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"Virtual Learning: A Revolutionary Approach to Building a Highly Skilled Workforce"

By Roger C. Schank

(McGraw-Hill, New York, 1997, ISBN 0-7863-1148-7)

Reviewed by Matt M. Starcevich, Ph. D.

"Companies learning systems are bankrupt"

This is not a book for trainers who want confirmation that the way we have been doing training in organizations is correct. Trainers train people just like the schools teach students: Both rely on "telling," and no one remembers much that's taught and what's told doesn't translate into usable skills. This book makes clear that we learn by doing, failing, and practicing.

"Real learning takes place by doing"

Everything that's wrong with training can be stated in four words--it's just like school.

This is a very thought provoking book by the Director of Northwestern University's Institute for the Learning Sciences (ILS). His perscription to cure what ails corporate training:

"Create Simulations"

Whether you're create a simulation on a computer or through role-playing, you want participants to experience the events as if they were really happening.

What I gained most from this book was Chapter 3--Failure: The Engine That Powers Virtual Learning. People need to fail in order to learn--failing in interesting ways and with dignity should be the goal of training.

1. Real thinking never starts until the learner fails.
2. It is easy to recognize their expectation failures because people insist on explaining them.

Failure, in and of itself, isn't a catalyst. To catalyze the self-explaining process that leads people out of failure, they need motivation. If it's there, they'll ask themselves the following three questions:

1. How did I fail?
2. How can I fix this?
3. What do I have in my experience to help me?

The second take away for me were the authors ten ruls to learn by:

1. People remember best what they feel the most. That's why dry, boring, lifeless manuals and lectures are instantly forgettable.
2. Dumb employees aren't born; they're made. Most companies don't understand is that even people with low IQ's or those who did poorly in school are good learners.
3. Deliver training just in time (or when a learner has just failed and really needs help).
4. You can fail to learn just about anything.
5. Learners will teach themselves better than the world's best trainer or highest-paid motivational speaker. Teachers tend to think that they are more important to the learning process than they actually are. People naturally teach themselves.
6. Memorization without corresponding experience is worthless.
7. When a company buys a learning system, it should come with all the options. Contrary to common belief, people don't have different learning styles. They do, however, have different personalities.
8. Training should open with a bang. Most courses begin with a long and boring introduction about why you'll learn what you'll learn. The best way to break through resistance and apathy is with an opening that's immediately involving and fun.
9. Trainees should be learning from the world's best. Capturing and integrating expert knowledge into the computer simulation is something every company can do.
10. It is better to train the many rather than the few

These are illustrated with five chapters each of which describes a unique application of these rule to the development of virtual learning programs designed by ILS for:

• Anderson Consulting-An extensive computer simulation.
• Diamond Technology-Role playing through goal-based scenarios.
• Anixter-Electronic learning on demand.
• Target-Complex customer service scenarios.
• Bennigans-Teaching complex people skills with scenarios.

The book concludes with four chapters to "arm the reader for discussing that 'virtual learning' is a more effective way to train employees-they will give you a number of stories to tell about the techniques that enhance goal-based scenarios' efficacy. These chapters will also give you a preview of a virtual learning future."

My biggest disappointment with this book is that it didn't apply what the author espouses. I would have like a chapter that forced me to fill in the blank/simulate "designing a learning scenario." Where I would fail and learn versus the authors plug for their consulting services. "This book doesn't break down these systems and tell you how to put them together yourself for three reasons:

1. They're proprietary.
2. It's boring to discuss-the system details won't excite anyone but a systems analyst.
3. It's unnecessary. You can hire consultants like those at ILS or other programmers to develop these tool".

In summary this book was thought provoking and informative but it didn't help me learn.

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Contact Matt Starcevich at matt@coachingandmentoring.com
Copyright 1999 Center for Coaching & Mentoring, Inc., update: March 07, 2007