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Beyond Telling Ain t Training Fieldbook
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BEYOND TELLING AIN’T TRAINING
FIELDBOOK
METHODS, ACTIVITIES, AND TOOLS

FOR EFFECTIVE WORKPLACE LEARNING
HAROLD D. STOLOVITCH
ERICA J. KEEPS
If no CD-ROM is included with this book, please go to

www.astd.org/TellingAintTraining
to download all handouts and other materials to your hard drive.
Alexandria, VA
2005 by the American Society for Training & Development, Harold D. Stolovitch, and Erica J. Keeps
All rights reserved. Printed in the United States of America.
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means,
including photocopying, recording, or
other electronic or mechanical methods, without the prior written permission of the publisher, except in the
case of brief quotations embodied
in critical reviews and certain other noncommercial uses permitted by copyright law.
For permission requests, please go to www.copyright.com, or contact Copyright Clearance Center (CCC), 22
Rosewood Drive, Danvers, MA
01923 (telephone: 978.750.8400, fax: 978.646.8600.
ASTD Press is an internationally renowned source of insightful and practical information on workplace
learning and performance topics,
including training basics, evaluation and return‐on investment (ROI), instructional systems development
(ISD), e‐learning, leadership, and
career development.
Ordering information for print edition: Books published by ASTD Press can be purchased by visiting
ASTD’s Website at store.astd.org or by
calling 800.628.2783 or 703.683.8100.
Library of Congress Control Number: 2004116272 (print edition only)
Print edition ISBN: 978‐1‐56286‐403‐3
PDF e‐book edition ISBN: 978‐1‐60728‐362‐1
2009‐1
Acquisitions and Development Editor: Mark Morrow
Copyeditor: Christine Cotting, UpperCase Publication Services, Ltd.
Interior Design and Production: Kathleen Schaner
Cover Design: Max Nigretto
Cover Illustration: Mark Shaver
Table of Contents
Preface ......................................................................................................................................vii
Chapter 1: Introduction: Why Beyond Telling Ain’t Training? ........................................... 1
Why Ain’t It Easy? ................................................................................................ 2
How Do I/We Institutionalize What Telling Ain’t Training Recommends? ............ 3
Chapter 2: How the Beyond Telling Ain’t Training Fieldbook Works ............................... 5
Something Old . . . .............................................................................................. 5
Something New . . . ............................................................................................. 6
Assessing Yourself and Your Training Organization ............................................... 6
An Activity for You ........................................................................................... 9
An Activity for Your Training Organization .................................................... 10
Focusing on You and Your Training Organization............................................... 10
Putting Beyond Telling Ain’t Training to Work ..................................................... 11
Chapter 3: Learning Is Not Easy .......................................................................................... 13
An Activity for You ......................................................................................... 13
Chapter Summary............................................................................................... 18
Chapter 4: An Introduction to Some Familiar Terms........................................................ 19
Learner-Centered . . . Performance-Based: The Telling Ain’t Training Mantra....... 20
Learner-Centered Training .............................................................................. 20
Performance-Based Training............................................................................ 22
Task-Analysis Tips............................................................................................... 25
Chapter Summary............................................................................................... 30
Chapter 5: The Human Learner .......................................................................................... 31
Who and How Many?........................................................................................ 32
Procedures for Conducting a Learner Analysis ................................................... 33
Guidelines for Selecting Sample Learners ........................................................... 34
A Template for Choosing What Information to Gather ..................................... 35
Specific Questions to Ask................................................................................... 37
Synthesizing Your Learner-Analysis Information ................................................ 37
An Activity for You ........................................................................................ 37
An Activity for Your Training Organization ................................................... 37
Chapter Summary.............................................................................................. 42
Chapter 6: Getting Learners to Learn ................................................................................ 45
Declarative Versus Procedural Knowledge: What’s the Difference? ..................... 46
Helping Learners Learn: Choose the Right Methods.......................................... 48
The Key Ingredients for Learning ...................................................................... 50
Chapter Summary.............................................................................................. 52
Notes ................................................................................................................. 54
Chapter 7: Adult Learning Principles ................................................................................. 55
Adult Learning Principles Applied...................................................................... 56
Chapter Summary.............................................................................................. 61
Chapter 8: A Five-Step Model for Creating Terrific Training Sessions .......................... 63
The Training Session Scripting Sheet ................................................................. 66
Chapter Summary.............................................................................................. 72
Chapter 9: Getting Learners to Remember ....................................................................... 73
Cognitive Strategies............................................................................................ 76
Chapter Summary.............................................................................................. 79
Chapter 10: Training Approaches and a Cornucopia of Learning Activities ................. 83
Four Approaches to Training.............................................................................. 84
A Plethora of Activities ...................................................................................... 85
Frame Games and Game-Like Activities......................................................... 85
Uses of Games and Game-Like Activities ....................................................... 87
Why Do Games and Game-Like Activities Work? ......................................... 89
How to Create a Game to Improve Learning and Performance
Using the Frame-Game Approach .............................................................. 90
Debriefing Learning Games and Game-Like Activities....................................... 93
How to Debrief.............................................................................................. 94
An Activity for You and Your Training Organization...................................... 96
Case Study Method............................................................................................ 96
Why Use Case Study Method?....................................................................... 98
How Do You Build Cases? ............................................................................. 98
Running Cases in Case Study Method ........................................................... 99
An Activity for You ...................................................................................... 101
An Activity for Your Training Organization ................................................. 101
Chapter Summary............................................................................................ 101
Note................................................................................................................. 102
Chapter 11: Testing or Examining: What’s the Difference?........................................... 103
Declarative and Procedural Knowledge: A Reprise ........................................... 104
Performance Tests............................................................................................. 107
Written Tests .................................................................................................... 107
Testing and Certification.................................................................................. 108
Chapter Summary............................................................................................ 110
Chapter 12: Hit or Myth: What’s the Truth? .................................................................... 113
Chapter Summary............................................................................................ 118
Chapter 13: Beyond Telling Ain’t Training: Ongoing Growth and Development ....... 119
Training Professionals’ Three Cs....................................................................... 123
Building a Support System for Your Environment ........................................... 124
Facilitating and Inhibiting Factors in Moving From Telling to Training........... 127
A Training Observation Instrument and Guidelines for Its Use........................ 131
Video Practice Sessions..................................................................................... 137
Qualifications for Facilitating a VPS ............................................................ 137
Facilities, Equipment, and Materials Required ............................................. 137
VPS Overview.............................................................................................. 139
VPS Methodology........................................................................................ 139
VPS Introduction, Rationale, and Objectives........................................... 140
Setting the Group at Ease Before and During the Taping ........................ 140
Skill Practice Training Sessions ................................................................. 143
Feedback Sessions..................................................................................... 144
Trainer Skill Practice Debriefing............................................................... 145
Closing Remarks and Trainer Skill Practice Evaluation............................. 145
Form a Telling Ain’t Training Study Group ....................................................... 146
Become a Learner Again................................................................................... 146
Chapter Summary............................................................................................ 146
Notes ............................................................................................................... 147
Chapter 14: External Support Systems ........................................................................... 149
Join a Local or Industry-Based Training Association......................................... 149
Join a National or International Training or Performance Improvement
Society ......................................................................................................... 150
Attend Workshops and Training Conference Events......................................... 151
Create Relationships With Colleges and Universities ....................................... 151
Read................................................................................................................. 151
Build a Network............................................................................................... 152
Stay in Touch ................................................................................................... 152
About the Authors.................................................................................................. 155
Preface
hank you for opening the covers of the Beyond Telling Ain’t Training Fieldbook
T and turning to this page. You have given us an opportunity to express our
delight and joy at how well the Telling Ain’t Training book, itself, has been received.
If sales and popularity are gauges of a book’s success, then we have surpassed our
modest expectations of adding to the already rich resources for learning profession-
als. The perspective of Telling Ain’t Training was one of “learner advocate.” The aim
was to distance ourselves from the common practice of transmitting information and
draw closer to the more effective approach of transforming learners, thus enabling
them to perform in ways that they and the organizations and customers they serve
all value.
It has been so much fun sharing our research, our many years of professional expe-
rience, and our views about workplace learning and performance in a practical, inter-
active, and challenging manner. We must have struck a chord somewhere, because as
a result of Telling Ain’t Training’s publication, the American Society for Training &
Development (ASTD) launched a series of Telling Ain’t Training mini-conferences in
several American cities, all of which quickly sold out. ASTD has also received numer-
ous requests to run workshops based on the book’s contents. All in all, it has been
exciting and incredibly rewarding to meet and work with trainers, instructional
designers, communications specialists, human resource professionals, learning and
performance support managers, organizational development specialists, and work-
place and educational enthusiasts. All of them appear eager to make their learning
investment yield higher returns than those they have been experiencing. All of the
Telling Ain’t Training events have been “happenings” in which participants have left
fired up to make significant changes to current organizational practices or equipped
with more ammunition to fight “learner-centered” battles they have been waging
within their environments.
The preceding paragraph is the “good news.” Despite this positive portrait,
quite frankly there has been a decided performance gap. Yes, readers and conference
vii
Preface
and workshop participants have said wonderful things. However, they have also
made it clear that Telling Ain’t Training simply ain’t enough. “The book is a great
start,” they tell us, “but we need something more. Give us materials and guidance
on how we can move to action now. Give us something we can apply in our own
organizations that is totally aligned with the Telling Ain’t Training message.”
We have listened . . . and heard. This Beyond Telling Ain’t Training Fieldbook is
our response. It takes each chapter of Telling Ain’t Training and elaborates on it. It
provides a large number of tools you can apply to bring the chapter content to life
for you and your training organization.
The intended audiences for whom the Fieldbook has been created are training
and performance improvement professionals who need support in their efforts to
redirect their organizations from “telling and transmission” to “training and trans-
formation”; occasional trainers, such as managers and supervisors who have some
training responsibilities; subject-matter experts who are called on to train; training
managers seeking higher rates of return on the training investment; and all other
concerned workplace citizens who are convinced that their current training prac-
tices are insufficient.
Telling Ain’t Training appears to have touched a nerve in the organizational
training and development world. But it is only a book and, as earnestly as we tried
to make it live the principles we were propounding, it still has largely “told” its mes-
sage. This Fieldbook takes us several steps beyond Telling Ain’t Training. It provides
concrete actions and materials to transform telling into training. Please step over the
threshold with us on another adventure.
We have divided the book into 14 chapters. Each chapter contains tools, tech-
niques, and strategies to apply the principles of Telling Ain’t Training. Starting with
chapter 3, we briefly summarize (and sometimes comment on) the content from
each of the Telling Ain’t Training chapters. Most chapters conclude with a summary
and encouragement to set in motion your transformation and that of your training
organization.
Along the way you will encounter the following icons:
This icon signals a reference to some part of Telling Ain’t Training.
This icon identifies key things you can do to transform yourself.
This icon accompanies ideas for transforming your training

organization.
Accompanying this Fieldbook is a CD-ROM that contains electronic copies of the

