Figure 3 Ebbinghaus's Forgetting Curve
100 120
60 80
40 20 0
36 0 100
58 44
33 28 50 100 150 200 250 300 350 400 450 500 550 Time Elapsed-hours Figure 4
A donor for a DOT collection exits the bathroom with a green 50 ml specimen. Which protocol will you follow to correctly handle this patient? A. The Shy Bladder protocol B. The Direct Observation protocol
The Forgetting Curve and Routine Your high fidelity scenarios and limited coaching during mock scenarios has created a staff of collectors who are knowledgeable and confident in their practice. Aſter returning to work they overwhelmingly encounter uneventful collections for the first three weeks. Ebbinghaus’ Forgeting Curve Teory then arrives.4
Tis concept indicates that
learners halve their retention of learned information in as litle as fiſty minutes aſter receiving instruction. Te curve indicates that retention happens most rapidly in the first two days aſter learning and then slows exponentially through day 31, when retention hovers right around 20%. (Figure 3) Your collectors cannot transfer knowledge
they haven’t retained. Collectors become victims to their routines; rightfully so, perhaps. Te law of diminishing returns doesn’t explicitly apply with these less then standardized processes involving people; collectors do indeed get faster with repetitive tasks but faster isn’t always beter. So, if a donor provides a slightly foamy specimen that seems to have amoeba like floaters and the collector, in their routine, misses it and doesn’t take any action, the routine has compromised transfer. Routine also greatly affects the process
of preparing the donor for the collection. In an office where the rate of cheating is greater, collectors are more thorough
42 datia focus 600 650
25 21 700 750 800
and continue to act as trained. Tey ask donors to empty their pockets and pull them out so that the collector can see they are empty. At other sites with a lower rate of turnover and cheating, collectors can allow donors to simply pat their pockets or just answer that they have nothing in their pockets. A recent DATIA webinar, “What Are Your Collectors Really Doing? Results from Clandestine Audits,” supports this observation as well. Te presenter indicated that in the 12 most recent audits of collection sites, four made no mention of the auditor’s pockets. Multiple collection sites with differing personalities and donor populations are ripe for this type of inconsistency. Knowing what to do is not the same as doing what we know.
Collector Motivation Transfer is facilitated to the extent that trainees know that it is important to transfer what they have learned to application contexts and they want to do so.5
Motivation
to transfer is the degree to which learners intend to later move skills and knowledge from a training seting to a real work seting.6 Tis process can be supported or inhibited
by the trainer and manager. If the mood about training is casual and disconnected, training loses its practical perspective and thus motivation to transfer is lost.2
Leaders are key
in this process and should involve collectors in seting and monitoring goals.
What should you do? Training transfer is an ongoing process.7 It should be actively considered before, during, and aſter the actual training event.
Before Training Set clear, organizationally aligned goals. Recall our goal in Figure 2. It is measurable, specific and time bound. Managers, regardless of the personality of their particular site, can root collectors in the same way. Strong common roots make for good practice. Require pre-work
Spring 2016
Retention
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