Magazine article Mortgage Banking


Magazine article Mortgage Banking


Article excerpt

AS A COURTESY TO MY FELLOW TRAINers, when I go against accepted training practice or philosophy in these columns, I note the fact to my readers--and this is certainly one of those times.

One of my deepest beliefs is that you will find the best training where the consequences of a training failure are most severe. My favorite examples are military basic training and the training that military or civilian airplane pilots receive.

Whether you have experienced either of these training regimens or have merely seen them in movies, you know enough about their content for me to use them as examples. Both of them (and other skills where the cost of failure is extreme, like surgery or diamond cutting) share two critical characteristics that are in conflict with accepted training theory and administration.

First, modern training theory says, "Adult learners must have control over their learn learning experience and environment. The need to be involved in setting learning objectives and should voluntarily contract with the trainers to reach stated learning outcomes."

Setting aside the slightly pompous and condescending tone of the foregoing, our examples of military recruits and pilots would indicate that the statement just isn't so.

Imagine a young Marine in basic training saying to his drill instructor, "Excuse me, sir, but I think that 50-mile march you're suggesting is really overkill. Thirty would be plenty. And I really don't see that the style of my haircut has any relevance to my acquiring military skill." I suggest that our recruit would have his paradigm shifted for him so fast it would make his head spin.

Again, imaging a pilot in training saying to his instructor, "I think demanding 100 percent accuracy in identifying and utilizing every cockpit control is unreasonable. Sixty percent of the controls are seldom used anyway. …

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