assessments, exercises, exhibits, figures, tables, and worksheets that appear in the book.
viii
Beyond Telling Ain’t Training Fieldbook
These electronic documents are provided in PDF format so that you can display them
in group training sessions or print copies to hand out to members of your training
organization. To open or use these documents you will need Adobe Acrobat or Acrobat
Reader software (which can be downloaded free of charge at www.adobe.com).
Before we conclude this preface and roll up our sleeves to dive into our work,
please allow us to praise for a moment and sincerely thank the wonderful contrib-
utors to this Fieldbook.
Thank you, Mark Morrow, ASTD Acquisitions Editor, for encouraging and
inspiring us to persist in the mission of supporting all those people who truly wish
to transform wasted telling into valuable learning and performance. Mark initially
set us on this journey and has accompanied us every step of the way.
No professional publication should ever see the light of day without a demand-
ing, yet supportive, editor whose sole aim is to make your work the best it can be.
Thank you, Christine Cotting, for helping us say it right and for defending the
reader’s/learner’s right to a high-quality set of tools. You keep everyone honest.
Our sincerest thanks go out to Petti Van Rekom and Carol Goldsmith, who
accepted the demanding task of reviewing what we produced and the doubly tough
job of guiding us to make needed changes to the manuscript. These are profession-
als who undertook an onerous amount of work and whose only remuneration is our
grumbling at having to rework something. Despite our groans at your perceptive
suggested changes, we are grateful for your dedication to what is right for the user
of this Fieldbook. Colleagues, we salute you.
Thank you, Jennifer Papineau, our graphic and technical support advisor. Every
day you make us look better. You bring to life what we conceive.
Finally, there are no sufficient words to express our thanks to and acknowledg-
ment of Samantha Greenhill. Regardless of what we dump on her—day, night,
weekend, holiday—she simply responds, “No problem,” and transforms our rough
material into coherent manuscripts. Sam . . . you are wonderful!
We dedicate this Fieldbook to five of our clients—Alcan, DaimlerChrysler
Academy, BBDO Detroit, The Coffee Bean & Tea Leaf, and Hewlett-Packard—for
caring deeply about workplace learning and exhibiting leadership in this strategic
arena.
As colleagues, friends, and life partners, we both enjoy sharing the knowledge
and experience we have gained over the years not only with our professional com-
munity, but also with one another. Collaboratively, a publication requires constant,
mutual support. Thank you, partner, for always being there.
Harold D. Stolovitch
Erica J. Keeps
Los Angeles, CA
May 2005
ix
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Chapter 1
Introduction:
Why Bey ond Telling Ain’t Training?
This chapter
u reminds the reader that workplace training practices, even
in our age of science, are still largely driven by myth
u reviews why it “ ain’ t” always easy to do what is right
u suggests what it takes to “ institutionalize” Telling Ain’t
Training’ s recommendations
u states the mission and a promise for the Beyond Telling
Ain’t Training Fieldbook.
he message of the original Telling Ain’t Training is simple and straightforward.

T To quote from chapter 1 of that book, “There are a lot of traditions, mythol-
ogy and misguided—although well-intentioned—principles and activities in train-
ing that create barriers to effective learning. We have produced this book for two
main reasons: to dispel these counterproductive beliefs and practices that harm the
instructional process and to help you to be the most effective trainer/instructor
you can be.”
We continue to uphold our position about the vast amount of circulating non-
sense that passes for training truisms (for example, “Tell them what you’re going to
tell them; tell them what you told them you would tell them; then, tell them what
you’ve told them”). Telling Ain’t Training refers to numerous “myths” throughout
the book and even devotes an entire chapter (chapter 10) to dispelling some of
these. It is the part about helping you “be the most effective trainer/instructor you
can be” where we feel much more needs to be done than we originally estimated.
The message of the book was easy enough to understand. It is in the application of
what we provided that all the difficulties arise.
1
Chapter 1
Why Ain’ t It Easy?

Why is it not so easy to do what is right? Why, if we know so much and are so con-
vinced of what ought to be done, do we not just do it? Several reasons:
1. Knowing ain’t doing. If you are like most people, you know what is appropri-
ate to eat and what kind of and how much exercise you ought to engage in to
remain healthy and fit. Hardly any of us could not prescribe a healthy regimen
for another person. So why, as a society, are we so out of condition and over-
weight? Simple. Because knowing what is right does not mean we will do it.
Telling Ain’t Training, if its message was clear, has shown us what we ought
to do to make every instructional activity meaningful, memorable, and trans-
formable into worthwhile performance. Yet, as carefully explained and illus-
trated with examples as it is in chapters 3 and 4 of that book, acquiring
declarative knowledge—the knowledge we have that enables us to name,
explain, and talk about matters—is very different from procedural knowl-
edge—knowledge that enables us to act and do things, to perform tasks.
Again, to quote from Telling Ain’t Training, “research on learning tells us that
what we learn declaratively cannot be readily transformed into procedural
knowledge . . . the reverse is also true.” The bottom line is we know (declara-
tively) what ought to be done to make our training efforts more effective. It is
just not an easy, straightforward thing to do it.
2. Where do I start? Newton’s first law of motion states that objects at rest tend
to remain at rest. The same applies to training practices within organizations.
How does one get the ball rolling to overcome inertia? This is a reasonable
question, particularly if you are not endowed with the power to command
change (which does not always work, anyhow) or have special additional
resources (unlikely in today’s budget-stressed environment). The good news,
as you will soon discover, is that Beyond Telling Ain’t Training answers this
question very practically.
3. Can I do it alone? No . . . yes . . . well, sort of. To explain, “no” is with respect
to transforming your entire organization. Going it alone rarely accomplishes
much, even if your intentions are worthy and you have a clear notion of what
you wish to alter. As this Fieldbook suggests, you can start on your own and
take certain initiatives. However, by involving others—colleagues, bosses,
clients, and other specialists—you can accomplish enormous change. So, “yes”
also fits. There are personal initiatives you can undertake that make a huge
difference. Stand by for more on this as we proceed.
4. How do I bring others aboard? That’s an excellent concern and question.
The more the merrier . . . or at least the easier and more effective the evolution
from telling to true training becomes. We have all learned that it is better to
employ a team approach to implementing new ways of doing things than to
2
Introducti on: W hy Bey ond Telling Ain’t Training?
do it by oneself. We are highly sensitive to the need to get others involved.

You are right to ask the question, and we promise not only answers but also
tools and methods for doing this.
How Do I/We Institutionalize What Telling Ain’t Training Recommends?

Institutionalization (quite a word) is what it’s all about. We have seen initiatives fall by
the wayside when the proponents—the evangelizers—move on before what they
advocated takes root. Telling ain’t training is a simple message, as is its mantra,
“learner-centered . . . performance-based.” Converting long-established practices (such
as transfer-of-information sessions, cut-out-the-exercises-and-just-give-them-the-beef
mentalities, or let’s-do-a-Webcast scenarios) to saner, more effective transforming
activities is far from simple. It takes planning, educating, and a host of in-your-face
successes to capture all the stakeholders’ attention and build different ways of think-
ing and acting. Once more, we hear you and will do our best to help you firmly plan,
fertilize, and grow the changes you desire.
Let us leave this introductory chapter to find out what’s in the Beyond Telling
Ain’t Training Fieldbook for you, and then you can move on to putting Telling Ain’t
Training into practice. We close with a statement and a promise:
Statement: The implied subtitle of Telling Ain’t Training was “from transmission to
transformation.” This Fieldbook’s mission is to do just that.
Promise: We will turn over to you a number of tools, methods, guidelines, and
activities that will speed up and anchor the transformation process. You and your
training organization, if you follow our recommendations and use (or adapt) our
tools, will change from telling to effective training.
That is a promise you can take with you to the chapters that follow.
3
Chapter 2
How the Bey ond Telling

Ain’t Training Fieldbook Works
This chapter
u describes what is inside the rest of this Fieldbook
u provides an overview of how to get started using this Fieldbook
and, incidentally, how to take a first step on the journey toward
your and your training organization’ s transformation
u focuses attention on you and your training organization, and
explains the importance of critical mass
u explains how you can put Beyond Telling Ain’t Training to work.
To o l s in this chapter in cl u d e
u a Telling Ain’t Training individual assessment that helps you
determine where you are and where you want to be along
seven Telling Ain’t Training dimensions
u a Telling Ain’t Training organization assessment that helps your
training organization determine where it is and where it would like
to be along seven Telling Ain’t Training dimensions.
ssentially, this Fieldbook is your coach and guide. Chapter by chapter, it takes
E your hand and helps you put Telling Ain’t Training to work for you and your
training organization. Obviously, this means that you should have read Telling
Ain’t Training and have a copy handy as you proceed. If you can’t fulfill these two
conditions, stop right now, head over to your computer, and order a copy to be
shipped immediately from www.astd.org. In the Beyond Telling Ain’t Training
Fieldbook, we frequently refer to content in the Telling Ain’t Training book. We also
frequently summarize some of the key points from that book’s chapters and add
comments on them.
Something Old . . .
In addition to the explanations, coaching, and guidelines, this Fieldbook contains a
large number of tools, templates, examples, and recommendations for application.
51
Chapter 2
We have drawn many of the tools from Telling Ain’t Training, and have given them
a fresh appearance or adapted them for your immediate use. These materials are
yours to apply. Reproduce them, rework them for your environment, and dissemi-
nate them throughout your organization.
Something New . . .
We have created new, more extensive tools and systems expressly for this Fieldbook.
They have all been tested in organizational settings and have demonstrated their
worth. Here is a partial list of these additional materials:
u Instructions for designing learning games.
u Recipes and guidelines for developing case studies.
u A detailed methodology for debriefing experiential learning activities. This
not only helps you draw out the most from learning events, but also con-
verts what has been learned into direct workplace application.
u A detailed guide and system for conducting video-recorded practice train-
ing sessions. This easy-to-apply system comes complete with structured
feedback forms and optional uses either as a stand-alone skill-building
activity or as part of a train-the-trainer program for a new or existing
course or curriculum.
u A CD-ROM containing all of the tools. This makes it easy for you or your
training organization to print tools and templates for reuse, group learning
sessions, and adaptation/customization for your environment.
Just as in Telling Ain’t Training, this book presents specific aspects of training in
each chapter. The chapters are not linked in a process flow. Rather, they work
together to build a comprehensive portrait of training. Chapters 3 through 12 of
this Fieldbook mirror Telling Ain’t Training chapter by chapter. The final two chap-
ters of Beyond Telling Ain’t Training break new ground.
Assessing Yourself and Your Training Organization

Welcome to the first two tools of Beyond Telling Ain’t Training. Because you are right
at the beginning, it is appropriate for you to step on the scale, so to speak, and assess
yourself as well as your training organization in two ways: where you currently are and
where you want to be. Here is how the first two tools, Assessment 2-1: Telling Ain’t
Training Individual Evaluation and Assessment 2-2: Telling Ain’t Training Organiza-
tion Evaluation, work:
1. Notice that the same instrument seems to appear twice (Assessments 2-1 and
2-2). This is so that you can answer the first one for yourself—where you are
and where you want to be—and answer the second according to where you
believe your organization is and ought to be. For the second one, consider
engaging the assistance of colleagues, customers, and/or your manager(s). The
6
Assessm en t 2 - 1 : Telling Ain’t Training I n d i v i d u a l E v a l u a t i o n
D im en sio n S tate A 1 2 3 4 5 6 7 8 9 1 0 S tate Z

