Rapid Learning Insights offers tools and best practices to help learning professionals, HR executives, managers and supervisors train and develop people. Our editorial team seeks out the latest research on workplace learning and reveals what top learning organizations are doing to conduct effective training and make it stick. Key topics covered include assessment, goal-setting, coaching, motivation, adult learning, training technique and follow-up.

Learners who teach learn more

Learners who teach learn more

October 15, 2014 by

Consider asking learners to fill in as trainers from time to time. Not only will you get a break, but the experience will help lock in what they’ve learned. In a recent study, researchers divided subjects into three groups and asked them to study for a complex text. The first group simply studied. In the [...]

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Learner, quiz thyself

Learner, quiz thyself

September 17, 2014 by

As simple as quizzes are, they can be time consuming and awkward to administer – for example, in an informal session or when you’re training a large group. A new study validates an easier approach: just have people answer the questions in their heads. Researchers divided subjects into two groups and had them memorize a [...]

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Those who take notes by hand retain more

Those who take notes by hand retain more

September 10, 2014 by

Score one for the old school: A recent study found that taking notes by hand is better for long-term memory than typing them on a laptop. Researchers divided college students into two groups. One group was given pen and paper and the other laptops. The subjects were then shown a short video lecture and instructed [...]

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How long until new habits take root?

September 3, 2014 by

How long does it take for a new habit to become automatic? The bad news first: It’s gonna take a while. The good news: There’s something you can do to speed up the process: early practice. A recent study followed volunteers who wanted to make a positive change in their diet or exercise regime. The [...]

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Better outcomes with less studying

Better outcomes with less studying

August 13, 2014 by

Here’s more evidence for the power of the testing effect: that is, the idea that tests can help lock in learning. Researchers divided subjects into a “study” group and a “test” group and exposed both groups to eight learning experiences. The “study” group studied a list of words for all eight experiences. The “test” group [...]

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