Active Training

A Handbook of Techniques, Designs, Case Examples, and Tips

Melvin L. Silberman, Elaine Biech, Carol Auerbach

• Publisher: Wiley
• Year: 2015
• Print ISBN: 9781118972014
• eBook ISBN: 9781118972021
• Edition: 4
• Topic: Business
• Subtopic: Human Resource Management
• Index: Business

The all-time bestselling training handbook, updated for new technologies and roles

Active Training turns instructional design on its head by shifting the emphasis away from the instructor, and on to the learner. Comprehensively updated to reflect the many developments in the field, this new fourth edition covers the latest technologies and applications, the evolving role of the trainer, and how new business realities impact training, advancing new evidence-based best practices for new trainer tasks, skills, and knowledge. Up to date theory and research inform the practical tips and techniques that fully engage learners and help them get the most out of sessions, while updated workplace examples and revised templates and worksheets help bring these techniques into the classroom quickly. You'll gain insight into improving training evaluation by using Return on Expectations (ROE), learn how to extend the value of training programs through transfer of learning, and develop fresh, engaging methods that incorporate state-of-the-art applications.

Active Training designs offer just the right amount of content; the right balance of affective, behavioral, and cognitive learning; a variety of approaches; real-life problem solving; gradual skill-building; and engaging delivery that uses the participants' expertise as a foundation for learning. This book is the classic guide to employing Active Training methods effectively and appropriately for almost any topic.

• Learn how the trainer's role has changed
• Engage learners through any training delivery method
• Inspire collaboration and innovation through application
• Overcome the challenges trainers face in the new business environment

Active Training methods make training sessions fun, engaging, relevant, and most importantly, effective. Participants become enthusiastic about the material, and view sessions as interesting challenges rather than as means to fulfill requirements. To bring these widely endorsed methods into your training repertoire, Active Training is the complete practical handbook you need.

Part One
Introducing Active Training

Training is a method of enhancing human performance. Whenever a person's ability to perform a job is limited by a lack of knowledge or skill, it makes sense to bridge that gap by providing the required instruction.

Sounds simple, doesn't it? Not really. The problem begins with the notion that learning something you don't already know requires another person (a trainer) or medium (a book, a computer) to provide it.

One of Mel's favorite exercises was to cover a wristwatch with the opposite hand and ask those who are observing, “What am I doing?” Immediately, someone would say, “You're covering your watch.” He would then request a synonym for the word cover. Typically, suggestions such as hide, obscure, or block are given. With this opening, he would say, “The next time you have something to cover with a person whom you are training, you might be hiding the information, obscuring it, or completely blocking it from view. That's because, at that moment, it's your information and your understanding of it. It does not belong to the other person.” Mel's point was that as trainers we need to think about “how” we are “covering” the topic, making sure that we do not prevent the learner from “uncovering” it; this “uncovering” process only happens by virtue of the learner's own activity. Ultimately, you—or a book or a computer—cannot do the work for the learner.

Active training occurs when the participants do most of the work. If you neatly package the information or elegantly demonstrate the skills, you, not the participants, are doing “the work” for them. No one is suggesting that well-designed instruction is unnecessary. The key to effective training, however, is how the learning activities are designed so that the participants acquire knowledge and skill rather than merely receive them.

Yes, there is a whole lot more to training than “show and tell.” Learning is not an automatic consequence of pouring information into another person's head. It requires the learner's own mental involvement and doing. Lecturing and demonstrating, by themselves, will never lead to real, lasting learning. Only training that is active will.

In order for people to learn something well, they must hear it, see it, question it, discuss it with their peers, and do it. They may even teach it to someone else in order to solidify their understanding of the information or skill. An active approach to training requires a variety of strategies that promote all six processes—hearing, seeing, questioning, discussing, doing, and teaching. Let's consider more fully why.

The Nature of Adult Learning

Over twenty-four hundred years ago, Confucius declared:

What I hear, I forget.

What I see, I remember.

What I do, I understand.

These three simple statements speak volumes about the need for active learning. As only Mel could do, he modified and expanded the wisdom of Confucius into what he called the Active Learning Credo:

When I only hear, I forget.

When I hear and see, I remember a little.

When I hear, see, and ask questions and discuss with someone else, I begin to understand.

When I hear, see, question, discuss, and do, I acquire knowledge and skill.

When I teach someone, I master what I have learned.

Why Is This Important?

Hearing and Seeing. You've probably read “pop data” that insists that participants retain less when listening to lecture and more when what they hear is paired with a visual; they retain even more when they practice by doing. There are several reasons why most adults tend to forget what they hear. One of the most interesting has to do with the rate at which a trainer speaks and the rate at which participants listen.