M y mission T o transmit to learners T o transform learners so that they
information that is accurate, perform in ways that they and all
up-to-date, and complete stakeholders value
H ow I am P rimarily as a deliverer of P rimarily as an agent of perform-

viewed by content ance change
management
and clients
M y basic job C reate and/ or deliver C reate individuals and/ or teams

content-accurate courses able to demonstrate that they
achieve what is expected of them
T he products C ourses and curriculum P rocesses, tools and sufficient

and services I materials practice, feedback, follow-up, and
provide support so that learners can
perform back on the job
M y needs- T ake training orders from V erify where knowledge and skill
assessment management and/ or gaps exist and identify where and
process customers what kind of training or other forms
of support should be given
H ow the Bey
M y evaluation C heck learners’ reactions to V erify learning, transfer of learning

ond
practices and perceptions of the to the job, and impact of learning

training on bottom-line results
M y H ow well learners rate my H ow well learners perform on the

accountabilities training/ courses and how job and my contribution to bottom-
many were trained line results
Telling Ain’t Training F ieldbok
7
W ork s
8
Assessm en t 2 - 2 : Telling Ain’t Training O rg a n i z a t i o n E v a l u a t i o n
Chapter 2
D im en sio n S tate A 1 2 3 4 5 6 7 8 9 1 0 S tate Z

O ur training T o transmit to learners infor- T o transform learners so that they
organization’ s mation that is accurate, up- perform in ways that they and all
mission to-date, and complete stakeholders value
H ow our train- P rimarily as a deliverer of P rimarily as an agent of perform-

ing organization content ance change
is viewed by
management
and clients
O ur training C reate and/ or deliver C reate individuals and/ or teams

organization’ s content-accurate courses able to demonstrate that they
basic job achieve what is expected of them
T he products C ourses and curriculum P rocesses, tools and sufficient

and services materials practice, feedback, follow-up, and
our training support so that learners can
organization perform back on the job
provides
O ur needs- T ake training orders from V erify where knowledge and skill
assessment management and/ or gaps exist and identify where and
process customers what kind of training or other forms
of support should be given
O ur evaluation C heck learners’ reactions to V erify learning, transfer of learning

practices and perceptions of the to the job, and impact of learning
training on bottom-line results
O ur training H ow well learners rate our H ow well learners perform on the

organization’ s training/ courses and how job and our contribution to bottom-
accountabilities many were trained line results
H ow the Bey ond Telling Ain’t Training F ieldbok W ork s
more people involved, the sooner and more effectively you can influence
them. Also, it’s good to understand that large discrepancies between how you
assess yourself (both current and desired states) and how you assess your train-
ing organization should trigger some insights and cautions.
2. There are seven dimensions in both versions of this instrument. Follow the
instructions for each of these to complete the assessments.
3. A difference of three or more points between your or the training organiza-
tion’s current and desired states on any dimension suggests that there is much
to be done and that this Fieldbook will be helpful—as will a great deal of
political will, effort, and support.
4. A difference of three or more points between how you rate your desired state
on any dimension and the training organization’s desired-state rating for that
dimension clearly indicates that you will have to find allies, create success
examples, and provide a lot of show-me practice and cases to help your organ-
ization evolve.
Assessments 2-1 and 2-2 are reusable and should be revisited on a regular basis
to chart progress (every four months, for example). We will be presenting them
again in the final chapter of this Fieldbook, just to see if there have been any changes
since you started out on this venture.
An Activity for You

Here are the instructions for using Assessment 2-1: Telling Ain’t Training Individual
Evaluation:
1. For each dimension, read the descriptions at both ends of the continuum.
The greater the
2. For each dimension, using two different colored pens or pencils, place an “X ” discrepancy between
on the continuum at those points you consider to be your own current state current and desired
(one color) and your own desired state (the second color). states for yourself or
the organization, the
3. When you have placed all of your X s in both colors, use a ruler to join all X s more work you have
in the “desired” color and then join all the X s in the “current” color. You’ll cut out for you.
have two (probably zig-zag) vertical lines. Here is an example (current = solid
line; desired = dashed line):
1 2 3 4 5 6 7 8 9 1 0
X X
X X
X X
X X
9
Chapter 2
4. Note the discrepancies between the two zig-zag lines. A distance of three points
or more between desired and current states on any dimension suggests that you
have a lot to do to move from where you are to where you want to be.
An Activity for Your Training Organization

Here are the instructions for using Assessment 2-2: Telling Ain’t Training Organi-
zation Evaluation:
The greater the 1. For each dimension, read the descriptions at both ends of the continuum.
discrepancy 2. For each dimension, using two different colored pens or pencils, place an “X ”
between where
you are personally
on the continuum at the point you think should be your training organiza-
and where your tion’s desired state (one color) and at the point you consider to be your train-
organization is ing organization’s current state (the second color).
( especially with
3. When you have placed all of your X s in both colors, use a ruler to join the X s
respect to the
desired state) , the in the “desired” color and then join all the X s in the “current” color. Again
more carefully you you’ll have two irregular vertical lines. Here’s an example (current = solid line;
will have to proceed. desired = dashed line):
A lot of “ show-me”
type of change
management will be
needed. 1 2 3 4 5 6 7 8 9 1 0
X X
X X
X X
X X
4. Note the discrepancies between the two zig-zag lines. A distance of three or
more points between desired and current states suggests that your training
organization has a lot to do to move from where it is to where it ought to be.
F ocusing on You and Your Training Organization

Now that you have completed the two assessments, yours and your training orga-
nization’s, you probably found a number of gaps between current and desired states.
Closing these gaps requires thoughtful planning, resources, and effort. If your per-
ceptions are radically different from those of your training organization, then you
will have to add to your list of necessities strong willpower, commitment, allies, and
political astuteness, as well as dexterity.
As we progress through this Fieldbook, we will offer assistance and recommen-
dations for recruiting support. Right now we offer two strong suggestions:
1. W ork on y ou rself . Before fixing anyone else or your training
team/group/department, begin by clarifying your own goals. Build your own
10
H ow the Bey ond Telling Ain’t Training F ieldbok W ork s
“transforming” strengths. As you proceed, you will find that we have a lot for
you to do. Do it. Learn from it, and increase your personal forces.
2. C reate a critical mas s of like-minded people to help change from telling to
valuable training. In this Fieldbook, we give you a host of activities to help
bring others onboard. Organize to make these happen. Reinforce those who
participate. Reward all progress steps toward success.
Putting Bey ond Telling Ain’t Training to Work

This Fieldbook is not a reading book—it’s a doing book, a resource for you to use and
apply within your work context. You have reviewed the introduction, completed the
assessments, and now have a sense of what has to be done. This naturally leads you to
the next chapter and a familiar exercise from Telling Ain’t Training. And there you’ll
find additional activities for you and your colleagues to carry out.
11
Chapter 3
Learning Is Not Easy

This chapter
u presents the discrepancies between what we know helps us
learn and what we do when we step into the training role
u guides you and your training organization to align what helps
learning with how you should train.
Tool s in this chapter incl u d e
u I learn best when . . . —a worksheet that enables you and your
training organization to identify what things help you take the
steps to learn best and what things help you provide these for
your learners.
here is a huge gap between how people say they learn—what helps them best to
T acquire new knowledge and skills—and how they are actually taught. What is
true for ordinary, garden-variety learners is also true for teachers, trainers, coaches,
instructors, and professors. As we pointed out in Telling Ain’t Training, those who
teach for a living can easily identify what best helps them learn. But when we go out
to observe those self-same “educators” in action, we see almost a complete reversal
between what people say about how they learn and how they try to help others learn.
In Worksheet 3-1 are some of the statements we use when we ask our teachers
and trainers what helps them learn best. They are the same ones that appear in
Telling Ain’t Training (p. 7). However, we have added something extra to go beyond
simply identifying what helps you (and by extension, others) learn best. We ask,
“What must I do to change?”
An Activity for You

Please turn to Worksheet 3-1 and follow these directions. (We’ll meet you at the
other end when you have completed the activity.)
13
1
Chapter 3
1. Columns A and B present sets of paired statements. Check off the statement
in each pair that more closely corresponds to your personal, positive experi-
ence in learning. (Check only one in Column A or Column B each time.)
2. If the statement you checked is something you do not usually incorporate
into your own method of instruction, check the box in the column whose
heading is “I Don’t Give My Learners Enough of This.”
3. Finally, in the last column jot down at least one action you must take to
ensure that your learners are appropriately engaged.
4. Check back and review what you have just done. Do you see any patterns
emerging? Check off below the descriptions that fit your entries.
In my training,
 I tell too much.
 I don’t emphasize what’s in it for the learners.
 I show more than I involve.
 I don’t include enough practice.
 Other: __________________________________________
If you listed actions to include more of what helps learners (who are just like you,
for the most part) learn best, that’s great!

Now it is time to try this out with others in your training organization. Introduce
Worksheet 3-1 in a friendly, supportive manner and at a convenient time. Here are
some useful suggestions:
u Introduce the worksheet during a team meeting.
u Introduce it following information or comments on the “quality of our
training.”
u Send it via email, accompanied by a stimulating message, supported by the
manager, and with a promise of results while maintaining individual confi-
dentiality. When you have collected everyone’s responses, synthesize these
either in a brief summary or, informally, during a meeting.
u Debrief the worksheet activity by discussing similarities and differences in
proposed actions.
u Identify high-probability-of-success changes that transform telling into
training.
u Set up a challenge to yourself and the entire group. Select a training pro-
gram you have delivered before. Based on “Actions I Can Take to Change”
entries, prescribe specific changes to the program. Do this on your own.
Also, have the whole group do this as an exercise using an excerpt from a
training program.
u Debrief the exercise with a colleague whose judgment you respect or with
your manager, if you have done it alone.
14
L earni ng I s N ot Easy
W o rk sh eet 3 -1 : I Lear n B est Wh en . . .
I D o n ’ t G iv e
M y L earn ers
C o lu m n A C o lu m n B E n o u g h o f This A ctio n s I C an Tak e to C han g e
 S omeone who knows  I discuss a topic with 
something I don’ t someone who knows
know explains and something I don’ t
describes it to me. know.
 I observe a demon-  I get involved and try 

stration. things out during a
demonstration.
 I attend lectures at  I attend sessions at 

which an instructor which an instructor
presents information engages me in a two-
to me. way interaction.
 I see what’ s in it for  I see what’ s in it for 

the organization. me.
 T here is a lot of  T here is minimal, but 

detailed content. meaningful, content.
 W hat is presented to  W hat is presented to 

me is organized me is organized
according to the logic according to the logic
of the content. of how I learn.
 I am shown how  I get to try things for 

things are done. myself.
 I attend long learning  I attend short learning 

sessions. sessions.
 I am in a formal  I am in an informal 
instructional setting. work and learning
session.
 I am told how things  I experience how 

work. things work.
 I listen and memorize.  I practice. 
15
Chapter 3
u Debrief the exercise with the whole group if you had all of them involved.
Draw conclusions about the prescribed changes. Emphasize how this will
improve the quality and effectiveness of the training and learning.
Worksheet 3-2 is an example of Worksheet 3-1 filled in by a training team

working with Lightning Electronics. The example includes prescribed changes to a
sample training program. We have included some debriefing notes. Use the Light-
ning Electronics case study as a model for an activity or adapt it to match your orga-
nizational content.
C ase S tudy: L igh tn in g E l ectro n ics

B ack g ro u n d : L ightning E lectronics is a retailer of consumer electronic products.
I ts target market comprises home and small-business/ office users. I ts image is
that of a store with good-q uality products at great prices. I t also tries to project an
image of “ customer consulting, ” not just selling. O ne of its high-volume items is
printers, especially inexpensive name-brand models.
L ightning E lectronics has 4 0 stores located in four contiguous western states.
I t hires highly motivated, younger people in their final years of college or new uni-
versity graduates. I t pays its sales consultants slightly more than the going rate
and provides bonuses based on sales volume and revenues generated. I n addition,
it offers incentives for selling particular items.
Train in g : M ost of L ightning E lectronics’ training is in the form of in-store or
regional face-to-face training. A corporate trainer or a vendor trainer usually runs
the sessions with anywhere from 1 2 to 3 0 participants. T raining generally lasts
two to three-and-a-half hours. M ost of the sessions focus on product training:
features, benefits, technical specifications, market positioning, warranties, and
competitive-edge characteristics. E ssentially, the training is in lecture format with
projected visuals, a lot of information, product data sheets, and some hands-on
practice ( if enough products are available and time permits) .
T raining seems to be adeq uate. P articipants listen. T here are usually very few
q uestions. H owever, informally and from “ mystery shop” reports, sales consult-
ants are often found to be weak with respect to identifying customer needs,
answering user-type q uestions, offering alternatives when the customer is uncer-
tain, and doing add-on suggestion selling. T hey are best in situations in which the
customer asks for a particular item and they can show it and ring up the sale.
S y n thesis of W o rk sheet R espo n ses

H ere are the patterns the L ightning E lectronics respondents checked off:

I tell too much.

