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According to analyst Josh Bersin, US companies spent well over $70 Billion for employee training in 2013. Analysts predict that amount is will be significantly greater in 2015.

These are the kinds of statistics one might expect C-suite executives to pay attention to. So it’s odd that they seem not to be paying much attention to the ROI for corporate training.

It’s abysmal.

PHOTO elephant in room

Leading experts have studied the subject at length; the statistics they provide differ. Some say there are too many variables to allow for “one-size-fits-all” statements about how much training is retained, and how quickly it is forgotten. They note the  variety of training goals and audiences receiving the training, as well as differences in training delivery methods.

Having said this, there is general agreement among experts in the field that that corporate training’s success rate is, shall I say, “poor.”

One of these experts is Dr. Art Kohn, who has done a great deal of work on “the forgetting curve” and its effect on training retention. He’s also the recipient of not one but two Fulbright Fellowships for work in Cognitive Psychology and Educational Technology. In a recent article in Learning Solutions, he wrote the following:

It is the dirty secret of corporate training: no matter how much you invest into training and development, nearly everything you teach to your employees will be forgotten…this investment is like pumping gas into a car that has a hole in the tank. All of your hard work simply drains away.

The fact is that this “dirty secret” is really not secret at all.

The research and resulting articles about this have been out there for years. Yet there’s not much evidence that corporae executives are acting upon it, despite its its obvious and critical importance to the bottom line.

Bersin’s research also shows an explosive growth in technology-driven training, including self-authored video, online communication channels, virtual learning, and MOOCs. Worldwide, formal classroom education, now accounts for less than half the total training “hours.”

According to Bersin, mobile devices are now used to deliver as much as 18% of all training among what he calls “highly advanced companies.”

Does this mean that employees are using their iPads to access Udemy courses? If so, is there a significant difference in retention rate for employees who have information presented by a live trainer while sitting in a room with 20 fellow workers… versus those who receive it on mobile phone the subway on the way home at night… compared to someone being trained via  iPad while sitting in the living room after the kids have been put to bed?

We won’t have statistics to provide answers to those questions for some time.

But corporations should be watching closely to see if new methods of delivering training result in a dramatic increase in retention among employees once they’re on the job — because if Kohn is right, even achieving a whopping 400% increase in retention will mean that after just one week, the average employee will still be retaining only about half of what is needed on-the-job.

That’s hardly a stunning success rate.

Research has made it abundantly clear that the basic premise that drives corporate training is fatally flawed.

It’s abundantly clear that the training corporations are currently providing to their employees  is not succeeding in providing them with the information they need to do their jobs properly the first time. So why does corporate America keep throwing good money after bad, trying to find a “patch” or download an “updated version”?

It’s as if a purple elephant with pink toenails is standing next to the coffee table and corporations are only willing to acknowledge that there’s an “unusual scent in the air.”

My next blog will give more compelling facts to show why a major change in corporate training is needed.

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This post written by Susan Fry and David Grebow

“Push” learning has gone the way of the cassette tape, tube television and electric typewriter.

Leading educators and trainers now regard push learning as inefficient, suboptimal and outdated. Even many schools, often the slowest institutions to change, are rapidly making the transition away from that model.

Yet, despite the fact that “push learning” is clearly not suited for today’s “economy of ideas,” corporations have been surprisingly reluctant to make the necessary change.

Why?

The reason may well lie in the fact that a “pull” learning culture is truly democratic. It’s a culture that encourages and supports everyone to explore and demonstrate their initiative and abilities, allowing the best to rise to the top based on merit.

That sounds like a great benefit to any organization. But when put into practice, the concept can prove to be quite revolutionary.

Throughout history, providing access to knowledge has been a way to control who gained power, wealth and status.

Learning and training are often hoarded and carefully doled out to people upon whom top management wish to confer success. Often, they are golden keys to elite private club that are given to friends’ children, colleagues, and clients, alumni from the same university, people of the same culture, class or color.

There can be no doubt that in the last 50 years, countries with the world’s leading economies have worked to erode discrimination and provide greater employment opportunities to people regardless of their race or gender.

It’s time organizations make another much-needed cultural shift, and “tear down the wall” by replacing the old, “push” learning culture with a “pull” culture that ensures equal opportunity learning.

 

KnowledgeStar is a corporation that consults with large and small organizations to transform themselves into learning cultures. Contact us at David(at)KnowledgeStar.(com) 

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This post was written by David Grebow and Susan Fry

When we talk about creating a learning culture, we’re defining learning as “the ability to adapt what you know and what you know how to do to an ever-changing variety of circumstances.”

To become a learning culture, an organization must understand that learning is not a discrete training event or even a series of them. Rather, learning is an ongoing process, one that occurs over time. Sharing and expanding knowledge in a culture is very different from the “rote learning” or classroom learning model that prevails in most organizations, and which rewards short-term memory.

By “rote learning,” we mean any brief, highly structured learning event that employs quizzes to provide a score intended to gauge how much the participant “learned.” The problem is that the goal of these “learning events” is  to ensure that, to be considered “successful” requires only that the attendees retain information long enough to get a passing score on a quiz or test (or multiple ones, scattered throughout the session.)

