best practices in training - module 2: reducing scrap learning in training
TRANSCRIPT
Hey, hi, it’s Emily with Best Practices in Training!
Prepared by Emily Schaber for Indiana State Library Training StaffApril 2016
Best Practices in Training Series
Module 2:Reducing Scrap Learning in Training
(or, “Cut the Scrap”)
What IS Scrap Learning?
Recap on Scrap :is learning
that is facilitated but never
used on the job
But we’re librarians.
We love learning for the sake of it.
So, what’s the problem with scrap learning?
Take a break here to consider what might be the possible consequences of scrap learning.
What are your first thoughts?
What are we going to accomplish in this module?
Recap on Our Learning Objective:Think about your interests and strengths and choose 1 scrap-reduction approaches introduced here (or maybe you have another idea!)that you will incorporate into your training.
For our next meeting on May 16, we will share our initial thoughts about what approach we are considering implementing.
For our meeting on June 20, we will share detailed plans:Choose any medium you like - it could be an outline, a selfie video, an audio recording, a journal-style entry, or any other format - to tell us:
1. Which approach you chose, 2. Why you chose it, and 3. The steps of your plan to attack scrap with that approach.
How might a …
Collection Development Librarianreduce scrap learning in training?
A 5-minute read in library language with suggestions for reducing scrap in training. (Remember MUSTIE?)
How to Reduce Scrap Learning in Training: Take It from Librarians; We Know Scrap When We See It
“When it comes to our collections, great librarians are a lot like great instructional designers: We keep them current, relevant, appealing, and responsive to our
communities. Keeping our collections useful and looking good means we have to get rid of things though. That’s
right: Public libraries throw books away. Here is how to reduce scrap learning in your training.”
Take a Think Break.What questions did you find yourself asking while reading the article?
What questions do you still have after reading?
What examples of MUSTIE do you see in trainings you’ve attended or trainings you’ve facilitated? Anything:
Misleading? Ugly? Superseded? Trivial? Irrelevant? Elsewhere?
How might a …
Human Resources Professionalreduce scrap learning in training?
Recap on 70-20-10:An anecdotal formula estimating how much
we learn in which work settings:
70% from on-the-job experience20% from interactions with others
10% from formal training
More at The 70-20-10 Model for Learning and Development
Take a Think Break.Reflect on your experiences learning to do your job.
What do you guess would be your formula for how much knowledge you gained from on-the-job experience, from interactions with others, and from formal training?
What does 70-20-10 mean for the effectiveness of our training?
How much does our formal training contribute to library outcomes?
What are the implications of 70-20-10 for us as curriculum developers and facilitators?
How can we increase our estimated 10% contribution to learning at work?
Can we integrate our training with the other 90%?
How might a …
Manager Coachreduce scrap learning in training?
Recap on Coaching:Coaching IS NOT monitoring or controlling employees,
NOR IS IT alleviating managers or employees of accountability.
Coaching IS a partnership between managers and employees.
Managers Coaches: Develop their employees in such a way that “actual and
expected performance” match up, andProvide continuous feedback and clarify expectations.
Why coaching? To support employees in achieving success in their
performance goals.
More at What is Coaching?
Recap on Coaching (continued):Best Practice: Review by managers of the “business
case” for training attendance.
Consider the following:Is this employee the right person for the training?Does this employee have prior knowledge or experience to build from or is the training too advanced? (Or, is this employee already an expert in this area?)
Is this the right time (i.e. not too soon or too late) for this training?
Is this training applicable to the employee’s role?Are there supports in place that will allow the employee to use new learning back on the job?
More at Scrap Learning & Manager Engagement
Take a Think Break.What kinds of conversations about scrap learning could you have with Directors or Managers in your libraries?
What terms would you use to express the concept?
You may already be asking Directors why they want specific trainings when they want them (Is there a pressing issue in the library that they hope this training will address?):
In what other ways do you see yourself supporting Directors in determining what training is appropriate for whom and when?
Or, IS training the answer to the pressing issue?
How might …
UX and CX Designersreduce scrap learning in training?
Recap on UX & CX:User Experience (UX) describes the
experiences users have with your product and the nature or quality of those
experiences.
Customer Experience (CX) describes the nature or quality users have with your
brand itself.
More at User Experience (UX) vs. Customer Experience (CX): What's the Dif?
Take a Think Break.When you are developing in-person workshops, webinars, or any other training support documents, how much do you think you focus on UX? How much do you focus on CX?
Are there specific trainings you believe are lacking in either UX or CX in particular?
What processes might you use to evaluate UX and CX in your trainings?
If you are interested in a UX or CX approach to reducing scrap learning in training, what else do you need to learn or ask about these concepts?
Take a Think Break (continued).How does UX relate to face-to-face training?
What experiences have you had with great or poor UX or CX in training?
What experiences have you had with UX and CX prior to attending a training? What about after training?
What ISL trainings come to mind when you think about UX and CX?
In what ways is ISL excelling in UX and CX?
Where and how can we improve?
How might …
19th Century Psychologist, Hermann Ebbinghaus,
reduce scrap learning in training?
Recap on the Forgetting Curve & Dump Truck Syndrome:
The brain forgets information because it has to.
Without review, new memories will reduce by 50% in a matter of days (or less).
Recall is dependent on meaningfulness of memory and physiological factors (e.g. stress, sleep, etc).
Memory strength increases through Mnemonic Techniques and Active Recall with Spaced Repetition.
Dump Truck Syndrome = learner brain overload that results in reduced retention.
Ask learners what impacts they observe. What real life stories support these observations? What solutions will resolve these?
Think like an architect: “Look at the big picture and create designs that see the whole.”
More at Forgetting Curve, Fight the Forgetting Curve, and Stop that Dump Truck!
Take a Think Break.What content (personal or professional) do you find yourself remembering easily? Why do you think that is?
What methods help you remember new information?
What recall methods do you share with your learners?
Do you find yourself dumping content into a training? How can you recognize it before learners get overloaded?
How will you determine which portions of your content “serve the whole” and which do not?
How might an …
Architectreduce scrap learning in training?
Recap on Scaffolding Learning:Scaffolding = “Breaking up the learning into chunks and then providing a tool, or structure, with each chunk.”
1. Urge learners to show, model, or demonstrate their point, not just talk about it.
2. Provide plenty of guidance and clarity on the expected outcome or product. Criteria sheets, rubrics, etc. may be helpful.
3. Guide learners in connecting the learning to their lives by asking about their experiences and hypotheses.
4. Give them a minute to process their thoughts, think things through outloud, and allow time for asking and sharing.
5. Frontload vocabulary: Share key concepts with learners prior to training. Put concepts in contexts learners are interested in.
More at Scaffolding and Scaffolding Strategies to Use with Your Students
Take a Think Break.Do you see a relationship between scaffolding as used in K12 and the adult learning that you create and facilitate?
Have you used any of these techniques to scaffold learning in your training?
Have you attended a training that employed scaffolding? What was effective? What was not?
