Knowing Your Audience

by Verlane Edwards

In the February 2002 issue of Iowa Alumni Magazine, readers are introduced to "A Patient Kind of Guy"—a $250,000 computer-controlled mannequin future anesthesiologists at the University of Iowa medical facility use to practice their skills. The MedSim mannequin is quite a technological marvel—and remarkably realistic. The chest rises and falls with each simulated breath. Under those "puppet-like eyelids, the pupils dilate and contract."

I couldn't help but be impressed that "the mannequin is programmed to simulate the symptoms of 25 different patients in about 40 scenarios." According to the article, "whatever role is assigned, the simulator reacts with eerie realism."

Wouldn't an "every person" mannequin we could interview as needed be handy to have around for technical communicators? This Communication Adam/Eve could make THE prime directive of effective communication (to know your audience) so much easier to follow.

Not too likely, I know. Nevertheless, we can take from this high-tech simulator as least three core reminders about developing an effective training environment:

The experiences must be realistic ones.

Have you made every effort to analyze who the audience is and how they will be using the information you are preparing? "Knowing" your audience means understanding who they are and anticipating how they will react to the information you're presenting in order to develop an authentic learning environment. Authenticity is a key component for adult learners. How authentic/realistic can the training experience be if you don't thoroughly understand who your participants are and what they need to do?

Hands-on practice in learning is critical.

As you write procedures or prepare information for conceptual topics, such as lessons in leadership, have you included scenarios that give learners the opportunity to practice what they're learning in a safe environment? Conceptual information is fine, but practical application opportunities will reinforce the new information in meaningful ways that will aid retention.

Learners need feedback to help them discover where they are in the learning process and to evaluate their progress.

Some educators argue that we learn best by making mistakes, but your participants may need some guidance in identifying what they are doing wrong—and right. While students are working with the MedSim, video cameras record their every move, so that they can analyze their performance. Even if you can't videotape, what can you do to provide an environment for helpful, nonjudgmental feedback and positive reinforcement?

If we can meet those three minimum requirements, even without a technological wonder there to assist us, we can make a difference in improving the quality of the training experiences we offer.

Verlane is a doctoral student in education, with an emphasis in adult learning, at Drake University and an internet analyst for GuideOne Insurance in West Des Moines, Iowa.

Note: To learn more about the benefits of simulations, see the Brandon Hall site at http://www.brandonhall.com/public/dispatch/dispatch15Feb02.htm#2