Hold on to what you've Learned

HR Magazine, May, 2000 by Kathryn Tyler

Be concise. "We try to accomplish too much in too little time. The result is a long lecture--a data dump with no interaction and no opportunity to encode the new knowledge and skills" in long-term memory, says Ruth Colvin Clark, author of Building Expertise: Cognitive Methods for Training and Performance Improvement (International Society for Performance Improvement, 1998) and president of Clark Training & Consulting in Cortez, Colo.

Masie agrees: "The trainer has a natural tendency to try to cover more information than we have time for. We fear if they don't hear it from us, it will be a problem. But most learners don't want everything; `Just the facts, ma'am.' " Masie recommends hitting the main points and placing additional information on the company's intranet for those who want more depth.

Adds Thomas, "Classes should be designed around giving the associates only what they need to know to be effective. Don't teach them the world if they are not going to apply it immediately. However, you can teach them how they can access additional information at a later date or schedule follow-up courses."

Approximate real life. The closer the conditions of the classroom come to the conditions of the job, the more likely the skills learned in the classroom will be transferred to the job. Role-plays and simulations, such as computer programs that allow participants to practice their skills in simulated workplace environments, can be beneficial in achieving this goal. "The key techniques involve encoding the information in long-term memory in a way that the new knowledge and skills can be retrieved later. This means inserting frequent job-relevant practice exercises throughout the instructional event," says Clark.

Engage their senses. The more senses participants use, the more parts of the brain that are involved and the better they will be able to remember the information presented. Though it may be difficult to incorporate the senses of taste and smell in your presentations, you should be able to find ways to include touch with the traditional visual and audile. For example, if employees are learning telephone sales techniques, have employees practice on real telephones using index cue cards.

Use humor. Humor is a powerful tool for gaining an individual's attention and keeping it. However, any humor must arise from the material itself, not just be added on top like salt. Otherwise, there is the danger that employees might remember the joke, but forget its point. "Humor also lessens the anxiety between the instructor and students, which creates a more interactive learning session," says Thomas.

Repeat, repeat, repeat. Many experts say that repetition is the key to mastery. But how can you repeat your points without boring participants? Cover the same information in different ways. "One thing that I don't think is being done as much as it should be is reviewing the material," says Carnes. "Find creative, stimulating ways to review, revisit and apply the material. Variety is the key."