Ask yourself what the scores would be if the quiz was taken again, a few days after the “learning event” was over. A huge percentage of what was supposedly “learned” would already have been forgotten. (I’ll leave the cost-effectivemess of such training for another discussion.)

Interestingly, art and science have proved to be two areas where what we’ve just stated above do not apply.

This is because art and science require an evolving degree of knowledge from basic to advanced. Think about learning to play the tuba or conducting a chemistry experiment. This is subject matter that was always learned by apprenticing with or being tutored by a master, someone with a great deal more experience.

Would anyone consider handing a Bach score and a cello to someone who played a little guitar and expect him to master it after two hour-long seminars and a demonstration video?

Real learning is somewhat like sleeping. You do not go to sleep; rather, you go through the process of sleeping, which is completed in a number of stages. If you’re constantly interrupted, you wake up the next morning feeling like you had a bad nights’ sleep. Real learning requires stages as well and you cannot skip over any of them.

What neuroscience researchers have learned by studying golfers helps shed light on this.

They describe how learners reach a point during the adoption phase where they peak at the physical learning part of the game. After enough time has been spent “on the job” practicing the required physical movements, a point comes when it stops being necessary to consciously think about the movements.  When that happens, the brain is freed to focus on the parts of the game that require active mental thought and calculation. When you hear coaches use the phrase “muscle memory,” or tell athletes “get out of your mind” or “you’re over-thinking it,” this is what they mean.

When a golfer has mastered the essentials of the physical game, the mind becomes is table to focus on more complex issues.  And that focus is truly the key to transforming a good player into a great one. But it takes a very long time, and a lot of practice to get to this stage.

An analysis of the eye patterns of novice golfers on a green, lining up a putt, translated the players’ eye movements into graphics. What it showed looked like someone had thrown a plate of spaghetti on the green: there were lines and loops going every which way.When they graphed the eye movement of top golfers, the patterns were a few lines most of them moving directly towards the cup.

The reason why most classes offered by organizations are essentially a waste of time is because they do not include enough time to complete the learning process. The material presented is not reinforced and internalized through experience.  No time is allowed for the learner to practice the concepts or methods that have been presented and try them out in the “real world” or workplace, repeatedly, over time, until they become like “muscle memory.” Because of this, little is retained.

Now imagine what would happen if the organization provided continuous opportunities for learning, actively encouraged its members to be learning continuously, built in time for them to practice, and measured progress not by pop quiz scores, but increased productivity.

Now imagine that the organization is your organization.

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Here’s my daily reading list from which I pick and chose every day. The represent the best minds in the area of learning and learning technology. Enjoy!

Aaron Silvers

Adventures in Corporate Education

aLearning

Allison Rossett

Assets

B Online Learning

Blogger in Middle-earth

Bottom-Line Performance

Bozarthzone

brave new org

Brian Dusablon

Challenge to Learn

Clark Quinn

Clive on Learning

Connect Thinking

Courseware Development

Daretoshare

Dawn of Learning

Designed for Learning

Designing Impact

Developer on Duty

Discovery Through eLearning

Dont Waste Your Time

e-bites

e-Learning Academy

E-Learning Provocateur

E-learning Uncovered

easygenerator

eCampus Blog

eLearning 24-7

eLearning Acupuncture

eLearning Blender

eLearning Brothers

eLearning Cyclops

eLearning TV

Electronic Papyrus

Element K Blog

Engaged Learning

Enspire Learning

Experiencing eLearning

Getting Down to Business

Good To Great

I Came, I Saw, I Learned

ICS Learning Group

ID Reflections

IDiot

Ignatia Webs

In the Middle of the Curve

Integrated Learnings

Interactyx Social Learning

Jay Cross

Jay Cross’s Informal Learning

Joitske Hulsebosch eLearning

Jonathan’s ID

Kapp Notes

KnowledgeStar

Lars is Learning

Latitude Learning Blog

Learn and Lead

Learnability Matters

Learnadoodledastic

Learnforever

Learning and Technology

Learning Cafe

Learning Conversations

Learning Developments

Learning in a Sandbox

Learning Journeys

Learning Next

Learning Putty

Learning Rocks

Learning Technology Learning

Learning Unbound Blog

Learning Visions

LearnNuggets

Leveraging Learning

Living in Learning

Managing eLearning

mLearning Trends

Moodle Journal

onehundredfortywords

Ontuitive

OutStart Knowledge Solutions

Performance Learning Productivity

Pragmatic eLearning

QuickThoughts

Rapid Intake

Redtray

Road to Learning

Rob Hubbard

SharePoint and Assessment

Simply Speaking

Skilful Minds

Social Enterprise Blog

Social Learning Blog

Spark Your Interest

Speak Out

Spicy Learning

Sticky Learning

Stoatly Different

Sudden Insight

Take an e-Learning Break

Tayloring it

The E-Learning Curve

The eLearning Coach

The Learned Man

The Learning Circuits Blog

The Learning Generalist

The Peformance Improvement Blog

The Writers Gateway

Thinking Cloud

Tony Karrer

Trina Rimmer

Twitterpated with Learning

Upside Learning Blog

Vikas Joshi on Interactive Learning

Web 2.0 and Learning

Wonderful Brain

Work 2.0 Blog

ZaidLearn

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