Commentary by: Leo Lambert, Vice President, Technical Director, EPTAC Corporation

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

Benjamin Franklin [1]

So, how do we learn?

According to William Glasser [2], we learn

• 10% of what we READ
• 20% of what we HEAR
• 30% of what we SEE
• 50% of what we SEE and HEAR
• 70% of what is DISCUSSED with OTHERS
• 80% of what is EXPERIENCED PERSONALLY
• 95% of what we TEACH TO SOMEONE ELSE

Sometimes I get thrown off guard by questions like, "Why are they asking me this?" It's good that they're asking, though, because clearly, they don't have the answer. But seriously, how do we keep up with the constant influx of new information bombarding us every single day?

I find myself drowning in magazines, both in print and online and often stumble upon articles relevant to my interests. I skim through them, deciding whether to keep them for future reference or just move on. But let's be real, does everyone actually do this? I highly doubt it, which probably explains why the questions keep coming.

Learning through training involves hands-on experience, while teaching is about passing on knowledge to others. But what about self-motivated learning? What drives individuals to continue expanding their knowledge? It all comes down to personal interest and the drive to stay current in our respective fields. So, here's the million-dollar question: why do we need to keep learning?

Trainer (noun) [3]

Trainer (noun)

One who trains other persons

Teach (verb)

1. To cause to know something
2. To guide the studies of
3. To impart the knowledge of
4. To instruct by precept, example, or experience

Train (verb)

1. To form by instruction, discipline, or drill
2. To make prepared for a test of skill [4]

Training is all about honing specific skills; it's like doing those reps at the gym until you've mastered that perfect form. On the other hand, teaching delves into a deeper pool of knowledge, requiring more time to soak it all in. While we often talk about lifelong learning, the concept of "lifelong training" seems to be a bit of a rarity.

So as teachers, we impart knowledge, and we provide information based on the different specifications used by the industry. As trainers, we provide detailed instructions on creating solder joints, repairing them in the solder training program, replacing components, and handling tools. We guide students through repetitive drills to help them acquire the necessary skills to excel in these areas.

Teaching expands our minds, while training molds our habits. In today's fast-paced world, relying on yesterday's skills to create tomorrow's innovations is simply not an option. Continuous learning is a necessity for our society to thrive.

[1] http://profmsr.blogspot.com/2008/08/teaching-vs-training.html#ixzz123d7jiKu

[2]www.enhancelearning.ca

[3] Collins English Dictionary – Complete and Unabridged © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003

[4] Gary Pollice, Professor of Practice, Worcester Polytechnic Institute

Gary Pollice is a Professor of Practice at Worcester Polytechnic Institute, in Worcester, MA. He teaches software engineering, design, testing, and other computer science courses, and also directs student projects. Before entering the academic world, he spent more than thirty-five years developing various kinds of software, from business applications to compilers and tools. His last industry job was with IBM Rational Software, where he was known as “the RUP Curmudgeon” and was also a member of the original Rational Suite team. He is the primary author of Software Development for Small Teams: a RUP-Centric Approach, published by Addison-Wesley in 2004. He holds a B.A. in mathematics and M.S. in computer science.

Summary: from The Rational Edge: How does teaching differ from training? Which is more valuable to both employees and organizations? Pollice ponders these questions in his column, with an eye toward balancing theory with practice

[5] http://profmsr.blogspot.com/2008/08/teaching-vs-training.html#ixzz123d7jiKu