Telling Ain't Training, 2nd edition

1. Telling Ain't Training: Transform Learners, Don't Just Transmit Information

Your mission is not to transmit information but to transform your learners.

Effective training transforms. The core message of "Telling Ain't Training" is that simply presenting information is not enough to ensure learning. True training involves actively engaging learners and facilitating a change in their knowledge, skills, or behaviors. This transformation is the ultimate goal of any training program.

Learner-centered approach. To achieve this transformation, trainers must shift their focus from what they want to say to what the learners need to know and do. This means:

• Understanding the learners' current knowledge and skills
• Identifying the specific performance outcomes desired
• Designing activities that bridge the gap between current and desired states
• Providing opportunities for practice and feedback

Performance-based training. The success of training should be measured by the learners' ability to apply what they've learned in real-world situations, not just their ability to recite information. This requires:

• Clear, measurable performance objectives
• Realistic scenarios and simulations
• Opportunities to demonstrate newly acquired skills
• Follow-up support to ensure transfer of learning to the job

2. Understand Your Learners: How the Human Brain Processes Information

Humans seek order. Where there is none, they will create it artificially.

Information processing. The human brain has specific ways of taking in, processing, and storing information. Understanding these processes can help trainers design more effective learning experiences:

• Sensory input: While we have multiple senses, vision dominates, accounting for about 83% of sensory input.
• Filtering: The brain automatically filters out information it deems irrelevant.
• Short-term memory: Has limited capacity (about 4-7 items) and duration (10-15 seconds without reinforcement).
• Long-term memory: Has vast capacity but requires proper encoding for effective retrieval.

Cognitive load. Trainers must be mindful of the brain's processing limitations:

• Chunk information into manageable pieces
• Use visual aids to support verbal information
• Provide opportunities for rehearsal and practice
• Allow time for processing and reflection

Structuring information. Present information in organized, meaningful ways:

• Use advance organizers to preview content
• Create logical sequences and connections between concepts
• Employ mnemonics and other memory aids
• Utilize visual frameworks like mind maps or flowcharts

3. Adult Learning Principles: Readiness, Experience, Autonomy, and Action

Train others as you would have them train you.

Adult learning is unique. Adults approach learning differently than children, and effective training must account for these differences:

1. Readiness: Adults need to understand why they're learning something and how it benefits them.
2. Experience: Adults bring a wealth of prior knowledge and experience to the learning situation.
3. Autonomy: Adults prefer self-directed learning and having control over their learning process.
4. Action: Adults learn best when they can immediately apply what they're learning to real-world situations.

Implementing adult learning principles:

• Clearly communicate the relevance and benefits of the training
• Draw on learners' experiences and encourage them to share insights
• Provide choices and opportunities for self-directed learning
• Incorporate hands-on activities and real-world applications
• Allow for reflection and discussion of how to apply new knowledge

Motivation matters. Adult learners are motivated by:

• Personal growth and development
• Solving immediate problems
• Improving job performance
• Enhancing their status or opportunities

4. The Five-Step Model for Structuring Effective Training Sessions

If you don't know where you're going, you'll probably end up someplace else.

A universal framework. The five-step model provides a structure for designing effective training sessions, regardless of content or delivery method:

1. Rationale: Explain why the learning is important and how it will benefit the learners.
2. Objectives: Clearly state what learners will be able to do by the end of the session.
3. Activities: Engage learners in meaningful exercises that lead to objective attainment.
4. Evaluation: Check to see if learners have achieved the stated objectives.
5. Feedback: Provide specific, timely feedback on learner performance.

Key elements of each step:

• Rationale: Address "What's in it for me?" from the learner's perspective
• Objectives: Use concrete, measurable terms (e.g., "list," "demonstrate," "solve")
• Activities: Incorporate a variety of engaging, learner-centered exercises
• Evaluation: Match assessment methods to the stated objectives
• Feedback: Offer both corrective and confirming feedback

Flexibility and adaptability. While the five-step model provides a solid structure, it can be adapted to various training contexts and delivery methods, including e-learning and blended approaches.

