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Posts Tagged ‘Corporate Training’


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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This post written by Susan Fry

The question I’m asked most frequently these days (besides, “ATM or credit card?”) is “How do I start to create a learning culture in my organization?”

I’d actually prefer to start with a different question, which is “How close is the current culture in my organization to a learning culture?”

Many organizational cultures–and maybe yours–already have some of the key characteristics of a learning culture in place.  Finding out where you stand is the logical first step.

We employ a variety of tools to help organizations understand their culture because it helps makes for a smoother, faster transition from an obsolete “push/training” mode into the “pull/learning” culture.

Below, you can view a sample from one of the assessment tools we use. In the left column , you’ll see brief descriptions of key characteristics that  encourage learning; on the right, you’ll see descriptions of those that block it. Beneath the sample you’ll find instructions for taking and evaluating the assessment. new assessment captureTake a moment to answer the questions yourself.  Some of your answers are likely to be surprising.

You can view the full, printable Learning Culture Assessment here.

How to use this assessment

The assessment asks respondents to rank you organization on each characteristic by writing a number in the square at the bottom of each section.

The number “1” indicates strong disagreement with the statement, while “5” indicates the strong agreement. Adding all the  numbers in each column will show whether your organization is currently perceived to be a learning culture.  Questions that received the lowest scores indicate areas that need the most attention.

After you’ve taken it yourself, I suggest that you distribute this assessment to a group of people within your organization. Choosing as many audit participants as possible from diverse areas and levels of responsibility will provide you with more accurate information.

The survey has an additional benefit: it will communicate that you are starting to take a hard look at how good your organization is at providing learning opportunities that enable employees to do the best job possible.

This assessment was first published in Creating a Learning Culture: Strategy, Technology and Practice (Cambridge, UK; Cambridge University Press, 2004). I’m grateful to Marcia Conner, my colleague from my Peoplesoft days and friend of many years, for recently bringing it to my attention. (Check out her blog at http://marciaconner.com/

In case you didn’t note the publication info above, let me point out that this assessment was published more than ten years ago. In Silicon Valley terms, that makes it almost ancient — and yet I constantly meet people who think the “learning culture” is a radical new concept!

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Here’s the press release from Cisco and a video of Jeanne Beliveau-Dunn explaining the importance of the new certification:

Cisco Introduces The New Virtual Classroom Instruction Specialist Certification

Vendor-Neutral Training and Certification Helps Instructors Make

The New Virtual Classrooms Engaging and Improves Student Outcomes

SAN DIEGO, CA and SAN JOSE, CA — (MARKET WIRE) — 02/07/11 — Training 2011, Booth 416 — With more educators using technology to advance the classroom experience, Cisco (NASDAQ: CSCO) today announced the Cisco® Leading Virtual Classroom Instruction certification, developed to build and validate the skills that educators and instructors need to effectively teach in virtual classroom environments.

Key Facts

  • According to the American Society for Training & Development, 37 percent of training in 2009 involved electronic technology, up from 15 percent in 2002, while face-to-face instruction fell to 59 percent.
  • The Cisco Leading Virtual Classroom Instruction (LVCI) course teaches participants how to prepare and manage a virtual classroom, effectively deliver material online, and use collaboration tools to maximize student participation and comprehension.
  • LVCI goes beyond tool usage and teaches instructors how to improve learner outcomes through more effective classroom collaboration. They learn how to become Facilitators and work collaboratively with their learners
  • LVCI is delivered virtually using Cisco WebEx™; however, the skills are readily transferable to other conferencing and collaboration tools.
  • LVCI consists of 17.5 hours of live virtual instruction and six hours of participant presentations, delivered over five consecutive days.
  • LVCI is designed and led by experienced WebEx University instructors, who have delivered more than 40,000 hours of virtual training sessions.
  • Certification will be based on a proctored multiple-choice exam (642-132 LVCI) and a practical demonstration (642-133 LVCIP), in which the candidate uses the best practices of virtual classroom delivery.

Supporting Quotes:

  • Jeanne Beliveau-Dunn, vice president and general manager, Learning@Cisco, said: “As the paradigm of education continues to evolve to meet new institutional and business requirements, developing instructional strategies for new virtual education environments is becoming key to improving student results. The Virtual Classroom Instruction Specialist training and certification help ensure that instructors have the most comprehensive understanding of the latest technologies and effective classroom collaboration strategies. Cisco’seducational offerings provide the skills and depth of knowledge required for educators to differentiate themselves in today’s job market and enable a competitive advantage for their employers.”
  • Kathy Cooper, senior product trainer, WebEx University, said: “Cisco Virtual Classroom Instruction Specialist certification not only covers the skills and techniques instructors need to prepare and manage a virtual classroom, but also shows how instructors can engage learners in the educational process and increase their participation and comprehension.”
  • David Mallon, principal analyst, Bersin & Associates, said: “Our Virtual Classroom research shows that learning in an online environment is both less expensive and can be more instructionally rich than physical in-class experiences. Our research also demonstrates that what makes a great instructor effective online is the skillful use of collaboration tools. As job training and education continue to move online, this type of certification is an important offering.”
  • David Grebow, Instructional Designer, KnowledgeStar said: “This course is a game changer and will make the virtual classrooms the choice for learning in the 21st century. I had the privilege of working with some of the most forward-thinking and smart people at Cisco and WebEx, and we produced a certification program that will turn instructors into facilitators and students into adult learners collaborating with each other and taking the learning beyond the virtual classroom. It’s a new model for making online education really work.”

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