There is a parable of three teachers, standing before three classes of students, each with a pile of bricks in front of them. The first teacher instructs his students to take each brick and stack them, making the largest piles possible. The students obey.
The second teacher asks her students to each pick up a brick and follow her carefully laid out instructions, directing the students to place the bricks according to a diagram she had created. The students obey, and after a while they build a small, cubic structure. The work is imperfect, and the teacher is displeased.
The third teacher motions to the pile of bricks and asks his students to pick only the best bricks, the ones of the strongest shape and color, and the ones that appeal to each student the most. Once each student had loaded up a wheelbarrow with the carefully chosen bricks, the teacher led the students to a level spot where they began to discuss their plans for building. The other two classes continued to craft their stacks and their cubes, and finally, the third class began to build.
As the third class was building, the teacher asked questions about the placement of the bricks; he encouraged his students when they made wise choices, and he made suggestions when his students needed assistance.
At the end of the day, three structures stood against the sunset: one of massive piles of bricks, one of increasingly perfect cubes, and one beautiful castle.
This story is a fantastic illustration of what it truly means to teach. Teaching, ultimately, is not about simple step-by-step replication, it is about leading others to think and create in ways that are unique and important to them, so that they may take personal ownership of their own skills.
Teaching is at the heart of the most effective training, rather than simply directing individuals to follow procedures. In the parable, the first teacher gave simple instructions that his students were able to follow – and thus they were able to complete the task assigned to them – but accomplish no more. This is the issue with simple order direction: the trainee will learn how to perform the task in which they are instructed, but have no way of applying their skills beyond the scope of that task.
Nor should training focus too much on rigid replication, nearing perfection; this was the aim of the second teacher, and though the students got increasingly better at making cubic structures, they found themselves in the same predicament as the first group of students; they honed their skills greatly on one specific task, but were not able to apply those skills in any broader sense. They became a talented group at building cubes, but nothing more.
In training, we aspire to be like the third teacher for several reasons. The third teacher was the only teacher who did not instruct his students to start building right away, instead urging them to use their own judgment to find bricks of quality. He then led them to a place where they could build effectively, but before they did he facilitated a discussion in which they worked together to coordinate what they wanted to create. In doing so he set his students up for success by using his own knowledge to guide them to a place where they could build successfully, and he facilitated them to make their own choices about what it was they wanted to create. The third teacher guided his students, rather than giving them simple orders or handing out strict commands. Preparation, cooperation, and encouragement were the tools of the third teacher. When the people we train are given agency over their own tasks they are more likely to commit themselves to their work with pride and enthusiasm, which is what every manager wants to see out of their team.
Teaching is not about laying out simple instructions and making the student complete the task at hand. To teach means to make sure each student understands, internalizes, and personalizes the tasks in front of them. Mediocre trainers give instruction. Superb trainers unlock passion.
ProcessWorks™