Figure 5 Rate of Forgetting with Study/Retention
100 120
20 40 60 80
0 initial learning 0.3 (hours) Teach/Forgetting Curve 1 day Re-teach/Purposeful application of learning 2
Consider formative assessments in addition to
variable training.
that are answered at various times during the course. Tese questions, as shown in Figure 4, ask them which type of response is appropriate—independent of their ability to actually perform. If your organization engages in both DOT and non-DOT collections, consider deploying two different sets of scenarios to improve transfer in each.
After Training Leverage Six Sigma’s DMAIC. First, use your clearly defined and aligned goals. Ten measure your progress towards those goals. Pull reports on fatal flaws. Perform continuous quality improvement (CQI) assessments on CCFs. Require that all affidavits for corrections be placed in a shared file for review. Go to your multiple sites and
44 datia focus
watch the process yourself. Analyze why these things are happening. Implement solutions and then Control the process.8 Substantive feedback during varying
parts of this process is essential. Require completion of a reflective activity before a trainer arrives for fatal flaw error correction training. When we witness administrative errors during observations, collectors must come off the floor and reflect on the collection. Oſten they surface their own mistake and it becomes an “Aha!” moment. Ebbinghaus also taught us that we can
make purposeful atempts to retain more. (Figure 5). We should create what we call “Aha!” moments of learning. Consider this scenario: One of our
managers stashed a mason jar in the bathroom clearly marked, “I am a mock substituted training specimen. Bring me to the manager when you find me.” In a busy office that does a large number of drug screens, the specimen placed at 8:00 am wasn’t returned to the office manager until 10:00 am. Aſter discovery and debriefing, the learning effect was tremendous. Staff became fully aware that they indeed had a potentially blinding “routine;” something they denied during informal questioning the day prior. Staff had been asked if they conducted thorough pre/
2 days References 1
Rackham, Neil, and Richard Ruff. 1991. Managing Major Sales: Pratical Strategies for Improving Sales Effectiveness. New York: HarperBusiness.
Alliger, G. M., Tannenbaum, S. I., Bennett, W., Traver, H., & Shotland, A. 1997. "A meta-analysis of the relations among training criteria." Personnel Psychology (50): 341-358.
3
National Research Council. 1994. Learning, Remembering, Believing: Enhancing Human Performance. Edited by Daniel Druckman and Robert Bjork. Washington, DC: The National Academies Press. Accessed January 2015. doi:10.17226/2303.
4
Murray, Jaap M..J., and Joeri Dros. 2015. "Replication and Analysis of Ebbinghaus’ Forgetting Curve." PLoS ONE. Vol. 10(7). Edited by Dante R. Chialvo. Prod. National Scientific and Technical Research Council (CONICET). July 06. doi:10.1371/journal.pone.0120644.
5
Mark Ylvisaker, Ph.D. 2006. Transfer of Training Or Generalization. Albany, New York. Accessed December 05, 2016.
http://www.projectlearnet.org/tutorials/transfer_ of_training_or_generalization.html
6
Burke, Lisa A, and Holly M. Hutchins. 2007. "Training Transfer: An Integrative Literature Review." Human Resource Development Review 263–296.
7
Freifield, Lorri. 2012. "Transfer of Training: Moving Beyond the Barriers." Training. April 06. Accessed December 05, 2015.
https://trainingmag.com/content/ transfer-training-moving-beyond-barriers.
8
Pyzdek, Thomas. 2003. The Six Sigma Handbook" The Complete Guide for Greenbelts, Blackbelts, and Managers at All Levels, Revised and Expanded Edition. 2nd. New York: MacGraw Hill.
Tamara Thomas has been the Corporate Director of Education for Amcare/Doctors Urgent Care Office and a CPCT for eight years. She is the staff trainer for specimen collections and ensures collection site con- sistency, quality, and compliance for all nine of their offices. She holds a master’s degree from Miami University, Ohio and is a certi- fied SPHR. A former firefighter and current paramedic, Tamara is certified to teach many aspects of clinical care and has formerly taught at Miami University in Oxford, OH.
Spring 2016
post bathroom inspections. Tey all answered yes while correctly identifying what they should have been checking. Clearly, they had learned but not transferred. Try starting a scenario of the month
program. Collectors are not required to participate but those that provide the right answer are placed in a drawing for the reward. Invested collectors must be reintroduced
to material oſten by supportive managers if they are to continually practice as they’ve been taught.
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