I Wish We’d Thought of That Earlier! – Steps in Learning Earlier by Peter Brassington

How often has a well-intentioned Scripture-based product gone out, only for those who produced it to say, “We wish we’d thought about that bit before it went out!” It has been said, “learn from your mistakes …and if possible learn from other people’s first!”.

There are many regrets and what ifs, but alongside avoiding errors, we also want to focus on innovation—things people got right and only wished they had done earlier.

Bible translation is one example. I half remember a quote asking why the missionaries didn’t come sooner. There are many things I’ve read or heard that I wish I’d noted more carefully.

I’ve also heard of many instances where Bibles were produced without thinking enough about distribution, or before translation even starts asking key questions about the audience and their needs and preferences

People often learn something new through a course, an article, or a conversation. One tool for sparking conversation is the Scripture Engagement Guide, but there are many others, too. Colleagues who worked on translations in earlier decades have said they wished they’d heard about orality sooner, or discovered certain tools and techniques earlier—things others had long assumed were common knowledge.

One insight from the archives described the introduction of cassette tapes in ministry. A translator initially resisted audio Scripture, fearing it would discourage literacy. Months later he reconsidered, and the product took off.

In another case, a DVD was produced and delivered—but sat on shelves because no one had planned distribution.

Tools like the SE Guide (at EMDC.guide) help people think through such issues—but only if they know the guide exists. Many other helpful resources are available on Scripture-engagement platforms.

By repeating tasks, we sometimes repeat mistakes; by reflecting, we adapt and improve. In producing resources, people learn gradually through reflecting on past experience.

I've been involved in Bible Translation for 30 years. Digital communication moved from being aimed at Western supporters to being a tool for everyone, and a series of platforms for engaging with Scripture. Starting in communications, I saw how much innovation had already taken place—and how much had been learned through mistakes, or things that might have been done differently.

Like many people, I’ve made my share of errors. I’ve printed hundreds of pages the wrong way round. In 2000, three of us failed to spot the misspelling of millennium on the front cover of a magazine—until after 8,000 copies were printed. That’s a mistake we didn’t expect to repeat!

Now, working with websites and apps, I can fix things more quickly—but I still miss errors, and I value it when others point them out. People expect updates and improvements.

Proofreeding is impotant

Some mistakes are amusing in hindsight; others are serious. One of the most famous printing errors is in the 1631 “Wicked Bible,” where the word “not” was omitted from “thou shalt not commit adultery.” Even careful systems can fail.

Mistakes also happen that don’t involve text. In filmmaking, continuity errors appear, but sometimes consequences are far worse. In a 1928 film about Noah, flood scenes using massive volumes of water led to the deaths of three extras and severe injury to another. The industry learned from this tragedy and improved safety practices.

Advances in technology mean we can make bigger mistakes faster—but we can also build better safeguards.

Checklists are also for smart people

In a 2012 TED talk, surgeon Atul Gawande explored how people improve. In the 1930s, hospitals could treat only a few conditions. Today, there are tens of thousands—too many treatments for any doctor to master. It requires teamwork and coordination.

He identified three essential skills:

• Finding problems

• Devising solutions

• Implementing change

As part of a team, he helped develop a two-minute surgical checklist. Tested in eight hospitals, it reduced deaths by 47%. Inspired by aviation, the principle was simple: a checklist is not a manual, but a reminder of critical steps that might otherwise be missed.

Creating a checklist is straightforward. Following it is manageable. Getting people to adopt it consistently is harder. It requires humility—the willingness to admit we need help from systems and from others.

Checklists don’t replace expertise; they support it. They don’t give skills; they prompt us to apply what we know and to seek help when needed.

Many such checklists exist for translators, consultants, and media specialists, and before the next IMN we hope to compile a list of lists.

Training, Competencies, and KSA’s

Knowledge and skills are not only learned in classrooms. Often, the most important learning happens through working with others and reflecting on experience.

Many organisations are shifting focus from training alone to competencies—not just what people know, but what they can do and how they apply it. The concept of KSA—knowledge, skills, and attitudes—captures this. All three are essential.

Community

As in medicine, no one person can know everything. While some still hold tightly to knowledge, most aim to serve with humility, recognising the contributions of both local and external partners.

Platforms like EMDC aim to foster communities of practice, where people share experiences rather than simply receive instruction. Alongside this are email lists, social media groups, and online forums that enable ongoing learning and collaboration.

Peter Brassington began work with Wycliffe UK in a communications role in 1996 and served in several roles in SIL Global involving communications, technology, and digital engagement. His primary focus is as an SE consultant concerned with both digital strategies and traditional use and impact. Within SIL's Media Development & Services department he manages the Scripture Engagement Guide (EMDC.guide), and is a regular contributor to EMDC.blog.