Why Sticky Learning ® Works

Understand why this unique training method works

14 Compelling Reasons Why Sticky Learning ® Works and the Science Behind it

Sticky Learning ® has been designed using scientific research to solve the key problem for HR Managers, Training Officers,a and Learning & Development Managers of not being able to demonstrate a return on investment from external training providers. The lack of return is because the Learners are not using their skill after they leave the training course.  The 14 reasons below will persuade you why using another training provider, who offers 1 day training courses is wrong, and that choosing MBM’s unique training method of Sticky Learning ® is the financially smart choice.

Sticky Learning Bucket, Other Welcome Clients

1. One Day Training Courses have a Very Limited Effect

In the late 1800’s a German Psychologist, Hermann Ebbinghaus, researched how we forget. He developed the ‘Forgetting Curve’. The important piece of his research is when we forget, e.g. After 30 days we forget 80% of what we learnt unless the learning is repeated. We used this research to stop offering one day courses and all our training courses are 2 separate days, with important elements in between. Dr. Will Thalheimer also talks about how much we forget in his research paper (The first week is between 1% and 90%! Though averages at 70%).

2. Incorporating the 70:20:10 Learning Model is Essential

The 70:20:10 learning model is based on research by the Centre for Creative Leadership. The research proved that we learn best from a learning mix of 70% – On-the-job experience, 20% – Informal learning, and 10% – Formal learning. Sticky Learning ® incorporates this model:

  • On-the-job learning – Sticky Pieces are worked on by the Learner.
  • Informal learning –  Each Learner is paired with a learning buddy.
  • Formal learning – Training days.

The Founder of the 70:20:10 Learning Method, Charles Jennings, wrote an extensive testimonial about our free guides.

3. Line Managers are Key to the Learner Achieving Their Objectives

We know that Line Managers initiate over half the conversations with their reports on the effectiveness of training. Plus, Gibb (2002) suggested that greater Line Manager involvement in learning and development promoted the notion of ‘lifelong learning’. Sticky Learning ® incorporates the Line Manager into the learning process with ‘Manager Pieces’.

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4. Learners Aiming to Solve a Particular Problem Achieve More

Professor Edwin Locke’s research, ‘Toward a Theory of Task Motivation and Incentives’, was pioneering because it led us to the SMART acronym that we use today. In essence, he said that we are more motivated if the task is challenging and specific. For our Learners, they learn how to identify their ‘Individual Learning Objectives’ before they begin training to live this principle.

5. The ‘Spacing Effect’ States that Higher Learning is Achieved Through Repetition

Herrmann Ebbinghaus also discovered the ‘Spacing Effect‘. His research concluded that if we don’t reinforce, use, or repeat, what we have learnt, the amount we lose is exponential. The design of Sticky Learning ® was purpose-built to enable and encourage Learners to learn, re-learn, use, form habits, discuss, research and question at least once per month over 6 months.

6. Behavioural Change is Delivered Through New Habits

Understanding how habits are formed helps Learners to identify how they can create habits that help them to achieve change in their behaviour. Professor BJ Fogg of Stanford University is the pioneer of habit research. We share how to apply his research to our own behaviours in the 1/2 day Learning To Learn training course that takes place before any training.

7. People are More Motivated by What they Could Lose, Than What They Could Gain

Loss Aversion‘ was first demonstrated by Amos Tversky and Daniel Kahneman. They proved that losses are, psychologically, twice as powerful as gains. For Sticky Learning ®, this means that we share with the Learners in Learning To Learn what they will lose if they do not complete their Sticky Pieces. Plus they are reminded of the potential % loss on each sticky piece email.

8. Mnemonics Help Learners to Learn More

Each of our trainers understands the importance of what cognitive researchers call ‘encoding’. Encoding happens when the Learner can relate a new piece of information to existing knowledge. A little like Christmas baubles. In order to add new information (baubles) you need to build it on existing knowledge/experience (Tree).

Banana slowly degrading

9. Quizzes Challenge Learners to Retain What We Have Learnt

At the end of each formal training day the Learners are asked to complete a quiz. Whilst this is a piece of fun the science behind why is very compelling. Roddy Roediger, Psychology Professor at Washington University, says that if we are not tested we’ll remember only 27%. Each quiz question is specific to a learning objective to test what the Learner has learnt. Groups that were tested versus those that were not were able to recall twice as much.

10. Self Discovery is a Motivating Way To Learn

Taking a new iPhone out of its box is exciting and our own curiosity drives us to learn how to make it work. Each Learner, on their learning journey through our training courses, has access to the Knowledge Vault. Built into the Knowledge Vault are cupboards for each skill and then each cupboard has a shelf relating to each of the learning objectives of that skill.

11. Knowing Your Learning Style Helps Learners to Learn More

Honey and Mumford created a questionnaire that helps Learners to identify their learning style. By identifying their learning style a Learner can learn more, learn faster and learn more easily. The phrase that helps to understand why learning styles are important is, ‘What’s the best way to ride a horse? The way it is going’.

12. Learners Learn More if they Are Asked to Teach Someone Else

Our Learners are challenged to teach someone else after each learning event. This is because a study by John Nestojko, a researcher in psychology at Washington University, found that if people know that they need to teach someone else they were found to organise their recall more effectively and they had a better memory for ‘especially important information’.

13. Learners Don’t Want to Look Bad in Front of Their Peers

For each training course each Learner is paired-up with another Learner for the 6 months of the learning journey. This is because each person is challenged with enabling their learning buddy to achieve their individual learning objectives. The pair organise 20 minute meetings/calls at appropriate memory drop times with the aim of being their learning conscience.

14. Learners Experience Sugar Rushes Throughout the Day

For many years, like many other training providers, we shared the hotel biscuits, offered sweets, and gorged on the afternoon tea cakes. This has now gone. Replaced with natural, no sweet, no salt, popcorn, from Scotland. Learners are able to remain focussed throughout the day for longer because popcorn releases energy slowly.

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Sticky Learning