How to Use Spaced Practice to Support Memory in Job Training

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The human brain is amazing. And so are the human abilities to learn new information and skills, remember them, and later retrieve and use them when it’s needed.

But if you’re involved in training and/or learning and development, you also know it’s not all that easy. And one of the big problems is that people tend to forget much of what they learned in training.

We’ve addressed some of the reasons why this happens earlier in our articles Why Don’t People Remember Their Training? and How People Learn (or Don’t). In this article, we’re going to continue looking at issues related at this general theme of forgetting and how to better support memory after training.

In particular, we’re going to focus our attention more specifically on the learning curve, the forgetting curve, and spaced practice. We think this will make you see more value in refresher training, for one thing. But we’ll include tips for using spaced practice at points of the learning and development cycle beyond just refresher training, too.

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What is Visual Learning? Identifying and Understanding the Benefits of Visual Learning

Humans are visual creatures.

Going back a bit in time, vision was important to us on the African savanna to recognize predators and find food.

And although today most of us spend less time dodging leopards than our ancestors might have, it’s easy enough to see the importance of vision in our lives. How long do you go without watching a movie at the cinema, viewing a film on Netflix, or playing a video game? Or even consider music–don’t you often experience music in a music video, or while watching a stage full of dancers?

Why are so many of the dominant forms of entertainment visually oriented? Because, to return to our beginning, humans are visual creatures.

And so it makes a lot of sense to take advantage of that for workforce learning and development.

We’ll discuss this a bit in this blog post.

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5 Steps to Developing Better Occupational Environmental, Health, and Safety Training

Better Occupational Environmental, Health, and Safety Training ImageIt’s not easy to develop effective occupational environmental, health, and safety training. If you’ve been doing it yourself, you know this.

And what makes it worse, many times the people tasked with designing, developing, delivering, and evaluating that training are experts in certain areas under the “EHS umbrella” but don’t have a lot of expertise in things related to training or learning and development. Sound familiar?

In this article, we’ll give you an overview of how to improve the environmental, health, and safety training at your workplace, we’ll link you to more extensive articles on each topic, and most importantly, we’ll give you a free 60-page guide on creating better environmental, health, and safety training so you can apply it at work over and over again. 

Please note that this article and the free guide at the bottom are based on ANSI Z490.1, the US National Standard of Criteria for Accepted Practices in Safety, Health, and Environmental Training. You might also be interested to know that ANSI Z490.2, an upcoming standard on online safety training, is currently in the works (check that link for an update on progress).

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Training Workers to Use Software Systems with Screen Recording Software Programs

training-workers-to-use-software-systems-w-screen-recording-software-programsComputer software systems are all around us, and we use them a lot.

We use them a lot in our personal lives. For example, Facebook lets us catch up with friends and family. Google lets us find information we need. We watch movies online and we listen to music online. We even go online to do our banking, pay our bills, or shop.

The same is true at work. You’re reading this on a web browser now, obviously. And I wrote it using a blogging platform called WordPress. And if you’re anything like me, today you’ll be using a lot more software, too: Microsoft Office, Excel, and Word, plus maybe PowerPoint depending on how the day goes. I’ll probably be using some image editing software and custom software for logging my time at work, too. Maybe you’ll be doing stuff like that as well.

But it’s not just you and me. It’s all of the people that I work with, and probably all the people you work with, too. And because software is so common at work, it’s important to be able to teach new workers how to use software. Plus you’ve got to train existing employees how to use new software when it’s introduced at work.

And all that software training can burn up a lot of time–yours and theirs–if you do it inefficiently.

But fortunately, there’s a group of products that have the ability to record your computer screen and make little “how-to” videos for software training.  These tools can be very helpful, they can save you a lot of time and money on software training, and they can be used to teach employees software applications more quickly and effectively. So what’s not to like about that?

In this article, we’ll tell you more about these screen recording software applications. Please note that Convergence Training makes none of these products, has no business relationship with any of their makers, and doesn’t endorse any one product. We’re just saying that as a group, they’re a handy product type that can make your life easier at work.

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Writing True/False, Matching, Drag and Drop, and Short-Answer Questions for Workforce Training Tests

How to Write Multiple Choice Test Questions Image

Recently we’ve written a series of articles about writing effective test questions for workforce training assessment.

We hope you’ve found the series interesting and helpful. And yep, you guessed it–we mentioned that because this article is another addition to the series on testing and assessment.

