Training Industry Magazine - May/June 2020 - 22

setting using the instruction or video in
a scenario or simulation. If the training
involves training in a computer application,
provide the learners hands-on practice
scenarios that must be completed in the
system's training environment.

demonstrations allow participants to show
what they had learned. Find and correct
activities based on the "room of errors"
activity used to educate nurses on patient
safety. Encourage learners to recall
information in a novel way.

4

For example, in a systems training,
participants are placed in pairs or triads; in
a virtual classroom, you can use breakout
rooms. Each team is presented with a
screen image with system errors. Working
together, the learners identify the problems,
and state the changes needed to correct
the errors. Troubleshooting in a group
setting allows participants to work in teams
to problem solve the same way they would
in their workplace. When the assigned
time for teamwork ends, everyone returns
to the main classroom. Each team then
shares their screen image with the class,
discusses the errors and issues found, and
reports the steps taken to resolve them.
Any items not found or overlooked by the
team can be redirected to the class by the
facilitator, or the facilitator can provide the
information to the class. The role of the
facilitator is to correct misinformation and
provide the correct information to support
learner performance.

SCHEDULE CHECK-INS
WITH LEARNERS.

The culmination of the weekly training
interval should include a facilitator-led,
learner-centered check-in. During this
check-in, the facilitator should ask for and
answer learners' questions, clarify any
misconceptions in the content, confirm
learning activities were completed and
debrief the week's learning.

ORGANIZATIONS
THAT DO NOT
DEVOTE TIME
TO DEVELOP ITS
WORKFORCE
THROUGH
CONTINUOUS
LEARNING
RUN THE RISK
OF LOSING
A VALUABLE
COMPETITIVE
ADVANTAGE.

5

INCORPORATE INTERACTIVE
ACTIVITIES.

Consider using a gaming activity to
validate and engage the learner in a
fresh, different way. Utilize the design and
training team to create gaming activities to
use during each check-in session. Online
quiz platforms can be used to create
interactive, competition-based quizzes;
"trust walks" allow learners to instruct
each other during task completion. Return

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6

CONDUCT A DEBRIEF
SESSION.

At the conclusion, the facilitator leads a
debrief session where learners share the
value of the information presented during
the spaced-interval learning period. A
debrief allows participants to review the
events, self-correct and improve future
performance. It provides a safe place for
participants to express feelings about
the learning event in a constructive way.
Learners can reflect on and discuss the
pitfalls and successes experienced while
maintaining a sharp focus on continuous
improvement. The facilitator is there to
guide the discussion, acknowledge the
thoughts and feelings of the learners,
address concerns, and highlight positive
takeaways from the learning intervals.

CREATING A CULTURE OF
CONTINUOUS LEARNING
In today's work environment, training
is often in competition with meeting
the business's demand for productivity.
Organizations that do not devote time to

develop its workforce through continuous
learning run the risk of losing a valuable
competitive advantage. At the same time,
training delivered as a one-time event
that occurs weeks or months before the
information is needed means participants
may forget critical information required to
perform successfully on the job.
Delivering training over time using a
spaced-learning approach can offer the
best of both worlds -minimal time away
from work with continuous reinforcement.
Short bursts of information delivered
across multiple modalities can offer
enough continued interaction to
overcome the forgetting curve and
provide just-in-time training to improve
performance on the job.
L. Nicole Edwards MBA, MSN, CTT+, RN-BC
is a self-styled learning engineer with more
than 10 years of experience in training
facilitation and learning and development.
She applies approaches used in nursing
education to create meaningful learning
experiences in a corporate training setting.
Email Nicole.

ADDITIONAL

RESOURCES
"What's Wrong With This
Picture?"
By Holly Auer

"Brain Science: The
Forgetting Curve-the Dirty
Secret to Corporate
Training"
By Art Kohn

"Replication and Analysis of
Ebbinghaus' Forgetting
Curve"
By Jaap M. J. Murre
and Joeri Dros

"Debriefing Across the
Curriculum"
By the National League of Nursing

https://www.pennmedicine.org/news/news-blog/2011/march/whats-wrong-with-this-picture https://www.learningsolutionsmag.com/articles/1379/brain-science-the-forgetting-curvethe-dirty-secret-of-corporate-training https://www.doi.org/10.1371/journal.pone.0120644 http://www.nln.org/docs/default-source/about/nln-vision-series-(position-statements)/nln-vision-debriefing-across-the-curriculum.pdf?sfvrsn=0

Training Industry Magazine - May/June 2020

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