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    TH THE LECTURE FORMAT: The format requires that trainees receive information passively, without reciprocal involvement. This tends to make trainees f
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    ALTERNATIVES TO THE LECTURE FORMAT: How often do you use lectures as your sole training technique? Nearly always? Often? It’s not unusual for trainers to use the lecture technique exclusively. After all, this is what we have all seen and are familiar with. The format is easily mastered, and innovation may not seem necessary when the traditionally accepted technique garners no complaints. Unfortunately, while there are several conditions under which a lecture may be useful to the trainer, for several reasons it is not a very effective tool for changing behavior in trainees.

    PROBLEMS WITH THE LECTURE FORMAT: The format requires that trainees receive information passively, without reciprocal involvement. This tends to make trainees fe

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    rs to use the lecture technique exclusively. After all, this is what we have all seen and are familiar with. The format is easily mastered, and innovation may not seem necessary when the traditionally accepted technique garners no complaints. Unfortunately, while there are several conditions under which a lecture may be useful to the trainer, for several reasons it is not a very effective tool for changing behavior in trainees.

    PROBLEMS WITH THE LECTURE FORMAT: The format requires that trainees receive information passively, without reciprocal involvement. This tends to make trainees f

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    tion may not seem necessary when the traditionally accepted technique garners no complaints. Unfortunately, while there are several conditions under which a lecture may be useful to the trainer, for several reasons it is not a very effective tool for changing behavior in trainees.

    PROBLEMS WITH THE LECTURE FORMAT: The format requires that trainees receive information passively, without reciprocal involvement. This tends to make trainees f

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    which a lecture may be useful to the trainer, for several reasons it is not a very effective tool for changing behavior in trainees.

    PROBLEMS WITH THE LECTURE FORMAT: The format requires that trainees receive information passively, without reciprocal involvement. This tends to make trainees f

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    TH THE LECTURE FORMAT: The format requires that trainees receive information passively, without reciprocal involvement. This tends to make trainees feel like children. In fact, this is the precise connotation that the word “lecture” calls up — an authority figure addressing children. The structure of the lesson is therefore instructor-centered rather than trainee-centered. The efficacy of the lecture also suffers from its long history—lectures are expected to be boring. Very few speakers have either training in public speech or theatre, and most lecturers, no matter how hard they try, move slowly toward either monotone or singsong patterns as they settle in. Hearing is a sense that seems to demand constant change — without it, any repetit

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