Laurel and Associates, Ltd. – Madison, WI

Laurel Learning Tips

It is Easy to Forget What We Haven’t Learned!

On May 25, 2020, Posted by , In learning, By ,,,,, , With Comments Off on It is Easy to Forget What We Haven’t Learned!

Memory is the mother of all wisdom.” Aeschylus

As trainers, we are very concerned about learning transfer: that new skills learned in class transfer back to performance in the worksite. We know that transfer works most effectively when the new learning is immediately applied.

The issue is the reality of that “new learning.” According to Patti Shank in her article: “What Do You Know: Why Do People Forget What They Learn?” forgetting depends on how the information was learned- or if it was learned at all.

Perhaps one of the main reasons for forgetting is that we never remembered in the first place. To forget something, it must first be remembered (encoded in long-term memory). That Read the rest

Tip #823: For Sanity’s Sake, Adopt A Paradox Mindset

On May 18, 2020, Posted by , In management and leadership, By , , With Comments Off on Tip #823: For Sanity’s Sake, Adopt A Paradox Mindset

“A paradox mindset shifts the focus from the need to choose between work and family, to instead learn how to constantly balance these demands over time.” Ella Miron-Spektor and Wendy Smith

It is true that working from home while surrounded by family and pets creates all sorts of difficulties and challenges. But it is also true that we make it more difficult because of how we think about the situation.

In their article, “Overwhelmed? Adopt a Paradox Mindset,” Ella Miron-Spektor and Wendy Smith suggest that it is much wiser to adopt a ”both/and” approach instead of an “either/or” one.

A paradox mindset recognizes that there are competing demands on our time and that we can’t entirely eliminate them. … Read the rest

Tip #822: A Great Action Plan

On May 11, 2020, Posted by , In learning activities, By ,,, , With Comments Off on Tip #822: A Great Action Plan

“Planning without action is futile, action without planning is fatal.” Cornelius Fichtner

In last week’s Tip, I referenced Will Thalheimer’s triggered action planning , in which a learner identifies goals, the situations when the need for a goal-related action will arise, and the specific actions to be taken when in those situations. It is one way to encourage transfer of learning from the training session back to the participant’s worksite.

Emma Weber also has an action plan called a Turning Learning into Action Action Plan. She proposes that the participant will work through the plan in several one-on-one telephone post-training coaching sessions.

The plan has five columns. The first column asks: “What are you trying to achieve? What … Read the rest

Tip #821: Design in Transfer Factors

On May 4, 2020, Posted by , In learning, By ,, , With Comments Off on Tip #821: Design in Transfer Factors

“Because we invest time, effort, and resources to create learning interventions, we hope to get a return on those investments in the form of some tangible benefit-usually some form of improved work outcome. Transfer, then, is our paramount goal.”  Will Thalheimer

Will Thalheimer recently conducted research to identify the factors that support training transfer. Most of these factors are common knowledge or common sense. However, if we design our learning experiences to incorporate these factors, we will increase the likelihood of successful transfer of learned concepts and skills to their use in work situations.

Here is what he found:

  1. Skill Development. Learners who develop skills during training will be more successful in transfer.
  2. Concept Learning. Learners who learn concepts during
Read the rest

Tip #820: Measuring Learning Transfer

Research suggests that learning fails to transfer, in most cases, because there is an inadequate support climate, rather than there being a failure in the learning intervention itself.” Matthew Channell

We design training with the goal that the skills learned will transfer back to the worksite. Unfortunately, research shows that less than 20% of the skills and knowledge acquired in training result in behavioral changes in the workplace. There are many factors that contribute to this dismal result.

In 2000, a group of researchers led by Elwood Holton published the Learning Transfer System Inventory (LTSI). It focused on 16 specific factors that influence the transfer of learning from a training event to the workplace. The LTSI was the first … Read the rest

Tip #819: New Words and Acronyms

On April 20, 2020, Posted by , In communication, By ,,,, , With Comments Off on Tip #819: New Words and Acronyms

“No matter what anybody tells you, words and ideas can change the world.” John Keating

I thought that some of these words and acronyms might resonate with you at this time.

Allostasis: an adjusted or changed stress load.

AMLAP: As Many (feedback and reflection) Loops As Possible

Assignmentology: the thoughtful placement of people in assignments for the purpose of meeting the developmental needs of the individual and/or the business needs of the organization.

Equifinality: a result can be achieved in many different ways.

HCM: Human Capital Management

HITT: High Intensity Thought Training

Ikigai: a Japanese concept meaning “a reason for being” that looks at the intersection between what you love, what you’re good at, what you can be paid for … Read the rest