Page 33 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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22 The Creative Training Idea Book
provide a foundation of information and switch learner’s brains onto the topic to be
addressed. By doing so, you increase the likelihood that they will quickly recognize,
absorb, and process new information or stimuli. Further, by providing a verbal, visual,
and kinesthetic push, then identifying how the new information connects to what they
already know, you can assist in bridging with memory.

Stage 2: Stimulating Learning
This phase of the learning process provides handouts, job aids, or other visual material
to supplement verbal messages. Such materials allow participants to access information
from their own learning style (visual, auditory, or kinesthetic). To supplement such input,
you can use associated visual aids to make points, reinforce concepts, or provide alter-
native methods of information delivery, for example, colorful posters, transparencies or
computer-generated slides, or flip charted information.

Stage 3: Expansion
Once information has been delivered to the brain via one or more of the elements in
Phase 2, connections are started. As a facilitator, you can help create these bonds by con-
ducting interim reviews throughout a session. During such reinforcements, you help
mold and stabilize the learning through repetition and by helping learners see relation-
ships. Such activities aid in increasing the depth of learner understanding while helping
prepare for Phase 4.

Stage 4: Memorization
It is during this phase that neural connections are made in the brain to help ensure that
a learner can subsequently access or recall information and concepts learned. You can
increase the effectiveness of this phase by teaching and using a variety of mnemonic or
memory techniques. These strategies help learners later access the information acquired
so that they can ultimately apply the learning.

Stage 5: Implementation of Learning

In the final phase of learning, knowledge or skills gathered during the training are re-
called and put into practice. If a learner is not able to perform tasks or recall information
learned successfully, then there was a potential breakdown in the learning process and
a review may be required.
To test the success of this phase, have participants demonstrate knowledge or skills
through tests, practical application, by teaching others as you observe, or through other
means in which they actively apply what was learned.