I don’ t emphasize what’ s in it for the learners.

I show more than I involve.

I don’ t include enough practice.
O ther: I don’ t provide enough job-related scenarios and selling practice.
H ere is a summary of the debriefing notes— what emerged from the debriefing:
• Ther e was high consensus among the six members of the training team that there
is too much “ telling” and that the product training is not contextualized. I t is not
16
L earni ng I s N ot Easy
W o rk sh eet 3 -2 : I Lear n B est Wh en . . . E xamp l e f ro m Li g h t n i n g E l ec t ro n i cs
I D o n ’ t G iv e
M y L earn ers
C o lu m n A C o lu m n B E n o u g h o f This A ctio n s I C an Tak e to C han g e
 S omeone who knows I discuss a topic with • A sk q uestions of participants
something I don’ t someone who knows • A sk about customers who might
know explains and something I don’ t want/ need targeted products
describes it to me. know.
 I observe a I get involved and try • H ave a few participants try out and
demonstration. things out during a demo products to the group
demonstration.
 I attend lectures at I attend sessions at • C reate customer scenarios and have par-
which an instructor which an instructor ticipants match customers with products
presents information engages me in a two- • Q uestion what triggered match choices
to me. way interaction.
 I see what’ s in it for I see what’ s in it for • S tress benefits to sales consultants: sat-
the organization. me. isfied customers, low returns, bonuses
 T here is a lot of T here is minimal, but • D ecrease content

detailed content. meaningful, content. • F ocus on essentials
• P rovide clear job aids
 W hat is presented to W hat is presented to • P resent products in a sales setting with

me is organized me is organized scenarios and dialogue
according to the logic according to the logic
of the content. of how I learn.
 I am shown how I get to try things for • S et up products and job aids
things are done. myself. • L eave lots of time for hands-on practice
and role play
 I attend long learning I attend short learning • T ime is adeq uate. J ust give the partici-
sessions. sessions. pants more to do within the time frame.
 I am in a formal I am in an informal • R educe psychological distance between

instructional setting. work and learning trainer and participants
session. • C reate role plays and set up as in a store
 I am told how things I experience how • E ncourage q uestions and reward them.
work. things work. H ave other participants find answers.
 I listen and memorize. I practice. • P rovide in-class practice in selling

• P rovide scenarios and create buddy
teams to practice back on the job
17
Chapter 3
presented from a sales perspective and focuses almost exclusively on product

specifications.
• C hanges that are highly likely to transform telling to training include increased inter-
action, drawing from participant experience; scenario-based examples; role plays; job
aids to be tried in class and used back on the job; less-detailed content; a focus on
key customer profiles and needs; and in-class and in-store practice.
• B ased on the synthesis and debriefing, each training specialist will take one product
knowledge course and integrate the suggested changes within two weeks. A show-
and-tell with brief demonstration will be included in the next monthly meeting.
Chapter Summary
You had a lot to do in this chapter. Here’s a short recap:
u You revisited the “I learn best when . . . ” exercise from Telling Ain’t
Training, but this time you moved from just making choices about how you
learn best to “how I can change this into actions for my learners.”
u You reviewed a model for doing the exercise for yourself and with your
group.
u You examined debriefing recommendations for the “I learn best when . . . ”
exercise that allows you to synthesize your and your group’s responses and
then to transform these into actions with real training sessions.
u You visited the Lightning Electronics example and saw what emerged and
what they decided to do.
So . . .
It’s now your turn. Complete Worksheet 3-1 yourself. Have your team do it.
Synthesize. Debrief. Move to action.
Then, proceed to the next chapter to review and apply some familiar training
terms.
18
Chapter 4
An Introduction to
Some F amiliar Terms
This chapter
u reviews four key training terms, emphasizing their meanings
and application to workplace learning
u restates the trainer’ s mantra from Telling Ain’t Training, but now
makes it operational with tools
u introduces task analysis as the key to ensuring that your training
truly is performance based.
To o l s in this chapter in cl u d e
u a learner-centered preparation worksheet to guide you in
developing learner-centered training
u a task-analysis checklist to help you ensure that your task
analysis is complete and correct.
n chapter 2 of Telling Ain’t Training we introduced you to a few key “training”

I terms. Let’s see what you remember because these are important for you to recall
and share with others.
Match meanings to terms in the exercise below by writing the letter of the
meaning next to the term it defines:
Term M ean in g
1 . _ _ _ _ _ _ T raining A . C hange in mental structures that leads to the potential for

behavior change.
2 . _ _ _ _ _ _ I nstruction B . A ctivity whose purpose is to create a change in learners so that
they consistently reproduce the same behaviors without varia-
tion, and do so increasingly more accurately and automatically.
3 . _ _ _ _ _ _ E ducation C . T he result of a variety of life experiences and highly generalized
learning principles and events. I ts purpose is to build general
mental models and value systems.
4 . _ _ _ _ _ _ L earning D . A ctivities that help learners generalize beyond the specifics of
what is taught.
T he correct responses are 1 -B , 2 -D , 3 -C , and 4 -A .
19
1
Chapter 4
Please remember that training, instruction, and education are all valid and valu-
able means for creating learning. Each has its reason for existing. If you still feel a bit
fuzzy about these terms, return to pages 9 – 13 in Telling Ain’t Training for a quick
refresher. You may even want to pull out the exercises related to these terms and
introduce them to your training organization, group, or team, with a suitable de-
briefing. Here is a succinct way for you to tie all of the terms together:
. . . training, instruction, and education all aim at building knowledge and skills
in learners. Each offers a unique and distinct approach, and all are necessary to
help people learn. They seldom remain “pure.” They can be mixed so that even
while training for a specific behavior, we may be educating by attitude and by
the example we create for our learners.
Learner-Centered . . . Performance-Based:
The Telling Ain’t Training Mantra
We now proceed from terms to application of the terms. Remember, our mantra in
Telling Ain’t Training is “learner-centered . . . performance-based.” The words are
wonderful, but how do you make sure that you live this mantra in your work?
Let us return to each part of the mantra and the scenarios from Telling Ain’t
Training (pages 13 and 14) to bring it to life.
Learner-Centered Training
Let’s now consider two activities—one for you and one for your training organiza-
tion. Review the first exercise, checking off your choice: A or B. Then direct your
colleagues’ attention to a helpful checklist.
An Activity for You

Imagine that you are an accountant and have been asked to run a training session
next week for a group of technical and professional personnel recently promoted to
managers. Your mandate is to teach cash flow management to these non-financial
managers. What will you do to prepare? Be honest and check off which of the fol-
lowing two scenarios more closely describes actions you would take.
 A . G ather materials on cash flow management. E xamine documents for key con-
cepts and terms. C reate an outline of the content in logical seq uence so that
you ensure you hit all the fundamentals. S tudy up and rehearse so that you
appear credible and can answer any content q uestions the learners raise. P ut
together information and exercises that clarify what cash flow is and how it
works. V erify that all of your content is accurate and state-of-the-art.
 B . G ather information on the prospective learners’ jobs with respect to cash
flow. G ather information on the learners’ backgrounds and experiences con-
cerning cash flow management. I nvestigate to identify problems new man-
agers encounter and create with respect to cash flow. G ather a list of organi-
zational expectations of these newly appointed managers concerning cash
flow management. C reate realistic scenarios and tools to help the learners
acqui re expected competencies. C reate a list of benefits to them and to the
organization when they manage cash flow well.
20
An Introducti on to Some F ami li ar T erms
By now, you know what the right response is (that is, B). Preparation to ensure
that your training is truly learner-centered is key. So, based on the previous exercise,
we can now create a preparation checklist (Worksheet 4-1). Use this checklist to
guide your preparation in making your training learner-centered.
W o rk sh eet 4 -1 : Prep ar at io n Ch eck list
 G ather information on your prospective learners’ jobs, focusing on what they are expected to
learn.
 G ather information on the learners’ backgrounds and experiences, relative to what they are
expected to learn.
 I nvestigate to identify problems your targeted learners encounter when they either try to do
what is in their training during a session or when they return from training and try to apply
what they have learned.
 G ather a list of organizational expectations with respect to how your learners are supposed to
perform when they have been trained.
 C reate realistic scenarios and tools to help learners acq uire the capability to perform during
training and back on the job.
 C reate a list of benefits to learners and to the organization that result from the training.

