Ultimate Training Workshop Handbook - Continued 2

"Learning only by experience, without the benefit of structured education or training, is a slow 'hit and miss' process." (Klatt, 1999, p. 57). This sentence suggests that even though the best knowledge comes through experience it can take a long time to gain the knowledge and sometimes you won't gain it at all.

Throughout this chapter the author makes reference to how people learn best and how to facilitate that as a trainer/instructor. It makes sense that people do learn best through doing and experiencing. But how often do we venture outside of our box to learn something new on our own? Typically, we fall into habits and from that not much learning can take place.

I found this exceptionally intriguing due to the nature of some students I have been in contact with recently. They seem to expect knowledge to be handed to them, and if it doesn't fit within the context of their life then they're not going to make an effort to understand it. I believe this type of characteristic could be a potential flaw in quiet a few people. If we don't experience it, but yet we sit in a classroom then by all accord we should be more knowledgable. If it takes any extra work at all to conceptualize the information then we just won't do it. Later in the chapter it talks about how important it is to go through all different steps of learning - focus, strength, integrate, generalize and act. It seems to me that these students, in particular, are stopping at the focus. They seem as though if they focus in class all of the other steps should magically happen. Unfortunately, it takes more than that. To learn a new concept we must go through all of the steps.

So I wonder how can I truly make this process more tangible for students? Chapter eight does a nice job of demonstrating ways to make the information more appealing. This could be done by using electronic flip charts, white boards, slides, TV's, computers, etc. There are many ways to integrate stimulating visuals to help with the concept.

I believe this is a great tool for helping students get through all of the phases of learning and to help them create better habits. However, I am curious to know if some students are a little more... lazy... (for lack of a better word)? I am thinking I could do all of these tips. I could do a tap dance while instructing to make it entertaining, but if students expect knowledge to immediately sink in and change their habits then are they really going to stick with the process to make sure they understand it if it doesn't immediately sink in? Or is that my role - to make it immediately sink in? I feel as though I can facilitate and instruct to the best of my ability by using visuals, making it active, and pulling from my past experiences and theirs. But as much as I try to hit the hammer on the nail doesn't it take effort on their part, as well. They need to think about the information and truly make a change if they want to retain it and use it. I suppose there's many answers to this. What do you think?