Fourth, we can make use of mneumonic (memory) devices. The highly successful Main Event Management, that was run by Harold Hook and his colleagues at American General, made extensive use of this strategy—through concept symbols, repetitive use of these symbols in corporate policy and procedure statements, and  a “cheat sheet” with concept symbols listed and summarized. Other memory jogs, aides and pocket guides can effectively increase retention and transfer—provided they are actually used by the participants and are frequently reinforced (as in the case of Main Event Management) in other organizational publications and activities.  These mneumonic devices can be very effective. We need to make more use of them (especially in conjunction with digital learning devices, such as screen savers).

A fifth strategy requires that we encourage immediate application through practicum experiences and field guides. Participants learn and retain by “doing.” This is an important, but infrequently employed strategy. It requires that participants find or are offered a safe place (sanctuary) in which to try out their new learning; furthermore, there is still the need to reflect on and learn from this “doing”—and the experience itself does not provide the setting for this reflection. Something more (such as coaching) is needed to maximize the use of this fifth strategy.

The sixth strategy is the one to which we keep referring—this involves the extensive use of computers through digital on-line support (materials, communications, supervision, etc.). While many trainers and educators are turning exclusively to digital learning as the answer to the ongoing “just-in-time” learning challenges facing their organizations, this strategy is not a panacea. It is not just the big start-up costs that can be prohibitive, the lack of human contact can cripple the learning of those participants who prefer more interactive learning environments.  This sixth strategy can enhance any learning experience and can assist in significantly increasing both retention and transfer of learning (particularly transfer). However, it can’t take the place of the encouragement and spontaneous dialogue associated with in-person assistance. It is the process of coaching in organizations that provides in-person encouragement and dialogue.