Introduce the checklist (Worksheet 4-1) after doing the previously presented cash
flow exercise with your colleagues. It works well with individuals assigned to a new
training task or as a group endeavor with your entire team. Develop a strategy for
making all training learner-centered. Here is a starter list for such a strategy. Build
on it. Enrich it and integrate it into the “way we normally do our work.”
L earner -C ent ered S trategy S tarter Li st

• Whenever we are asked to develop or deliver training, we ask, “ Wh at triggered
this request ?” W e determine what the business need is that caused the req uest.
• W e identify all targeted learner audiences and their characteristics related to the
training req uest ( more on this in chapter 5 ) . T hese characteristics include
— projected number of learners
— educational and work background and experience
— aptitudes and experience relative to the req uest
— attitudes toward the desired knowledge and skills they are expected to acq uire
from the training
— actual or potential misconceptions regarding what they are expected to learn
— learning methods and language preferences
— actual or potential obstacles or barriers to their learning and then applying the
learning to the job.
• W e focus on developing training that is relevant to the learners’ job tasks and on
what they can apply.
• W e create processes, procedures, tools, and job aids that they learn to apply dur-
ing training.
21
Chapter 4
• D uring training we focus more on practice and feedback than on content

presentation.
• W e focus on transfer to the job and on post-training learner success.
• W e emphasize the benefits of the training to learners.
• W e inform our clients and management of learner success.
• W e create tools and support systems for supervisors to encourage learners prior to
training and to coach them when they return from training.
• [ A dd your own.]
Performance-Based Training
The key to a performance-based approach to training is to focus on what the learner
is supposed to be able to do as a result of your training. From the two choices below,
check the one that is consistent with a performance-based philosophy:
 A . They should be aware of the technical specifications of each item in the
newly released product line.
 B . They should be able to match the right product from our new product line to
the customer’ s need and demonstrate with concrete examples the benefits of
the selected product in terms the customer understands.
B is the only acceptable choice. It states what performance the learner must
demonstrate. It is job relevant and readily verifiable. We are very uncomfortable
with the term awareness training. If we could have our way, we would delete it from
your and your training organization’s vocabulary database.
How can you ensure that your training will always be performance-based? By
conducting a task analysis prior to developing any training. Let’s see what we mean
by this, using a simple case.
C ase: P ack I t R ig ht
T he req uest for training originated with the vice president of marketing and sales.
S he had been noticing over the past year that a number of sales representatives
had been showing up to business meetings not looking crisp and professional.
M oreover, she had observed first-hand in her travels that some of the sales reps
obviously had no idea how to properly pack for a trip. T he vice president felt that,
given their industry— hospitality— properly packing for a business trip was an
essential skill for sales and marketing representatives. H er expectation was that
everyone should be able to select an appropriate suitcase, decide what should go
into it for a given trip, and organize the contents so that everything is there when
needed— and nothing is wrinkled or reeking of cologne. S he expected her teams
to turn up at all client meetings clean, crisp, professional, and confident.
Tak e 1 : P reparing Training the U sual W ay

T he training specialist worked with a subject-matter expert ( S M E ) , a former man-
ager of flight attendants for an airline, and came up with a brief “ training ses-
sion” that contained a number of projection slides with text. T he slides showed
suitcases poorly and well packed with accompanying text. T here were also
some humorous slides ( such as one showing a sales rep pulling out a rumpled
suit obviously covered with spilled cologne) .
22
T e session was well received by the sales and marketing representatives.

h
Expressi ons such as these were heard as participants left the training: “ cute” ;
“fun”; and “a waste of 9 0 minutes, but I guess I should pack better.” O verall,
reactions were fairly positive. T he vice president pointed out, however, that sev-
eral weeks later nothing much had changed.
Take 2: Pr eparing Training From a P erformance- Based P erspective

T he training specialist worked with an S M E , a former manager of flight attendants
for an airline. H e had the expert demonstrate how to pack a suitcase properly, and
he asked numerous probing q uestions as the expert explained and performed.
U sing sticky-notes on a large whiteboard, the training specialist began with the
overall desired sales and marketing rep performance outcome:
P ack suitcase
for a business trip
A fter listening to the S M E talk about the main “ things you have to do, ” he
interrupted, asking, “ I f the sales or marketing rep does this [ see figure below]
perfectly, would he accomplish the overall task? ”
P ack suitcase O verall task

for a business trip
1 .0 2 .0 3 .0
M ajor
P lan items to take P repack items to take P ack items to take
sub-tasks
“ Y es, ” the S M E replied, “ if he can do each of these perfectly and follow

guidelines, it will add up to accomplishing the overall task.”
E ventually what emerged was the task analysis presented in E xhibit 4 -1 on
page 2 4 .
Notice that the task analysis emphasizes what it is that the learner must do to
achieve overall success. The task analysis
u is learner-centered. It states what the learner must do to perform as
required.
u does not concern itself with teaching, training, or instructing. It is strictly
focused on learner performance with respect to the job requirement (in this
case, properly packing a suitcase for a business trip).
Let us examine another case and then send you and your colleagues off to do a
task analysis on your own.
C ase: C ond u ct a H iring I n terv iew

T he req uest for training originated with the director of human resources develop-
ment, at the instigation of the company president. G iven the climate of change in
the company— increased competition and greater customer focus— senior
23
24
E x h ib it 4 -1
Chapter 4
P ack su itcase
f o r a b u sin ess trip
1 .0 2 .0 3 .0
P l an item s to tak e P repack item s to tak e P ack item s to tak e
1 .1 1 .2 1 .3
L ist clothing and L ist constant travel
L ist contingencies
accessories components
( e.g., umbrella)
req uirements ( e.g., toothpaste)
1 .1 .1 1 .1 .2 1 .1 .3 1 .1 .4 2 .1 2 .2 2 .3
I dentify I dentify I dentify M atch S elect I solate
season/ business social clothing and clothing and selected B ag items
weather events events accessories accessories items
to weather
and events 2 .3 .1 2 .3 .2 2 .3 .3
B ag hanging B ag folded
B ag footwear
garments garments
3 .1 3 .2 3 .3 3 .4 3 .5 3 .6 3 .7
S elect P ack heavy P ack small items P ack C lose and
P ack soft goods S ecure items
appropriate-size items ( e.g., belts, hanging secure
( e.g., underwear) with straps
suitcase ( e.g., toiletries) purses, shoes) garments suitcase
management was concerned with the nature and character of the current, remain-
ing employee base following a serious workforce reduction. T he feeling was that
the majority of retained employees were not agents of change. S enior manage-
ment wanted “ fresh blood.” I n the past, people had been hired for specific jobs.
T he result: T hey could perform as req uired, but were not necessarily promotable.
S enior management came to believe that employees must possess skills and
characteristics for the future, and they targeted 4 0 key managers who had been
with the company for a number of years and who they considered to be good
mentors. T hese managers understood the company and its needs. S enior man-
agement wanted this group to become actively involved in interviewing and
selecting a new breed of employee with the “ right stuff.”
T he training specialist worked with three subject-matter specialists, including
the director of human resource development, who dropped in from time to time
to review progress and contribute ideas. W hat emerged was the task analysis
depicted in E xhibits 4 -2 , 4 -3 , and 4 -4 ( pages 2 6 – 2 8 ) .
Notice that the task analysis in the second case is more detailed than the one for
“Pack a Suitcase.” Nevertheless, it follows exactly the same rules.
Task-Analysis Tips
Here are some tips to help you conduct successful task analyses:
1. Create a compatible task-analysis team that includes SMEs who really know
how to do the job. Whether you are developing a learning program to diag-
nose technical breakdowns, plan a sales campaign, demonstrate a new prod-
uct, or analyze a profit-and-loss sheet, this principle remains the same. Also
identify other experts who can review and verify what you and your team
produce.
2. Your main job is to be the learner’s advocate. Repeatedly ask the question,
“What must the learner be able to do?” Whether the answer is name features
of the X YZ system, describe the functioning of a pressure gauge, or extract a
molar, the result must be observable and/or measurable. The best term to
use is verifiable.
3. Sometimes you are given SMEs who don’t have all of the information you
need to complete an accurate task analysis. They may not be sufficiently
knowledgeable or experienced in the content area, or the content may be new
and evolving. Establish right up-front that they should inform you of their
uncertainties. Ask them to identify people or materials that can provide miss-
ing pieces. If there is no single source of correct information—especially true
in the case of evolving systems and technologies—create hypotheses and note
these as such for later verification. Have other experts review what you have
produced. Build consensus on what is most probably correct. Keep in mind
that you can always return to your task analysis and modify it as new informa-
tion becomes available.
25
26
E x h ib it 4 -2
Chapter 4
C o n d u ct a hirin g
in terv iew
1 .0 2 .0 3 .0
P repare f o r in terv iew I n terv iew can d id ate P repare in terv iew repo rt
A B
1 .1 1 .2
P repare P repare
interview interview
materials environment
1 .1 .1 1 .1 .2 1 .1 .3 1 .1 .4 1 .2 .1 1 .2 .2 1 .2 .3
C ompare
resume and
R eview P repare B ook O rganize
R eview H R assessment S chedule
candidate’ s interview interview room for
assessment to job and interview
resume q uestions room interview
company
req uirements
1 .1 .1 .1 1 .1 .1 .2 1 .1 .1 .3 1 .1 .2 .1 1 .1 .2 .2 1 .1 .3 .1 1 .1 .3 .2 1 .1 .4 .1 1 .1 .4 .2 1 .2 .3 .1 1 .2 .3 .2
P repare S elect
V erify P repare S elect
R eview R eview I dentify V erify closed-ended and
R eview I dentify presence of open-ended and
educational extracurricular concerns and presence of q uestions for place
experience strengths “ nice to q uestions for arrange
background content weaknesses “ musts” specific round
haves” elaboration chairs
clarification table
E x h ib it 4 -3
2 .0
A I n terv iew can d id ate
2 .1 2 .2 2 .3 2 .4 2 .5 2 .6
P ose open-
D escribe R espond to C larify
G reet and closed- P robe for
company and candidate’ s next
candidate ended clarification
position q uestions steps
q uestions
2 .1 .1 2 .1 .2 2 .2 .1 2 .2 .2 2 .2 .3 2 .3 .1 2 .3 .2 2 .4 .1 2 .4 .2 2 .5 .1 2 .5 .2 2 .5 .3
S hake P ose easy, P ose

S et P ose open- P ose V erify under- I nvite E valuate
hands, general increasingly D escribe D escribe P rovide
candidate at ended closed-ended standing of candidate q uality of
smile, q uestions to targeted company position answers
ease q uestions q uestions responses q uestions q uestions
look in eyes start flow q uestions
2 .1 .2 .1 2 .1 .2 .2 2 .4 .1 .1 2 .4 .1 .2 2 .4 .1 .3 2 .4 .2 .1 2 .4 .2 .2 2 .4 .2 .3
D escribe
E xplain D escribe D escribe D escribe S tate D escribe
O pen with position and
interview company current future reason for immediate
small talk career
protocol history conditions directions opening req uirements
potential
2 .1 .2 .2 .1 2 .1 .2 .2 .2 2 .1 .2 .2 .3 2 .6 .1 2 .6 .2 2 .6 .3 2 .6 .4
An Introducti
E xplain
S tate E xplain D etermine
style and C heck M ake final
interview interview suitability of M ake offer
tone of references selection
purpose seq uence candidate
interview
27
on to Some F ami li ar T erms
Chapter 4
E x h ib it 4 -4
3 .0
B Pr epare in tervi ew repo rt
3 .1 3 .2 3 .3 3 .4
S ummarize R ate
S ummarize S ummarize
concerns candidate
candidate candidate
about suitability for
strengths weaknesses
candidate position
3 .4 .1 3.42 3.4
R ate as
“ R eq uires R ate as
R ate as
more “ U nsuitable”
“ S uitable”
information” and justify
and specify
4. There are many task-analysis methods. The one we have presented here is
called hierarchical task analysis. It works well in most cases to help break down
the overall task into its simpler elements.
Here are some suggestions to follow as you conduct your task analyses:
u As much as possible, work with “real” experts.
u Starting at the top, ask your experts, “What does the learner have to be able
to do to complete this task?” Think big. Force thinking to the highest level
below the overall main task. In a hierarchy you are moving from the
“monarch” to the “prince and princess” level, and then downward.
u The “thinking backward” approach to hierarchical task analysis is the
toughest part of task analysis. It definitely gets better with practice.
u Continue breaking subtasks down. Stop each time you arrive at the entry
level of the majority of your learners. Then move on to the next subtask
until the task analysis is complete.
u The entry level of the learners is never stable. You will have to arbitrarily set
what the level is, based on the majority of the learners. This means that, for
some learners, you can eventually allow them to “test out” of simpler parts
of the learning system. This can be a great savings in time and money for
your training organization: You avoid unnecessary training. For less experi-
enced learners, you may have to require prerequisite knowledge and experi-
ence. You may also create prerequisite learning materials and events that
bring them up to the specified learning entry level.
28
During the hierarchical task-analysis process it is important to number each

subtask so as not to lose track of it. The exhibits in the two case examples in this
chapter show the numbering convention. When doing a task analysis, you do not
have to work on a single board or sheet. It is easier to work on separate sheets, as
shown in the second case example.
Spread out your work. Do not overcrowd your sheets. Later, you can list tasks
and subtasks linearly, like this:
C onduct a H iring Interview
1.0 Pr epare for interview
1.1 Pr epare interview materials
1.1.1 R eview candidate’ s ré sumé
1. 1 .1. 1 R eview educational background
1. 1 .1. 2 R eview experience
1. 1 .1. 3 R eview extracurricular content
1.1.2 R eview human resources assessment
1. 1 .2. 1 I dentify strengths
1. 1 .2. 2 I dentify concerns and weaknesses
1 .1 .3 A nd so forth
An Activity for You

