PowerPoint Presentation

Turbo-charging the learning experience

What is the single most important thing the L&D department could do to improve its impact at work? Help people learn more effectively. Suppose those we support had the skills to make the most of their minds? Wouldnt that accelerate everything? Stella Collins would argue that it would.If we dont build on, and improve, peoples innate skills of learning its like giving an ordinary driver the keys to a Formula One car and expecting them to win a Grand Prix. How would it be if your organisation was filled with skilled racing drivers rather than Sunday afternoon drivers. Turbo boost learning in your workplace with practical tips and techniques taken from the neuroscience and psychology of learning. Increase peoples awareness of how they process information, how memory really works and how to enhance their innate skills.The power of learning how to learnHow confidence leads to greater independence Why greater awareness reduces requests for training coursesWhat happens when people know how to help themselvesHow understanding learning leads to more effective embedding- See more at: http://www.learningtechnologies.co.uk/page.cfm/Action=Visitor/VisitorID=10031/loadSearch=1961932_12468#sthash.Xz9AcFKW.dpuf1

Who am I?Stellar Learning 2016

Stella Collins

Director of SLAuthor of these booksGuide to self directed learning client request2

Lets see whos here

Workshop involved and energised so lets start off right and get a feel for you the audienceAudience: Stand up if You are a neuroscientist/ cognitive psychologistYoure a trainer/ designer with an interest and some knowledge of neuroscience/ psychologyYoure here to find out moreYouve been sent or have realised youre in wrong room3

Our trip todayGo!

3.2.1. - go4

96 % L&D leaders want to increase self directed learning

Fuel for thought

Fuel Wave the report Unlocking potentialThis is going to be important moving forward because we want to increase self directed learningBut this is what L&D knows how do learners know that they can learn from mistakes, stories and new work experiences they think they learn from going on training courses used to being spoon fedLink to Richards talk about metaphor/ storyAudience: How can we help them and why? 2 mins tell the person next to you5

74% top deck understand how staff learntop deck use activities, learn from mistakes, engage through stories, learn from new work experiencesWhere are you and your organisation?

Fuel for thought

Fuel Wave the report Unlocking potentialThis is going to be important moving forward because we want to increase self directed learningBut this is what L&D knows how do learners know that they can learn from mistakes, stories and new work experiences they think they learn from going on training courses used to being spoon fedLink to Richards talk about metaphor/ storyAudience: How can we help them and why? 2 mins tell the person next to you6

45.4bn - 2015UKEaSS_2015_Investment_in_Training__MayLearning spend 2015 UK?

FUEL Audience: How much do you think was spent on training in 2015? - guessHuge amount of money spent on training need to keep increase ROILots on technology but if learners dont know how to learn it may be wasted - so lets make the most of ithttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/525452/UKESS_2015_Investment_in_Training__May_.pdf

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1%

FUEL You need to increase ROI so how do we do it?Whos heard of the 1% improvement idea?increasing performance by just 1% every day. We can do this too by implementing lots of great new learning systems etc / online/ digital but at the end of the day the key element is the person whos brain is doing the work the learner. So lets help them improve by 1% too to maximise ROI8

Poor managers

Need to get managers involved BUT!!!most responsibility for training its always the managers and whilst I agree its part of their role what does this mean for people whove got bad managers, or managers who really are too snowed under even with good intentions.How about passing some responsibility back to the learners and really self empower them25 years on were still waiting for this stop waiting for utopia

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Do the workers know any of this?

These are the people wholl have to do the learning10

Driver to racing driverYou Tube Top Gear https://www.youtube.com/watch?v=9773pisjCSw

FUEL We are already good at learning weve been doing it all our lives but as trainers youll all be aware of the conscious/ incompetence cycle and were in that with learning we can become more consciously competent heres someone who thinks they are a great driver already tackling something more difficultYou may have recognised Richard hammond clearly a competent driver but faced with new tech and situation hes become incompetent again and needs more supportMost people arent even at that level of competence when it comes to knowing about learning 11

Power of L2L?

