Why Rapid and Comprehensive Training Delivers Lasting Results

When it comes to training your team, is it better to go slow and steady or to launch a full-scale initiative? Academic research and decades of organizational development have a clear answer: a rapid, comprehensive training approach is the most effective way to drive deep, lasting change.


Here’s why a high-volume, rapid training model is the best strategy for ensuring knowledge is not just acquired, but retained for the long term.

The Power of a Unified Launch

Imagine trying to roll out a new process across your organization one team at a time. The first group might be excited, but as the months pass, momentum fades, and the teams waiting for their turn develop a "wait-and-see" attitude. This is a common pitfall in change management.


Academic research, such as the foundational work in Organization Development and Change by Cummings and Worley, confirms that a rapid, simultaneous launch is a key principle for success.1 When everyone receives the same training at the same time, it:

  • Creates a Unified Skill Set: A consistent message and skill set are essential for large-scale change. A rapid rollout ensures everyone is on the same page from day one.

  • Accelerates Organizational Change: A simultaneous launch builds a sense of urgency and shared commitment, preventing the natural resistance that can undermine a slow rollout.

  • Reinforces a Learning Culture: By making a bold statement that learning is a priority for the entire organization, you signal that this isn't just a temporary initiative—it's a new way of working.

The Science of "Deep Learning" and The Forgetting Curve

We all know the "forgetting curve," our natural human tendency to lose new information over time. A one-off training session, no matter how good, is not enough to fight it. The most effective training models are designed to defeat this curve by leveraging two key principles of cognitive science: deep practice and spaced repetition.

  • Deep Practice and "Desirable Difficulties": Researchers like Robert Bjork have shown that active engagement, or "desirable difficulties," are crucial for long-term retention.2 This is where simulations and hands-on practice come in. When clinicians are actively retrieving information to solve problems in a simulation, they are strengthening their neural pathways, making the knowledge stick far better than if they were simply listening to a lecture.

  • Spaced Repetition: The most effective way to move knowledge from short-term to long-term memory is by revisiting it at strategic intervals. By providing 12 months of access to online content and simulations, a comprehensive approach allows for ongoing practice. This is the only proven method for ensuring skills don't fade after the initial training session. As Roediger and Karpicke demonstrated in their research on the "testing effect," actively recalling information over time is more effective for retention than simply rereading it.3

The Power of a Blended Learning Approach

The most powerful learning experiences combine the best of both worlds. Blended learning, as defined by Graham, leverages the high-touch collaboration of in-person training with the sustained, flexible nature of online content.4


A rapid launch with long-term content access is a powerful example of this model. The in-person sessions provide a space for complex discussion and hands-on skill-building, while the online simulations serve as a direct follow-up and reinforcement tool. This combination of modalities supports a variety of learning styles and provides continuous access to the tools needed for true skill mastery.


In conclusion, a rapid and comprehensive training approach isn't just a matter of convenience—it's a scientifically-backed strategy for ensuring that new skills and behaviors are not only learned quickly, but also become a lasting part of your organization's culture.

1 Cummings, T. G., & Worley, C. G. (2014). Organization Development and Change. Cengage Learning.

2 Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. R. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing. MIT Press.

3 Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.

4 Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of Blended Learning: Global Perspectives, Local Designs. Pfeiffer Publishing.