Task analysis is one of the most valuable skills you can acquire. It makes you truly
learner- and performance-focused. It cuts out much of the content noise in train-
ing. It is the foundation on which you can
u create performance-based learning objectives
u develop learning checks and tests that verify the attainment of valid
objectives
u design a module-based learning system
u build learning objects that you can reuse elsewhere for just-in-time learning
or as job aids
u develop a learning and performance progress map
u transform the task analysis into a performance-management tool.
You should be sufficiently motivated at this point to conduct a task analysis

yourself. Select a training program within your own area of expertise. State the over-
all performance outcome (for example, make a successful “solution” sale, operate a
new software package, or interpret an X -ray). Break the task down into high-level
performances (subtasks), as exemplified in the two cases we have provided. Derive
increasingly lower-level prerequisite performances (sub-subtasks) until, for each
task, you reach the entry level of the majority of your learners.

Perform the same exercise you did yourself, but do it in teams. Conduct a show-
and-tell to refine each team’s task analysis. Ensure that subtasks contain verifiable
verbs (that is, are performance-based).
29
Chapter 4
Use the checklist presented in Worksheet 4-2 to verify your own and/or the
teams’ task analysis outputs.
W o rk sh eet 4 -2 : Task -An alys is Ch eck list
Y es N o
1 . The overall task and all subtasks contain a verifiable verb. (Y ou can measure and/ or  
observe performance.)
2 . A t each level, all subtasks are necessary to perform the task or subtask immediately  
above.
3 . A t each level, all the subtasks added together are sufficient to completely perform the  
subtask immediately above.
4 . I f a subtask is broken down into lower- level subtasks, there are always at least two  
subtasks that break out of it. (I f there is only one, you may not break down the subtask.)
5. A ll subtasks are correctly numbered in hierarchical format (1 .0; 1 .1 ; 1 .1 .1 ; 1 .1 .1 .1 ; and  
so forth).
6 . For any subtask, the task analysis stops at the entry level of the majority of the learners.  
Chapter Summary
In this chapter you certainly went beyond the terms introduced in Telling Ain’t
Training—you went to their application.
u You reviewed some key training–lea rning terms and tied them all together.
By doing this, you and your training organization have defined not only
words, but also a philosophy that integrates training, instruction, and edu-
cation into a cohesive whole.
u You have operationally defined the Telling Ain’t Training mantra, “learner-
centered . . . performance-based,” and have developed a strategy for always
maintaining a learner-centered focus.
u You have taken a powerful step toward being performance-based by engag-
ing in task analysis. You have reviewed two cases, tried out the analysis for
yourself, gotten your team members to try it, and verified your results.
So . . .
Now, the rubber hits the road. Go forth yourself and make your next training
project a solid example of learner-centered...performance-based instruction. Con-
duct a task analysis. Share it with colleagues. Have them critique it and then
model it themselves in their next assignments.
Following (or simultaneous with) these efforts, turn the page to the next chap-
ter, which takes the human learner content of Telling Ain’t Training and turns it into
application for you and your training organization.
30
Chapter 5
The Human Learner

This chapter
u focuses on how to conduct learner analyses to make sure that
you systematically get to know your learners prior to developing
training for them.
Tool s in this chapter incl u d e
u a guide to information gathering that indicates what information
to collect on your learner population
u a learner-analysis protocol that offers guidelines for conducting
interviews with sample learners
u sample learner-analysis interview q uestions that you can adapt
for interviewing sample learners
u a template for synthesizing learner-analysis information, with a
simple layout for reporting your findings.
he entire chapter 3 of Telling Ain’t Training focuses on how learners perceive,

T process, and retain information. Our job as trainers, instructors, and educators
is to design and structure what learners are required to master in ways that are most
compatible with and relevant to them. To best mirror the learner’s processing sys-
tems, to align ourselves with what helps learners learn, and to ensure that our
instruction is designed in accordance with how learners best deal with incoming
information, we must analyze our learners. This chapter of the Beyond Telling Ain’t
Training Fieldbook provides you with an assortment of guidelines and procedures
for conducting learner analyses. Specifically, we offer you the following help:
u guidelines for specifying what types of learners you will be training and
their volume (or throughput per year)
u procedures for conducting a learner analysis
u guidelines for selecting sample learners
u a tool that specifies what information to gather
u a learner-analysis protocol (guidelines for conducting learner-analysis
interviews)
31
1
Chapter 5
u a job aid with specific questions to ask when interviewing learners

u
.
a template for synthesizing your learner analysis.
So, let’s get right to work analyzing your learners.
Who and How Many?

Here are helpful guidelines for specifying what type of learners and what volume of
learners you will train:
u Specify all of your target audiences. Notice the plural. Often, we receive a
request for training (or generate a training initiative ourselves) that is
focused on a single, specific audience (for example, sales representatives for
Sales Force 12; customer service agents; installation technicians) as if that
audience were completely homogeneous. Dig more deeply. Are we talking
about novice or experienced workers? All levels of experience? Is what we
will be developing only applicable to this specific group or can it (will it)
be used with other groups (such as supervisors of the targeted group; part-
time people who are also occasionally required to perform the same task;
external, third-party partners)? Probe to identify all relevant learner groups
and list these.
u For each group, note their job titles and any major characteristics that will
significantly influence the way instruction will be received. Here are some
examples of such characteristics:
•English is a second language for 9 0 percent of the learners.
• This is the first full-time job for 80 percent of the learners.
• All of the learners have performed similar work for at least five years.
• The learners are 100 percent on sales commission.
• All learners are former bus drivers who, because of medical conditions,
can no longer drive buses and now are forced to perform clerical jobs
until retirement (to obtain full pension). They feel they have been
demoted.
• The learners are from the top 10 percent of prestigious university MBA
programs.
When you specify these major characteristics, you are signaling that they
will have an important influence on learning.
u Specify volume or annual throughput. It is important to know the numbers
because this can play an important role in how you choose to deliver the
training and how much investment in training development is appropriate.
The larger the audience (or annual throughput), the easier it is to amortize
design, development, and production costs. For example, $100,000 spent
to develop training spread over 1,000 trainees = $100 each. The same
amount spread over 100 employees = $1,000 each. An investment as high
32
The Hu man L earner
as that latter figure may not be acceptable unless the return on investment
is expected to be very significant.
u Note geographic dispersion of the learner groups. This, too, will influence
how you deal with training delivery decisions. It may be more cost effective
to send a trainer to four sites than to incur additional costs by creating
Web-based learning.
Procedures for Conducting a Learner Analysis

The most common methods for conducting learner analyses are these:
u For each identified target audience, select a sample of learners (more on
this to follow).
u Obtain permission from managers (and from unions, if appropriate) to
observe, interview, and/or test the sample learners. By far, the most com-
mon technique for gathering information from learners is the structured
interview. We provide an example of this a little later on in this chapter.
Observation and performance testing can be very helpful in building a
complete portrait of the learners, but these generally take large amounts of
time and can be viewed as intimidating.
u Gather any existing data that are available about each learner group.
Examples of existing data include
• employment statistics (for example, years of experience, previous types
of jobs, numbers of learners per geographic location)
• educational background (for example, schooling, previous training,
certifications)
• work statistics (for example, performance results such as sales or average
number of repair orders completed, ratio of exemplary performers to
average and deficient performers)
• types and volume of grievances
• job descriptions or work expectations
• overall or synthesis reports of performance appraisals
• work climate study reports.
u Interview sample learners and take careful notes on responses. Watch out
for biases you may bring to the interviews.
u Synthesize the learner-analysis data in a succinct, accurate report. We
provide a report template later in this chapter.
u Use the findings of your learner analysis as key inputs to your training
design. Respect who and what your learners are. Do not be overly influ-
enced by what their managers tell you about them. Just because a manager
used to be one of them does not mean she or he can speak for them. After
all, weren’t you once a teenager? Does this make you qualified to speak for
your own teenage children or those of your neighbors?
33
Chapter 5
Guidelines for Selecting Sample Learners

There are two main guidelines for selecting sample learners for your learner analysis:
1. Select, at random, typical learners. They should not be the best or the worst.
Absolutely, positively, and in no way (is that strong enough?) accept the fol-
lowing as representing the learners you are targeting for your training:
• managers or supervisors who volunteer to “tell you about the learners
because I work with them every day”
• instructors who offer to “tell you all about the learners because I teach them
all the time”
• the best, most experienced performers
• those who have already taken the training (although these people may be
helpful for reviewing your training when you have tried it out)
• other instructional designers or trainers who will be happy to “speak from
their experience with other groups”
• even truly representative learners who volunteer to tell you about other
learners (let learners speak only for themselves).
2. For each target audience you simply require a few learners, often not more
than four to six. Here is why. If you adopt what is commonly called a clinical
approach, you probe, in-depth, with each individual subject—listening,
observing, and, if necessary, testing. You gain rapid insights about your learn-
ers. What our research shows in terms of quantity/usefulness of learner-
analysis input is that after very few clinical instances, you obtain most of
the required learner information for developing learner-centered training.
Figure 5-1 shows what happens.
Fig u re 5 -1 : Qu lita y an d U sef u l n ess o f Lear n er I n f o rmat i o n R el at i ve t o t h e

Nu mb er o f eL ar n ers Co n su l t ed
1 0 0
8 0
Q u al ity / U sef u l n ess
o f L earn er
I n f o rm atio n 6 0
O b tain ed
(% ) 4 0
2 0
0
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2
N u m b er o f L earn ers C o n su l ted
34
Another random document with
no related content on Scribd:
By the Muses, Sir,—Not with the stinger.
Lampriscus.
Then you shouldn't be so naughty.
Cott.
O how many will you give me?
Lamp.
Your mother fixes that.
Cott.
How many, mother?
Mother.
As many as your wicked hide can bear
(They proceed with the flogging).
Cott.
Stop!—That's enough! Stop!
Lamp.
You should stop your ways.
Cott.
I'll never do it more, I promise you.
Lamp.
Don't talk so much, or else I'll bring a gag.