Activity - Discuss on tables the consequences / benefits of L2L FC 10 mins - FCTrainers/ learners/ organisation?Get feedback 1 piece per table stephanie to chartWhy greater awareness reduces requests for training courses but increases learningWhat happens when people know how to help themselves- self directed learning Recognise when theyve learned know how to ask for help

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Tuning the engine

In order to help you start here is some neuroscience to shareBrain is the engine of learning lets learn more about how it worksA lot of what well talk about are the things that strengthen memorySome people consider memory is there in order to predict and plan the future not really about rememberingWhether were changing attitudes, behaviours, knowledge we need memory so this isnt all about memory for facts though some of it is 13

#1 guessing86 billion73 billion100 billion

Explore a bit of neuroscience about learning turn into practical tipsGuess how many neurons in your brainHow many - stand up sit down - youre 14 billion down Suzanna Herculana HouzelGuessing aids memory warms up the neural networksif learners know this they feel more comfortable with guessing creates an environment where guessing and making mistakes becomes OK What can you do to encourage guessing? What can learners do?14

#2 sleep

High tech maintenance for brainsDeep Sleep acetyl choline switch for transferring info out of hippocampus into storageAlso maintenance washes out the ameloids improves neural connectivityDreams motor skills better learned towards evening and then dreamWhats the impact?Link to Julias session on memory

Learners begin to understand the journey, reduces frustration, increases confidence How understanding learning leads to more effective embedding learning is long term process physical requires energy and tools need maintenanceHow long do you need to review for? Evidence from spaced learning - Review the next day and for 6 monthsBut some semantic memories can take many years to lay down15

#3 Rich embroidery and a nail file?

Rich embroidery which car is more immediately memorable? could you get excited by, talk about, remember? Describe in detailThe one you know something about - links, more to look at, likely to be emotive, repetition, you know stories about it youve seen it lots of times beforeAdd in info about sensory stuff ie rough/ smooth language https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3318916/ How often do we make information rich? How often is it presented so its dull? Data/ stats/ facts vs storiesWhat can you do as a trainer? What can learners do?16

#4 Reflect

From Harvard Business Review

Research that we conducted at a tech-support call center of Wipro, a global IT, consulting,and outsourcing company based in India, illustrates this. We studied employees during their initial weeks of training. All went through the same technical training, with a key difference. On the 6th through to the 16th days of the program, some workers spent the last 15 minutes of each day reflecting on and writing about the lessons they had learned that day. The others, the control group, just kept working for another 15 minutes. On the final training test at the end of one month, workers who had been given time to reflect performed more than 20% better, on average, than those in the control group. Several lab studies we conducted on college students and employed individuals in a variety of organizations produced similar results".

https://hbr.org/2015/11/why-organizations-dont-learn

https://hbr.org/2015/11/why-organizations-dont-leLink to Emma Webers session on review often underestimated by learners as a valuable way to improve learning recognition leads to overconfidence rather than recall tell people to go and see Emmas session on reflection

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#5 Spark plugs of memory Pictionary envelopes on your tableOne person at a time draws the words on cardEveryone else guessesWhen youve finished find the mnemonic

LEARNS 18

LinkEmotionAnchorRepetitionNoveltyStories

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What will you change to help people learn to learn?What do you know about learning that you can share with your colleagues?What questions do you have?Planning your route

On your tables Useful questionsHow do you teach people to learn - MASTER20

Free resources!

Email info@stellarlearning.co.uk now with title Resources to receive:

Chapter 1 of Neuroscience In Learning and Development plus 20% discount off the bookNEW! Guide to Self Directed Learning worth 4.99 Free until 2nd March 2017 with code: LTECH00

Learn to drive

Continue the conversation.

stella@stellarlearning.co.uk

+44 118 983 6339

@stellacollins