Most trainers speak at about one hundred to two hundred words per minute. But how many of those words do participants hear? It depends on how they are listening. If the participants are really concentrating, they might be able to listen attentively to about half of what a trainer is saying. That's because participants are thinking while they are listening. It's hard to keep up with a talkative trainer. Even if the material is interesting, it's hard to concentrate for a sustained period of time. Participants probably hear at the rate of four hundred to five hundred words per minute. When they are listening for a sustained period of time to a trainer who is talking more slowly they are likely to get bored and their minds will wander. The upshot? A steady diet of lecture is problematic, because the lecturer and the listener are often not in synch.

To alleviate the audio bombardment of lecturing, master and trainer and CPLP Fellow, Bob Pike, recommends that participants should be given a chance every eight minutes to internalize what they have been hearing before it's simply supplanted by the next wave of information (Pike 2003). Ruth Clark (2014) points out that still visuals are helpful to learning; they generally impose less mental load than animated visuals. Still visuals have been shown to be more effective to teach general content (animated visuals are better for procedures).That could be true because between 80 to 90 percent of all information that is absorbed by the brain is visual (Jensen 2008).

When teaching has both an auditory and a visual dimension, the message is reinforced by two delivery systems. It not only helps to use presentation slides along with meaningful words, but several other sources of visual information can be utilized, such as objects, documents, and vivid stories. Some of us prefer one mode of delivery over the other. By using both you have a greater chance of meeting the preferences of more participants.

But merely hearing something and seeing it is not enough to learn it. Let's explore the reasons why.

Ask questions and discuss. The adult brain does not function like an audio or video recorder. The brain doesn't just receive information; it processes it. The brain is suffused with a vast number of networks through which it sorts out all incoming information. Thus, any information already stored influences how and what we understand and eventually learn. Your brain tries to make connections.

If adults discuss information with others and if they are invited to ask questions about it, their brains can do a better job of connecting with information they've already stored. That's because the act of learning begins with a question. The brain starts the work of learning because it has a question about information it is obtaining from the senses (hearing, sight, touch, and taste) that feed it. If the brain could talk, it would say things like: Where does this information fit? Does it confirm what I already know? Does it challenge what I already know?

If the brain isn't curious about incoming information, however, it takes the path of least resistance and attends to something else. Therefore, getting participants to ask questions puts them in a seeking mode rather than a passive mode. Their brains are activated to obtain answers rather than merely “logging in.” If participants are asked to listen to a lecture or view presentation slides and they come to it with few or any questions, their brains treat the information superficially. If they are trying to find out something, their brains treat the information carefully.

Better yet, if adults can discuss the information with their peers, they can obtain feedback about how well they understand it. Learning is enhanced if people are asked to do the following with their peers:

• State the information in their own words
• Give examples of it
• Have an opportunity to reflect on the information
• See connections between it and other facts or ideas
• Practice higher-order thinking, such as analysis, synthesis, and evaluation
• Apply it to case situations

Even better is the opportunity to do something with the information. Research conducted at Stanford University (Levin 1996) suggests that the optimal environment for learning allows people at different times to be partners, teammates, and teachers. In a training context, this occurs best when learning teams are organized to engage in “action learning” tasks. They challenge participants to solve problems and apply what they know to real work situations. Furthermore, giving participants the opportunity to learn information or a skill and then teach it to peers allows them the opportunity to discover what Aristotle declared many years ago, “Teaching is the highest art of understanding.”

In many ways, our brain is like a computer and we are its users. A computer needs to be “on” in order to work. Our brain needs to be on as well. When learning is passive, the brain isn't on. A computer needs the right software to interpret the data that are entered. Our brain needs to link what we are being taught with what we already know and how we think. When learning is passive, the brain doesn't make these linkages to the software of our mind. Finally, a computer cannot retain information that it has processed without “saving it.” Our brain needs to test the information, recapitulate it, or explain it to someone else in order to store it in its memory banks. When learning is passive, the brain doesn't save what has been presented.

What occurs when trainers flood participants with their own thoughts (however insightful and well organized they may be)...

Table of contents

• Cover
• Title Page
• Copyright
• Table of Contents
• Acknowledgments
• Preface
• Part One: Introducing Active Training
• Part Two: Designing an Active Training Program
• Part Three: Conducting an Active Training Program
• Part Four: Extending the Value of an Active Training Program
• Part Five: The Evolving Role of Trainers
• References
• About the Authors
• Index
• End User License Agreement