.

37. 10 MIN. 2 DAYS 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

38. 10 MIN. 2 DAYS 2 WEEKS
2
MONTHS
2 months later:
• Manager / employee review of quiz answers
• New set of hypotheticals with visual examples
Overcoming the Curve | Managers as Assets
Systems and Processes: 2+2+2

39. Overcoming the Curve
Manager Key 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!

40. Sample Question for Managers
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?

41. Stakeholder
• Employees and managers 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.

42. 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

43. Content’s Relation to Learner
When content is important to learner,
relevant to their experience and based
upon things they already know.

44. 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

45. Key
Take-Aways
Employee application of learning 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.
Micro-learning can be a great tool to help
employees in moment of need (direct
application) of newly acquired skills to job
performance.
www.bizlibrary.com

46. Advanced Train the Trainer
BizLibrary
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.

47. Improve employee performance with the largest
and fastest-growing library of training videos.
Let us know through the poll or
click the “free trial” button.

48. Access the Completion Certificate

49. Jessica Petry
Sr. Marketing Specialist
jpetry@bizlibrary.com
@JessLPetry
@BizLibrary
Chris Osborn
Vice President of Marketing
cosborn@bizlibrary.com
@chrisosbornstl