| ALTERNATIVES TO THE LECTURE FORMAT: How | | | | stimulation with surprising speed.Unless the |
| often do you use lectures as your sole | | | | trainer can make his material unusually |
| training technique? Nearly always? Often? | | | | interesting, something that few of us |
| It's not unusual for trainers to use the | | | | accomplish consistently, the constant stream |
| lecture technique exclusively. After all, | | | | of words will become monotonous to trainees. |
| this is what we have all seen and are | | | | When there is no room for active |
| familiar with. The format is easily mastered, | | | | participation, it is very difficult for |
| and innovation may not seem necessary when | | | | trainees to maintain an adequate attention |
| the traditionally accepted technique garners | | | | level. Finally, just as the term "lecture" |
| no complaints. Unfortunately, while there are | | | | suggests, there is no room for "back talk." |
| several conditions under which a lecture may | | | | In a lecture format, any trainee's expression |
| be useful to the trainer, for several reasons | | | | of a different point of view on a subject |
| it is not a very effective tool for changing | | | | matter is simply seen as disruptive or rude. |
| behavior in trainees.PROBLEMS WITH THE | | | | The more controversial (and therefore |
| LECTURE FORMAT: The format requires that | | | | interesting) questions will be turned aside |
| trainees receive information passively, | | | | without adequate attention.Copyright AE |
| without reciprocal involvement. This tends to | | | | Schwartz & Associates All rights reserved. |
| make trainees feel like children. In fact, | | | | For additional presentation materials and |
| this is the precise connotation that the word | | | | resources: ReadySetPresent and for a Free |
| "lecture" calls up - an authority figure | | | | listing as a Trainer, Consultant, Speaker, |
| addressing children. The structure of the | | | | Vendor/Organization: TrainingConsortiumCEO, |
| lesson is therefore instructor-centered | | | | A.E. Schwartz & Associates, Boston, MA., a |
| rather than trainee-centered. The efficacy of | | | | comprehensive organization which offers over |
| the lecture also suffers from its long | | | | 40 skills based management training programs. |
| history-lectures are expected to be boring. | | | | Mr. Schwartz conducts over 150 programs |
| Very few speakers have either training in | | | | annually for clients in industry, research, |
| public speech or theatre, and most lecturers, | | | | technology, government, Fortune 100/500 |
| no matter how hard they try, move slowly | | | | companies, and nonprofit organizations |
| toward either monotone or singsong patterns | | | | worldwide. He is often found at conferences |
| as they settle in. Hearing is a sense that | | | | as a key note presenter and/or facilitator. |
| seems to demand constant change - without it, | | | | His style is fast-paced, participatory, |
| any repetitive tone dissolves into background | | | | practical, and humorous. He has authored over |
| music. Even the addition of static visual | | | | 65 books and products, and taught/lectured at |
| aids helps very little-the human eye is | | | | over a dozen colleges and universities |
| capable of seeing, recognizing, processing, | | | | throughout the United States. |
| and ultimately tiring of simplistic visual | | | | |