The Reinforcement of Knowledge

The Reinforcement of Knowledge

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For the last few months, I’ve regularly posted instructive articles to this blog. In case you’ve missed these articles, or if you’ve had some trouble seeing how the ideas in these articles relate to each other, I’d like to briefly summarize some lessons here and point out how they form a whole reinforcement strategy.

The articles that I’m summarizing are based on crucial lessons learned throughout our reinforcement team’s years of experience.

The article posted in April highlights three important questions involved in determining a reinforcement strategy, while the article from February tries to clarify the difference between reinforcement and the Ebbinghaus curve. Reinforcement of knowledge and behavior changes concerns much more than just the forgetting curve.

When you choose to use reinforcement, it is important to develop a course with the right flow. My article from March describes what a reinforcement flow is, demonstrating that a reinforcement course is something more than just the content of a regular class broken into pieces. As a developer, you’ll have to create a good flow, and to create a good flow you’ll have to set clear reinforcement goals prior to the course. July’s article explains what these reinforcement goals may be. In utilizing reinforcement goals, the effects of any daily work must be properly described and measured. The final goal of reinforcement is always to help participants really use in day-to-day life what they’ve learned in the classroom.

(Related: 7 Things You Should Know About Reinforcement)

As soon as a complete reinforcement timeline has been developed, it’s important to focus on methods for motivating participants throughout the duration of the reinforcement course. An average reinforcement course will last eight months if it is to initiate behavioral change. It is essential that you think about what will motivate a participant to keep training. In the article from June, I pose the question. If you look critically at a reinforcement course, not everything is offered in detail. Sometimes it’s good to create a little confusion. The participant will have to work at creating order, so the individual must actively participate in reinforcement. Read this June article again when you’re reviewing or creating a new reinforcement course.

In the long run, it’s important to measure the progress of a reinforcement course. March’s article describes the reinforcement scorecard extensively. A discussion of Level 5 evaluations is also included there. Speaking of measurement, remember that it’s necessary to perform surveys throughout a reinforcement course. Mindmarker always considers the participant’s experience. The reinforcement course should be experienced as a supportive environment for the learning process. Survey questions can be very useful here, and the organization can use the survey answers to analyze the effectiveness of courses. The June article also describes the best ways to employ survey questions within a reinforcement timeline, and the article from August is about asking the right survey questions. Not every question is appropriate for reinforcement.

I hope this summary has helped you gain more insight into the structure of these previously posted articles, which I’ve really enjoyed writing for the last six months. I hope to provide many more inspiring and valuable articles in the time to come. Please, let me know if you have any questions about certain topics.

As the leading resource on reinforcement courses, we’re always glad to share our information with you. You can reach us here.

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Mindmarker addresses a common problem: learners return from a training or eLearning course and quickly forget the information they just learned and revert back to old habits. For training to have the most impact, it has to be reinforced. Read more about us »
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