In this article, we’ll give you a few general tips for writing specific types of questions. We already covered multiple-choice questions, an online workforce assessment workhorse, in a different article, so we won’t address that here. In this article, we’ll consider true/false questions, matching and/or drag and drop questions, and short-answer and/or fill-in-the-blank questions.

If you missed any of the earlier article in the series, we’ve already covered:

Keep your eye on the blog for a future post on creating assessments that evaluate how well employees perform specific job tasks and/or demonstrate job skills. That’s still on the agenda.

And let us know if we’ve missed something you’d like us to write about.
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Comic Books and eLearning: Lessons from Scott McCloud’s “Understanding Comics: The Invisible Art”

Comic Books and eLearning Design Image

In an earlier blog post, we took a quick introductory look at some connections between comic books and eLearning.

And in that article, we promised to follow up with a second article that focuses on the classic book Understanding Comics: The Invisible Art by Scott McCloud. And we also promised that the second article would focus on some lessons from comic book design that we can apply to the design of eLearning other forms of learning.

This, my friend, is that second article.

Before we get going, let’s take a stop at the “credit where credit is due” department.  Scott McCloud’s book Understanding Comics: The Invisible Art is a classic and is GREAT. If you’ve read it, you can vouch for me. Or maybe you’ve just heard of it and know it’s very well regarded.

If you haven’t heard of the book or read it yet, I highly recommend it. If you read it, you’ll learn a lot on a wide variety of topics. And even better, it’s written in the form of a comic book, so you’ll have a lot of fun while you’re reading, too.

But even though I suggest you check the book out and promise you’ll like it, you won’t have to read the book to begin drawing some lessons from it. Because that’s the whole point of this article. And of the comments section at the bottom, too–please share all your own ideas.

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6 Adult Learning Principles You Should Use During Safety Training

adult learning principles for safety training image

Before you read any further, let’s do a quick check.

Are you in safety/EHS and do your responsibilities include safety/EHS training?

If so, that’s a good sign that you’ll find this article relevant.

Next, take a moment to think about the people you provide safety/EHS training to. Are they adults?

If so, things are looking very promising for you and this article.

Because in this article, we’re going to take a look at something called adult learning principles and see how keeping them in mind when you design, develop, and deliver safety/EHS training can make your training more effective. Which of course means your training will create a healthier, safer work environment.

We’ll even give you some tips and examples of how to apply adult learning principles, and try to clear up some confusion about the multiple different lists of adult learning principles you’ll find if you do a Google search for the term.

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Training that Workers Will Remember: Six Sticky Tips

Made to Stick Book Image

Want some easy tips to follow to make training that sticks? To create training workers will remember and apply on the job? To help you attain the business goals you’re trying to reach?

Although inspired by Malcolm Gladwell’s book The Tipping Point and written for a popular reading audience instead of exclusively for training professions, the book Made to Stick (more details about the book will come below, don’t worry) is a great source of information about current research into what makes things memorable and what causes people to act.

As trainers, we want to craft memorable training and we want training that workers will apply on the job. So you can see how the messages in this book will make your training better. It’s even a book you will notice a lot of training professionals referring to.

Interested in learning some of the tips from Made to Stick? If so, start by taking a little time to read the two selections below. As you read, ask yourself which you’re more likely to remember later–one or two days later, but even an hour or fifteen minutes later, too.

When you’re done we’ll cycle back and explain how this all relates to effective workforce training.

“A friend of a friend of ours is a frequent business traveler. Let’s call him Dave. Dave was recently in Atlantic City for an important meeting with clients. Afterward, he had some time to kill before his flight, so he went to a local bar for a drink.

He’d just finished one drink when an attractive woman approached and asked if she could buy him another. He was surprised but flattered. Sure, he said. The woman walked to the bar and brought back two more drinks-one for her and one for him. He thanked her and took a sip. And that was the last thing he remembered.

Rather, that was the last thing he remembered until he woke up, disoriented, lying in a hotel bathtub, his body submerged in ice.

He looked around frantically, trying to figure out where he was and how he got there. Then he spotted the note:

DON’T MOVE. DIAL 911.

A cellphone rested on a small table beside the bathtub. He picked it up and called 911, his fingers numb and clumsy from the ice. The operator seemed oddly familiar with his situation. She said, “Sir, I want you to reach behind you, slowly and carefully. Is there a tube protruding from your lower back?”

Anxious, he felt around behind him. Sure enough, there was a tube.

