Introductory Summary

Learning is a continuous process, and so is training. Trainers put in considerable efforts to make training effective and purposeful. However, trainers often observe erratic learning behaviors among learners who seem unwilling to learn. Why? Well trainers usually expect learners to learn the way they decide. Learners, however, have their own learning behaviors, which affect the training outcomes. Just as a good sales manager must understand buyer behavior, or a good factory manager must understand worker behavior, it is essential for a skilled trainer to comprehend learners' learning behaviors. This requires identifying the training parameters from the learner's angle that govern their learning behavior and ultimately training outcome.

During four decades of working in teaching, training, and consultancy areas, the author has come across numerous training scenarios where learners initially displayed a lack of interest in learning despite receiving high-quality training inputs. Thereafter, the author deeply analyzed the affecting parameters and drew conclusions, leading to adjustments in training methodology, coupled with counseling for learners. These changes resulted in significant positive outcomes: passive learners not only became active participants but also began demanding more inputs. Based on such experiences, the author has distilled ten key training parameters and shares them with the training community through this article. The author is sure this new concept will benefit teaching and training fraternity in particular and society in general worldwide.