“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
“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:
- Skill Development. Learners who develop skills during training will be more successful in transfer.
- Concept Learning. Learners who learn concepts during
“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
“Nothing brings to life again a forgotten memory like fragrance.” Christopher Poindexter
Have you ever thought how nice it would be if you could learn while you were sleeping? Not only learn, but retain what you learned? And no, we’re not talking about listening to tape recordings to learn a language or something else.
What we’re talking about is a finding in a recent study, since confirmed by other studies, that the strategic use of fragrances while learning and during sleep might improve learning retention.
At some point in your life, you have probably experienced when a certain fragrance immediately prompted a memory of a person, a place, a feeling or an event. This is not surprising, since the … Read the rest
“We don’t care what people know, we care what they do. It’s all about performance.” – Michael Allen
Asynchronous e-learning’s claim to fame is that it is practical and cost effective. That is true, in some circumstances for certain content. But I have a real beef with what I see as an over reliance on it.
If the intent is to build technical knowledge and skills, using the more interactive and participatory e-learning programs makes sense. (This assumes that the content is up-to-date.) They can be useful for teaching people how to do something and giving them a chance to test their learning in simulated situations.
But life isn’t static. There is no guarantee that those simulated situations will be … Read the rest
“Study after study shows that student evaluations seem to be completely uncorrelated with actual learning.” Louis Deslauriers
Fact. A Harvard study confirms what many other studies have shown: students’ perceptions of their learning do not match how well or how much they are actually learning.
I’ve seen this over and over again. Students give an excellent storytelling lecturer glowing evaluations because they’ve been highly entertained and engaged. They end up leaving the class wishing they knew what the lecturer knew. They do not leave the class sure of their own new knowledge and abilities.
May your learning be sweet.
Deborah… Read the rest