The operator said, “Sir, don’t panic, but one of your kidneys has been harvested. There’s a ring of organ thieves operating in this city, and they got to you. Paramedics are on their way. Don’t move until they arrive.” [Source: see note 1]

Now, the second:

“Comprehensive community building naturally lends itself to a return-on-investment rationale that can be modeled, drawing on existing practice,” it begins, going on to argue that “[a] factor constraining the flow of resources to CCIs is that funders must often resort to targeting or categorical requirements in grant making to ensure accountability.” [Source: see note 2]

OK, now that you’ve read them both, which are you more likely to remember? Why?

And how can you apply this to the training you create? Read on to learn how.

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The 70/20/10 Model for Workforce Learning & Development: How to Help Workers Improve Learning & Performance at Your Work

70/20/10 Workplace Learning Model Image

Have you heard of the 70/20/10 model as it’s used in workforce learning & development? It’s also sometimes called the 3 E’s (for Experience, Exposure, and Education), and two of the three parts of 70/20/10 (the 70 and 20) are often combined and referred to as informal learning.

Quite a few of you probably have heard of this idea–it’s a buzzword in L&D these days–but it’s possible that others haven’t.

In this post, we’ll briefly explain what the 70/20/10 model is, give you some ideas of how to use it, and explain a few reasons why.

We’re also curious to hear your own experiences and thoughts (as always), so don’t forget to leave your comments below.
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How to Write Better Smile Sheets: What’s Wrong With Traditional Training Evaluation Forms and How to Make Them Better

Smile-Sheet-GraphicIf you’re in training, you’re probably familiar with the sheets that trainers pass out to learners after a training session, asking the learners to evaluate the training session and the trainer.

These are known by a variety of names. Maybe you call them training-evaluation forms, or student-response forms, or trainee-reaction forms. But they’re also commonly–maybe most commonly–known as smile sheets.

Why smile sheets? Because it’s common for the learners attending training to give the training/trainer high scores that make everyone smile. But the common assumption is that the trainees do that politely, kindly, quickly, uncritically, and without giving any great thought. And so the term smile sheet is generally used somewhat dismissively, with the assumption that the information they contain doesn’t really provide a lot of value. Or, they’re assumed to hold much valuable information, even if that’s not really true due to poor design.

And yet, quite a few trainers continue to use smile sheets, and many of those trainers do nothing to improve them. Maybe they’ve never even thought of improving their smile sheets. It’s all become a bit of a habit to them, one they don’t think about because there’s so much else to think about, worry about, and to do.

I recently read a very good book called Performance-Focused Smile Sheets: A Radical Rethinking of a Dangerous Art Form by Dr. Will Thalheimer. The book explains some of the common problems with smile sheets, but also gives some very helpful tips to help make them better. We definitely suggest that you buy and read the book, and we’ve included a bunch of information to help you do that at the bottom of this article.

But for now, let’s look at some of the general points Thalheimer makes in his book and see what we can learn from them.

If you’re extra curious on this topic, I recommend you check out our interview with Dr. Thalheimer on smile sheets after you read this introduction.
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Helping Workers Acquire Basic Job Skills and Perform Standard Procedures

Teaching Workers Basic Job Skills and Procedures Image

In every job, there’s a set of basic skills and simple procedures that a worker filling that job has to learn to perform.

For an organization to perform at peak efficiency, it’s important that the workers in each job role know how to perform each of these skills and procedures.

But how does a company go about teaching those basic skills and procedures? How can employers help workers develop these skills and knowledge quickly and efficiently? And how does the company know if the workers can perform those procedures?

That’s what we’re going to look at in this article.
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Training that Helps Employees Learn Basic Job Knowledge

Training for Basic Job Knowledge Image

As a producer of learning management systems (LMSs) that are designed to let you to use a variety of different training delivery methods in a blended learning solution, we give a lot of thought to how employers can create the “best” blend.

Actually, we don’t think there’s any one simple answer to that question that you can apply every time. There are various ways to look at it, and each make sense in different circumstances.

However, one idea that we’re big fans of when creating a blended learning solution is to select the training delivery method (example–e-learning, written, video, field-based OJT, instructor-led classroom training, etc.) by considering the type of training material (the information) that you’re trying to convey, and/or the employee’s need for practice and feedback during training.

We’ve introduced that method of creating a blended learning solution in an earlier article. In this article, we’re going to take a deeper look at one aspect of the blend–training that’s designed to help employees acquire base-level, foundational knowledge that doesn’t require a lot of practice or feedback.

In other related articles, we’ve addressed training to help employees learn to basic job skills and procedures and training to help employees develop advanced job skills.
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