5. Engage Learners with Interactive Activities and Cognitive Strategies

The more learners actively respond to learning the content, the better they learn and retain it.

Beyond passive listening. Effective training engages learners in active, meaningful responses to the content. This can take many forms:

• Answering questions
• Solving problems
• Participating in discussions
• Practicing skills
• Creating or manipulating objects

Cognitive strategies. Help learners process and retain information more effectively:

• Clustering: Organize information into logical groups
• Spatial strategies: Use visual representations like diagrams or mind maps
• Advance organizers: Provide frameworks for new information
• Image-rich comparisons: Use analogies and metaphors
• Repetition: Provide opportunities for meaningful practice
• Memory aids: Employ mnemonics and other recall techniques

25 training activities. The book provides a variety of engaging activities that can be adapted to different content areas, including:

• Critical List
• Hit-or-Myth
• Jeopardy
• Press Conference
• Techno Challenge

These activities encourage learner participation, critical thinking, and application of knowledge.

6. Test for Understanding, Not Memorization

Testing is a natural part of learning. It helps both learners and trainers confirm performance objective attainment or identify where something is missing and requires corrective feedback.

Rethinking assessment. Testing should be viewed as an integral part of the learning process, not just a final evaluation:

• Use frequent, low-stakes assessments throughout training
• Focus on application and problem-solving, not just recall
• Provide immediate feedback and opportunities for correction

Criterion-referenced testing. Assess learners against specific performance criteria:

• Align tests directly with learning objectives
• Use realistic scenarios and tasks
• Measure what learners can do, not just what they know

Types of tests:

• Performance tests: Directly observe learners performing tasks
• Written tests: Assess knowledge through various question types
• Oral tests: Evaluate understanding through verbal responses

Test design principles:

• Match test items to learning objectives
• Use clear, unambiguous language
• Avoid trick questions or irrelevant difficulty
• Provide clear instructions and examples
• Pilot test and revise as needed

7. Leverage Technology Wisely in Training

Technology offers us means not ends. Don't forget GIGO.

Technology's role. While technology can enhance training delivery and accessibility, it doesn't automatically improve learning:

• Focus on instructional design, not just technological features
• Use technology to support, not replace, sound learning principles
• Be wary of hype and unrealistic promises from vendors

Potential benefits:

• Increased accessibility to training materials
• Consistency in content delivery
• Flexibility in timing and pacing of learning
• Enhanced interactivity and engagement
• Easier updating and maintenance of content

Considerations:

• Ensure adequate infrastructure and support
• Address learner comfort and familiarity with technology
• Design for active engagement, not passive consumption
• Blend technology-based and face-to-face approaches when appropriate

Emerging trends:

• Mobile learning
• Virtual and augmented reality
• Adaptive learning systems
• Social learning platforms
• Microlearning and just-in-time resources

8. Blend Formal and Informal Learning Approaches

A true learning organization is not the organization with the largest collection of training programs or the most courses online. Rather, it is the organization where knowledge is most freely shared through increasingly effective information exchange and collaboration approaches and tools.

Beyond the classroom. Effective workplace learning extends beyond formal training sessions:

• Recognize that most learning occurs informally on the job
• Create a culture that supports continuous learning and knowledge sharing
• Provide resources and tools for self-directed learning

Blended learning strategies:

• Combine online and face-to-face instruction
• Integrate formal training with on-the-job application
• Leverage social learning and peer-to-peer knowledge sharing
• Utilize performance support tools and job aids

Informal learning approaches:

• Mentoring and coaching programs
• Communities of practice
• Knowledge management systems
• Social media and collaboration platforms
• Microlearning resources (e.g., short videos, infographics)

Balancing formal and informal:

• Use formal training to establish foundational knowledge and skills
• Support informal learning through resources, tools, and a supportive culture
• Encourage reflection and sharing of lessons learned
• Recognize and reward knowledge sharing and collaborative problem-solving

By embracing both formal and informal learning approaches, organizations can create a more holistic and effective learning ecosystem that supports continuous improvement and adaptability.

</rewrite>

Last updated: November 13, 2024