TrainingTools
Time is a valuable resource. It is a huge expense that cannot be returned. Once it’s gone, it’s gone.
When I prepare a training course, I think of ways to save time and still conduct a successful session. One of the ways I consider is to assign pre-work. Whether it is reading an article or watching a video, the goal of assigning pre-work is to have participants start the training at a similar baseline — a great start to a training session!
Unfortunately, the training is halted before it really begins when some (if not all) of the participants do not complete the pre-work, either due to time constraints, unclear expectations or a lack of motivation. Now there is a mixed level of readiness in the room; participants who completed the pre-work are reviewing the pre-work again!
Did the pre-work save any time?
Research shows that incomplete pre-work isn’t just anecdotal — it’s a widespread issue.
According to a 2022 LinkedIn Learning report, only 36% of employees said they complete pretraining assignments regularly.
A survey by Training Industry found that more than 60% of L&D professionals said pre-work is “somewhat effective” at best, primarily because of low completion rates.
A 2020 study published in the “Journal of Workplace Learning” reported that participants who completed pre-work demonstrated significantly better engagement and retention — but only 25% of attendees in the study actually did the assigned preparation.
So, should facilitators create pre-work for the few who complete it?
There are various reasons participants skip pre-work:
Time constraints: Competing priorities often push pre-work to the bottom of the participant’s to-do list.
Perceived value: If learners don’t understand the “why” behind the assignment, they’re less likely to do it.
No accountability: When there’s no follow-up or consequence for not completing the work, many choose not to complete pre-work.
Rather than eliminating pre-work, here are some suggestions that may make it more likely to be completed:
Keep it short and sweet:
Keep pre-work under 15–20 minutes.
Incorporate microlearning formats: a short video, a quick quiz or one interactive page.
Clearly link the task to an in-class activity.
Share the why:
Include a message explaining how the pre-work sets the stage. Add a personal message from a sponsor or department leader.
Add a note about how it will be used in class (e.g., “We’ll reference this in a case study on Day 1”).
Consider other alternatives:
Provide incentives to participants who complete the pre-work, such as giveaways or extra breaks.
Have an open discussion to cover key concepts during the session.
Send reminders via email or internal communication channels with friendly language like, “Hey there! Training is in (x) Days—have you completed your pre-work?”
While pre-work can be beneficial, there may be times when it is better to eliminate it. Consider skipping pre-work in the following scenarios:
If there are larger demands from the organization (for instance, reorganizations or leadership transitions).
If the pre-work does not align with the training.
In situations like these, it may be more effective to discuss the content in the live session.
Pre-work, at its best, empowers learners and elevates the classroom experience. But when it becomes a checkbox task or is routinely skipped, it undermines the very outcomes we aim to achieve.
Make the pre-work effective to let participants understand you have their best interests in mind and that you (as the facilitator) respect their time.
Adrienne Brown is a storyteller, e-learning developer and facilitator with more than 30 years of corporate experience. Email Adrienne at adrienneb@writetouchmedia.com or connect through www.linkedin.com/in/adrienne-brown-content-creator/.
