Worksop-Sebastian Bailey-The Bite-Size Revolution in Learning: Achieving Much More with Much Less

Sebastian Bailey, PhDPresident, Mind Gym Inc@DrSebBailey

The bite-sizerevolution in learning

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The future of learning

Little and often with distributed practice delivers greater personal and business value.

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With great results

12%

20% 13% 25% 23%

“I have stopped smacking my son since I came on this program.”

Prosocial behaviour

Peer problems Hyperactivity

Conduct problems

Emotional symptons

“My husband said to me, ‘you haven’t shouted all week,’ I realized it’s because of what I’ve learnt here.”

“I have found this course fantastic – my child now sleeps in his own bed for the first time in 6 years.”

Positive sustained changes 3-5 months after program

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The bite-size revolution

What works?

Blocks and releases to

bite size

The bites in bite-size

Bite-size: In practice

The bite-size

revolution

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Vilfedo Pareto

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Pareto principle

20%

80%

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Pareto principle applied to learning

What works?

The Trivial Many

80%of time expended

20%of results and transfer

The Vital Few

20%of time expended

80%of results and transfer

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A day’s worth of value in 90 minutes

0.00 0.20 0.40 0.60 0.80 1.00 1.20

Knowledge of the various influencing styles

which can be used in different situations.

Understanding of my own preferred

style and it’s impact on others.

Ability to adopt different influencing styles to suit others’

styles or differing situations.

Mind Gym 90-minute workout Day long Two day

Standardized shifts

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With added distribution

9

Low HighPerformance improvement

Num

ber

of p

eopl

e

Source: Donovan & Radosevich, 1999

½σ

Massed practice

Spaced practice

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Illustrative value proposal

Traditional approach Bite-size approach

Program 1 day’s learning2 x 90 min learning session

1x 30min transfer task1x 30min booster session

Costs

Cost of time of 20 ppt @ $107,410*

$8,913 $4,456

Facilitator/ trainer costs $4,000 $5,500

Travel & Expenses $2,000 $500

TOTAL COSTS $14,913 $10,456

Benefits

Improvement in performance 5% 6%†

Utility value (20 ppt.)** $107,410 $128,892

ROI 620% 1270%

* Bureau of Labor Statistics, Occupational Employment and Wages, Management occupations, May 2011 at 241 working days per year.** Utility is calculated by taking salary x performance improvement.† ½ of one standard deviation greater transfer and therefore performance improvement (Donovan & Radosevich, 1999)

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The bottom line… Miniaturization pays

17% Performance improvement 200

%

Greater return on investment33% Cheaper

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Blocks to bite-size in your organization?

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5 reasons why we don’t

Longer = Better The event is the hero

Design for the outlier

We say that people are different, but we treat them all the same

The change isn’t worth the cost

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Longer = better

14

London

New York

7.5 Hours$1,000

4.5 Days$2,000

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The event is the hero

Contextsetting

Learningevent

On the job application

>40% <20% >40%

Engage

Activate

Participate

Individual transfer is the hero

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Design for the outlier

“A meeting moves at the speed of the slowest mind

in the room. All but one participant will be bored,

all but one mind underused.”

Slowpoke

“All the facts in detail. You end up with bloated

experiences and unnecessary content.”

Skeptic

“Wants a collaborative or facilitative approach to everything. Every avenue

of conversation is explored, every concept generated

by the group.”

Dialogue junkie

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Same problem, different context

What works?


bite size


Proposition no.

Attack-Dispersion story Radiation problem and dispersion solution

1-2 A fortress was located in the center of the country. Many roads radiated out from the fortress. A tumor was located in the interior of a patient’s body.

3-4 A General wanted to capture the fortress with his army. A doctor wanted to destroy the tumor with rays.

5-7 The General wanted to prevent mines on the road from destroying his army and neighboring villages.

The doctor wanted to prevent the rays from destroying healthy tissue.

8 As a result the entire army could not attack the fortress along one road.

As a result, the high-intensity rays could not be applied to the tumor along one path.

9-10 However, the entire army was needed to capture the fortress.

However, high-intensity rays were needed to destroy the tumor.

11 So an attack by one small group would not succeed. So applying one low-intensity ray would not succeed.

12 The General therefore divided his army into several small groups.

The doctor therefore divided the rays into several low-intensity rays.

13 He positioned the small groups at the head of the different roads.

He positioned the low-intensity rays at multiple locations around the patient’s body.

14-15 The small groups simultaneously converged on the fortress.

The low-intensity rays simultaneously converged on the tumor.

16 In this way the army captured the fortress. In this way the rays destroyed the tumor.

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What works?


bite size


10%

20%

92%Failure in

opportunity recognition

Control

% S

ugge

stin

g th

e ‘ri

ght’

solu

tion

No hint Hint

Source: Gick & Holyoak (1980)

Getting to the ‘right’ solution

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Designing for application

Context

• Simulations• Role plays• Case studies• Problem-based learning• Action learning sets• Online forums• Ruthless pragmatism

Hug the context

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Hug the context

Designing for application

Context

• Simulations• Role plays• Case studies• Problem-based learning• Action learning sets• Online forums• Ruthless pragmatism

Context

Context

Context

Context

• Consider use of general principles

• Multiple illustrations

• Seeking multiple contexts for application

• Identify similarities between contexts

• Storytelling and metaphor

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Activate tactics

Activate

Make the transfer problem

explicit

Use management

observations and

coaching

Use after action reviews

Incorporate transfer tasks

into the workflow

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Focus on unmet, unarticulated needs

Participant Business stakeholder CHRO / CLO

‘I’d like something that fits with the way I work – I’m busy enough as it is’.

‘You can’t take them out of the field, but

they need development’.

‘I don’t believe we’re getting the return we need to satisfy our

stakeholders.’

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Before and after the bite-size revolution

Traditional• Longer = Better

• Design for the participant outliers

• The event is the hero

• We say that people are different, but we treat them all the same

Bite size

• Miniaturize & Distribute

• Design for context of application

• Transfer is the hero

• Mass customization

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Join the revolution – Your mission

1. Seek ways to miniaturize your learning experiences. In terms of content, what is the vital few?

2. Create engagement. Tap into the self-interest of the participants.

3. Use distributed experiences. Spaced practice delivers much better value than massed practice.

4. Tune the environment to activate participants’ prior learning.

5. Develop value proposals to win over business stakeholders.

1 millionParticipants

1,200Companies

250Coaches

30Languages

40Countries

2013Learning Company

of the Year

New York

London

Dubai

Singapore

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Engaged participants

Welcome!Why are you here…?

‘Because it’s Wednesday and my manager said

I needed to attend.’

A‘I am here because my role

requires influencing customers to buy. This will help me do this

better. I’ll also get better at persuading my teenage daughter.’

C

“Most companies have type ‘A’ learners. Type ‘C’ are the only ones who drive ROI.”

Robert Brinkerhoff

‘Because I want to learn

about influencing people

so that I can persuade my husband and kids.’

B

Worksop-Sebastian Bailey-The Bite-Size Revolution in Learning: Achieving Much More with Much Less

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