Cott.
I won't talk,—only do not kill me,—please.
Lamp. (at length relenting).
Let him down, boys.
Mother.
No, leather him till sunset.
Lamp.
Why, he's as mottled as a water snake.
Mother.
Well, when he's done his reading, good or bad,

Give him a trifle more, say twenty strokes.[8]
Children were not always well behaved in other ways, it seems, and
complaints were made by their parents that the children contradicted them
and did not always rise when their elders came into the room, that they
chattered too much before company, crossed their legs when they sat down,
and completely tyrannized over their pedagogues.
But in spite of all his misdemeanours and punishments, in letters, music

and gymnastics, the Athenian boy was educated until he was eighteen years
old. The stories of the ancient heroes who had fought at Troy, and those of
more recent times who had defeated the Persians filled him with enthusiasm
for his race and a love of freedom for his city. Having to learn many things
without the aid of books, his mind grew quick, alert and observant, and his
music and gymnastics taught him the beauty of self-control and dignified
restraint.
MUSIC SCHOOL SCENES.
From a Hydria in the British Museum. (E 171.)
At eighteen, the Athenian youth left school. The state did not give him
the full rights of a citizen until a few years later, and until then he was
required to perform certain military duties, but he was no longer a boy, and
he was considered old enough to understand the meaning of citizenship, and
to know what were its duties and privileges. So it was then, at the time of
leaving his boyhood behind, and entering upon the richer and fuller life
before him, that the youth took the oath of the Ephebi or young men. He was
given the shield and spear of the warrior, and then in the temple, before
Zeus, the Lord of Heaven, and in the presence of the highest Athenian
magistrates, he swore:
"Never to disgrace his holy arms, never to forsake his comrade in the
ranks, but to fight for the holy temples, alone or with others: to leave his
country, not in a worse, but in a better state than he found it; to obey the
magistrates and the laws, and defend them against attack; finally to hold
in honour the religion of his country."
[1] From The Schools of Hellas, by Kenneth J. Freeman.
[2] Lucian, translated by Kenneth J. Freeman, in The Schools of Hellas.
[3] Plato: Protagoras, translated by Jowett.
[4] Xenophon: Banquet.
[5] See p. 312.
[6] Plato: Laws.
[7] Plato: Republic, translated by Davies and Vaughan.
[8] Herodas: Mime, III, translated by Kenneth J. Freeman in The Schools

of Hellas.
CHAPTER XIV
THE GREEK THEATRE
The Greek drama began as a religious observance in honour of Dionysus.

To the Greeks this god personified both the spring and the vintage, the latter
a very important time of year in a vine-growing country, and he was a
symbol to them of that power there is in man of rising out of himself, of
being impelled onwards by a joy within him that he cannot explain, but
which makes him go forward, walking, as it were, on the wings of the wind,
of the spirit that fills him with a deep sense of worship. We call this power
enthusiasm, a Greek word which simply means the god within us.
From very early times, stories of his life were recited at the religious
festivals held in honour of Dionysus, and then stories of the other gods and
of the ancient heroes were told as well. It was from these beginnings that the
drama came. Originally, the story was told in the form of a song, chanted at
first by everyone taking part in the festival, and later by a chorus of about
fifty performers, and at intervals in the song the leader would recite part of
the story by himself. By degrees the recitation became of greater importance
than the song; it grew longer, and after a time two people took part in it and
then three; at the same time the chorus became smaller and of less
importance in the action of the drama, until at last it could consist of only
fifteen performers.
A Greek drama was in many ways much simpler than a modern drama.
There were fewer characters, and usually only three speaking actors were
allowed on the stage at once. There was only one story told and there was
nothing to take the attention of the audience away from this. The Chorus,
though it no longer told the story, was very important, for it set the
atmosphere of the play, and lyrics of haunting loveliness hinted at the
tragedy that could not be averted, because of terrible deeds done in the past,
or if, indeed, there might be any help, the imagination was carried forward
on wings of hope. The Chorus also served another purpose. In a modern
drama, when the tragedy of a situation becomes almost too great for the
audience to bear, relief is often found in some comic, or partly comic,
episode which is introduced to slacken the tension. Shakespeare does this
constantly. But comic episodes were felt to be out of place in a Greek drama,
and therefore when a tragic scene had taken place, the Chorus followed it by
a song of purest poetry. In one play of Euripides, a terrible scene of tragedy
was followed by a song in which the Chorus prayed for escape from such
sorrows on the wings of a bird to a land where all was peace and beauty.
They sang:
Could I take me to some cavern for mine hiding,

In the hill-tops where the Sun scarce hath trod;
Or a cloud make the home of mine abiding,
As a bird among the bird-droves of God.
And the song goes on to carry the imagination to a spot

Where a voice of living waters never ceaseth
In God's quiet garden by the sea,
And Earth, the ancient life-giver, increaseth
Joy among the meadows, like a tree.[1]
In the great Greek dramas, the Chorus is a constant reminder that, though
they cannot understand or explain them, there are other powers in the world
than the wild passions of men.
The great dramatic festival in Athens was held in the spring in the theatre
of Dionysus, to the south-east of the Acropolis. The theatre in Athens never
became an everyday amusement, as it is today, but was always directly
connected with the worship of Dionysus, and the performances were always
preceded by a sacrifice. The festival was only held once a year, and whilst it
lasted the whole city kept holiday. Originally, admission to the theatre was
free, but the crowds became so great and there was such confusion and
sometimes fighting in the rush for good seats, that the state decided to charge
an admission fee and tickets had to be bought beforehand. But even then
there were no reserved seats, except for certain officials who sat in the front
row. In the time of Pericles, complaints were made that the poorer citizens
could not afford to buy tickets, and so important was the drama then
considered, that it was ordered that tickets should be given free to all who
applied for them.
THEATRE AT EPIDAURUS
An Athenian audience was very critical, and shouts and applause, or

groans and hisses showed its approval or disapproval of the play being acted.
Several plays were given in one day, and a prize was awarded to the best, so
the audience was obliged to start at dawn and would probably remain in the
theatre until sunset. Let us go with an Athenian audience and see a play
which was first performed in the latter half of the fifth century B.C.
The theatre is a great semi-circle on the slope of the Acropolis, with rows
of stone seats on which about eighteen thousand spectators can sit. The front
row consists of marble chairs, the only seats in the theatre which have backs,
and these are reserved for the priests of Dionysus and the chief magistrates.
Beyond the front row, is a circular space called the orchestra, where the
Chorus sings, and in the centre of which stands the altar of Dionysus. Behind
the orchestra, is the stage on which the actors will act, at the back of which is
a building painted to look like the front of a temple or a palace, to which the
actors retire when they are not wanted on the stage or have to change their
costumes. That is the whole theatre and all its stage scenery. Overhead is the
deep blue sky, the Acropolis rises up behind, and the olive-laden hills are
seen in the distance. Much will have to be left to the imagination, but the
very simplicity of the outward surroundings will make the audience give all
their attention to the play and the acting.
When the play begins, there will only be three actors on the stage at once.
They will wear very elaborate costumes, and a strange-looking wooden sole
called a cothurnus or buskin, about six inches high, on their shoes, to make
them look taller and more impressive, and over their faces a curious mask
with a wide mouth, so that everyone in that vast audience will hear them.
There will be no curtain and the play is not divided into different acts. When
there is a pause in the action, the Chorus will fill up the time with their song.
If it is tragedy, we shall not see the final catastrophe on the stage, but a
messenger will appear who will give us an account of what has happened.
All this is very different from the way in which a modern play is given, but
some of the greatest dramas the world possesses were written by Athenian
dramatists and acted on this Athenian stage more than two thousand years
ago.
On this occasion the play we are to see is "Iphigenia in Tauris," written

by Euripides, one of the greatest of the Athenian dramatists.
The legends and traditions from which most of the Greek plays took their
plots were, of course, well known to the Athenians. They were stories
commemorating some great event, or explaining some religious observance,
but naturally these legends were differently treated by different dramatists,
each of whom brought out a different side of the story to enforce some
particular lesson which he wished to bring home to the people, and this is
especially true of the legends like that of Iphigenia connected with the Fall
of Troy.
In the opening speech of this play, Iphigenia very briefly tells her story up
to the moment when the play begins. Just as the Greeks had been ready to
sail for Troy, they were wind-bound at Aulis. The wise men were consulted
as to the meaning of this, and how the gods who must in some way have
been offended, might be appeased, so that fair winds might send them on
their way. Calchas, the seer, told them that Artemis demanded the sacrifice
of Iphigenia, daughter of Agamemnon, King of Argos, the great leader of the
host, and her father sent for her accordingly. The maiden was at home with
her mother, and the messenger who was sent to Argos to bring her was
charged to say that her father desired to wed her to the hero Achilles. She
came and the sacrifice was offered, but at the supreme moment, Artemis
carried Iphigenia away and placed her in the land of the Tauri, a wild and
barbarous tribe, as their priestess. These Tauri had an image of Artemis in a
temple, to which they sacrificed all strangers who were cast on their shores,
and it was the duty of the priestess to consecrate each victim before he was
slain. Here, performing this rite, had Iphigenia lived for more than ten years,
but never yet had a Greek come to this wild land. She knew, of course,
nothing of what had happened at Troy or afterwards; she did not know that
on his return home her father had been slain by Clytemnestra his wife, or
that Orestes, her brother, had avenged that death by slaughtering his own
mother, after which deed he had wandered from place to place pursued by
the relentless torment of the Furies. Bitter against the Greeks for having
willed her sacrifice at Aulis, Iphigenia says of herself that she is "turned to
stone, and has no pity left in her," and she half hopes that the day will come
when a Greek shall be brought to her to be offered in his turn to the goddess.
In the meantime, Orestes, tormented beyond endurance by the Furies, had

gone to the Oracle of Apollo, to ask how he might be purified from his sin,
and Apollo had told him to go to the land of the Tauri and bring back to
Attica the image of Artemis his sister, so that it might no longer be stained
by the blood of the human sacrifices. And so it comes about that Orestes is
the first Greek who will be brought to Iphigenia for sacrifice to Artemis. It is
at this moment that the play opens.[2]
CHARACTERS OF THE PLAY
IPHIGENIA.
ORESTES, her brother.
PYLADES, friend to Orestes.
THOAS, King of Tauris.
A HERDSMAN.
A MESSENGER.
CHORUS of captive Greek Women, handmaids to Iphigenia.
THE GODDESS, PALLAS ATHENA.
The scene shows a great and barbaric Temple on a desolate sea-coast. An

altar is visible stained with blood. There are spoils of slain men hanging
from the roof. Iphigenia, in the dress of a priestess, comes out of the Temple,
and in a speech that serves really as a Prologue to the play, she tells her
story. At the end of her speech, which is haunted throughout by a sense of
exile and homesickness, she describes a strange dream she has just had,
which she interprets as meaning that Orestes, her brother, is dead. She then
goes into the Temple.
Voice.
Did some one cross the pathway? Guard thee well.
Another Voice.
I am watching. Every side I turn my eye.
(Enter Orestes and Pylades. Their dress shows they are travellers.
Orestes is shaken and distraught.)
Orestes.
How, brother? And is this the sanctuary

At last, for which we sailed from Argos?
Pylades.
For sure, Orestes. Seest thou not it is?
Orestes.
The altar, too, where Hellene blood is shed.

Pylades.
How like long hair those blood-stains, tawny red!
Orestes.
And spoils of slaughtered men—there by the thatch.
Pylades.
Aye, first-fruits of the harvest, when they catch

Their strangers!—'Tis a place to search with care.
(He searches while Orestes sits.)
During this search, Orestes, in a speech addressed to Apollo, explains why

they are there, and expresses hopelessness at their ever accomplishing the
will of the god, and even suggests their turning back. But Pylades
encourages him and bids him take courage, for, he says,
Danger gleams
Like sunshine to a brave man's eyes, and fear
Of what may be is no help anywhere.
Orestes.
Aye, we have never braved these leagues of way

To falter at the end. See, I obey
Thy words. They are ever wise. Let us go mark
Some cavern, to lie hid till fall of dark.
God will not suffer that bad things be stirred
To mar us now, and bring to naught the word
Himself hath spoke. Aye, and no peril brings
Pardon for turning back to sons of kings.
(They go out towards the shore.)
After they are gone, enter gradually the women of the Chorus. These are
Greek women who have been taken captive in war by King Thoas, and so
they are friendly to the exiled and lonely Iphigenia, for they are just as
homesick as she is. They come now in obedience to a call from her to assist
in mourning for Orestes, who, she is convinced by her dream, is dead.
Chorus.
Peace! Peace upon all who dwell

By the Sister Rocks that clash in the swell
Of the Friendless Seas.
****
From Hellas that once was ours,

We come before thy gate,
From the land of the western seas,
The horses and the towers,
The wells and the garden trees,
And the seats where our fathers sate.
Leader.
What tidings, ho? With what intent

Hast called me to thy shrine and thee,
O child of him who crossed the sea
To Troy with that great armament,
The thousand prows, the myriad swords?
I come, O child of Atreid Lords.
(Iphigenia, followed by attendants, comes from the Temple.)
Iphigenia.
Alas! O maidens mine,

I am filled full of tears:
My heart filled with the beat
Of tears, as of dancing feet,
A lyreless, joyless line,
And music meet for the dead.
For a whisper is in mine ears,
By visions borne on the breath
Of the Night that now is fled,
Of a brother gone to death.
Oh sorrow and weeping sore,
For the house that no more is,
For the dead that were kings of yore
And the labour of Argolis!
Iphigenia and the Chorus then lament together over the ruin and loss that has
befallen the House of Agamemnon. Suddenly the Leader of the Chorus stops
them.
Leader.
Stay, yonder from some headland of the sea

There comes, methinks a herdsman, seeking thee.
(Enter a Herdsman. Iphigenia is still on her knees.)
Herdsman.
Daughter of Clytemnestra and her King,

Give ear! I bear news of a wondrous thing.
Iphigenia.
What news, that so should mar my obsequies?
Herdsman.
A ship hath passed the blue Symplegades,

And here upon our coast two men are thrown,
Young, bold, good slaughter for the altar-stone
Of Artemis.
(She rises.)
Make all the speed ye may;
'Tis not too much. The blood-bowl and the spray!
Iphigenia.
Men of what nation? Doth their habit show?
Herdsman.
Hellenes for sure, but that is all we know.
Iphigenia.
No name? No other clue thine ear could seize?
Herdsman.
We heard one call his comrade "Pylades."
Iphigenia.
Yes. And the man who spoke—his name was what?
Herdsman.
None of us heard. I think they spoke it not.
Iphigenia.
How did ye see them first, how make them fast?
Herdsman.
Down by the sea, just where the surge is cast,—
Iphigenia.
The sea? What is the sea to thee and thine?
Herdsman.
We came to wash our cattle in the brine.
Iphigenia.
Go back, and tell how they were taken; show

The fashion of it, for I fain would know
All.—'Tis so long a time, and never yet,
Never, hath Greek blood made this altar wet.
The herdsman tells his tale of how the men were taken prisoners. Iphigenia
hears in silence and at the end of it says:
'Tis well. Let thy hand bring them, and mine own
Shall falter not till here God's will be done.
(Exit Herdsman.)
Iphigenia then gives way to her feelings. There are strangers to be sacrificed;
to that she is accustomed, but these men are Greeks. Yet she herself suffered
bitter things at the hands of the Greeks; should she not avenge these? By
degrees, however, as she thinks of her youth, of her home, she melts, and at
length withdraws into the Temple, raging against the cruel deed that she
must do, and not at all sure that she can nerve herself to do it.
The coming of these Greeks has brought Greece vividly back to the thoughts
of the Chorus. All Greeks loved the sea and were seafarers, and the arrival of
these two adventurous men reminds these exiled women of their home, and
in their imagination they see the ship cross the sea, until it touches the
Friendless and cruel shore.
Chorus.
But who be these, from where the rushes blow

On pale Eurotas, from pure Dirces,
That turn not neither falter,
Seeking Her land, where no man breaketh bread,
Her without pity, round whose virgin head
Blood on the pillars rusts from long ago,
Blood on the ancient altar.
A flash of the foam, a flash of the foam,
A wave on the oar-blade welling,
And out they passed to the heart of the blue;
A chariot shell that the wild waves drew.
Is it for passion of gold they come,
Or pride to make great their dwelling?
*****
Through the Clashing Rocks they burst:

They passed by the Cape unsleeping
Of Phineus' sons accurst:
They ran by the star-lit bay
Upon magic surges sweeping,
Where folk on the waves astray
Have seen, through the gleaming grey,
Ring behind ring, men say,
The dance of the old Sea's daughters.
The guiding oar abaft

It rippled and it dinned,
And now the west wind laughed
And now the south west wind;
And the sail was full in flight,
And they passed by the Island White:
Birds, birds, everywhere,

White as the foam, light as the air;
And ghostly Achilles raceth there,
Far in the Friendless Waters.
A sail, a sail from Greece,
Fearless to cross the sea,
With ransom and with peace
To my sick captivity.
O home, to see thee still,
And the old walls on the hill!
Dreams, dreams, gather to me!

Bear me on wings over the sea;
O joy of the night, to slave and free,
One good thing that abideth!
Leader.
But lo, the twain whom Thoas sends,

Their arms in bondage grasped sore
Strange offering this, to lay before
The Goddess! Hold your peace, O friends.
Onward, still onward to this shrine

They lead the first-fruits of the Greek.
'Twas true, the tale he came to speak,
That watcher of the mountain kine.
O holy one, if it afford

Thee joy, what these men bring to thee,
Take thou their sacrifice, which we,
By law of Hellas, hold abhorred.
(Enter Orestes and Pylades, bound, and guarded by Taurians. Re-

enter Iphigenia.)
Iphigenia.
So be it.
My foremost care must be that nothing harms
The temple's holy rule.—Untie their arms.
That which is hallowed may no more be bound.
You, to the shrine within! Let all be found
As the law bids, and as we need this day.
(Orestes and Pylades are set free; some Attendants go into the
Temple.)
Ah me!
What mother then was yours, O strangers, say,
And father? And your sister, if you have
A sister: both at once, so young and brave
To leave her brotherless! Who knows when heaven
May send that fortune? For to none is given
To know the coming nor the end of woe;
So dark is God, and to great darkness go
His paths, by blind chance mazed from our ken.
Whence are ye come, O most unhappy men?
From some far home, methinks, ye have found this shore
And far shall stay from home for evermore.
Orestes asks Iphigenia not to make their fate worse by dwelling on it, nor to
pity them. They know where they are and the cruel custom of the land.
Iphigenia.
Say first—which is it men call Pylades?
Orestes.
'Tis this man's name, if that will give thee ease.
Iphigenia.
From what walled town of Hellas cometh he?
Orestes.
Enough!—How would the knowledge profit thee?
Iphigenia.
Are ye two brothers of one mother born?
Orestes.
No, not in blood. In love we are brothers sworn.
Iphigenia.
Thou also hast a name: tell me thereof.
Orestes.
Call me Unfortunate. 'Tis name enough.
Iphigenia.
I asked not that. Let that with Fortune lie.
Orestes.
Fools cannot laugh at them that nameless die.
Iphigenia.
Why grudge me this? Hast thou such mighty fame?
Orestes.
My body, if thou wilt, but not my name.
Iphigenia.
Nor yet the land of Greece where thou wast bred?
Orestes.
What gain to have told it thee, when I am dead?
Iphigenia.
Nay: why shouldst thou deny so small a grace?
Orestes.
Know then, great Argos was my native place.
Iphigenia.
Stranger! The truth!—From Argos art thou come?
Orestes.
Mycenae, once a rich land, was my home.
Iphigenia.
'Tis banishment that brings thee here—or what?
Orestes.
A kind of banishment, half forced, half sought.
Iphigenia.
Wouldst thou but tell me all I need of thee!
Orestes.
'Twere not much added to my misery.
Iphigenia.
From Argos!—Oh, how sweet to see thee here!
Orestes.
Enjoy it then. To me 'tis sorry cheer.
Iphigenia.

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METHODS, ACTIVITIES, AND TOOLS

If no CD-ROM is included with this book, please go to

This icon signals a reference to some part of Telling Ain’t Training.

This icon identifies key things you can do to transform yourself.

This icon accompanies ideas for transforming your training

Accompanying this Fieldbook is a CD-ROM that contains electronic copies of the

he message of the original Telling Ain’t Training is simple and straightforward.

Why Ain’ t It Easy?

do it by oneself. We are highly sensitive to the need to get others involved.

How Do I/We Institutionalize What Telling Ain’t Training Recommends?

How the Bey ond Telling

Assessing Yourself and Your Training Organization

D im en sio n S tate A 1 2 3 4 5 6 7 8 9 1 0 S tate Z

H ow I am P rimarily as a deliverer of P rimarily as an agent of perform-

M y basic job C reate and/ or deliver C reate individuals and/ or teams

T he products C ourses and curriculum P rocesses, tools and sufficient

M y evaluation C heck learners’ reactions to V erify learning, transfer of learning

practices and perceptions of the to the job, and impact of learning

M y H ow well learners rate my H ow well learners perform on the

D im en sio n S tate A 1 2 3 4 5 6 7 8 9 1 0 S tate Z

H ow our train- P rimarily as a deliverer of P rimarily as an agent of perform-

O ur training C reate and/ or deliver C reate individuals and/ or teams

T he products C ourses and curriculum P rocesses, tools and sufficient

O ur evaluation C heck learners’ reactions to V erify learning, transfer of learning

O ur training H ow well learners rate our H ow well learners perform on the

An Activity for You

An Activity for Your Training Organization

F ocusing on You and Your Training Organization

Putting Bey ond Telling Ain’t Training to Work

Learning Is Not Easy

An Activity for You

An Activity for Your Training Organization

W o rk sh eet 3 -1 : I Lear n B est Wh en . . .

 I observe a demon-  I get involved and try 

 I attend lectures at  I attend sessions at 

 I see what’ s in it for  I see what’ s in it for 

 T here is a lot of  T here is minimal, but 

 W hat is presented to  W hat is presented to 

 I am shown how  I get to try things for 

 I attend long learning  I attend short learning 

 I am told how things  I experience how 

 I listen and memorize.  I practice. 

Worksheet 3-2 is an example of Worksheet 3-1 filled in by a training team

C ase S tudy: L igh tn in g E l ectro n ics

S y n thesis of W o rk sheet R espo n ses

W o rk sh eet 3 -2 : I Lear n B est Wh en . . . E xamp l e f ro m Li g h t n i n g E l ec t ro n i cs

 T here is a lot of  T here is minimal, but  • D ecrease content

 W hat is presented to  W hat is presented to  • P resent products in a sales setting with

 I am in a formal  I am in an informal  • R educe psychological distance between

 T here is a lot of T here is minimal, but • D ecrease content

 W hat is presented to W hat is presented to • P resent products in a sales setting with

 I am in a formal I am in an informal • R educe psychological distance between

 I listen and memorize. I practice. • P rovide in-class practice in selling