During my years of teaching work-based ESL, being a manager, a business owner, and then as a researcher, studying work-based training programs, I began to realize that there seemed to be elements that made some training programs more successful than others.

My organizational side immediately began to make a list of the practical components (Point 1) of a good training program.

Then as I moved on from an MBA, which is the practical information of running a business, to the theoretical scholarly approach of a doctoral learner. I began to see that there were theoretical factors to training and running a business.

Theory is based on observations, research, assessments, evaluations, and such; of the practical.

Throughout the PhD process, I saw only these two points of the triangle.

I did my course work; I worked on my comprehensives and passed them. I wrote my proposal and it was approved. Up to this point, in my mind the theory of all I was learning was to help define and better; the practical.

Theories / principles / concepts (Point 2) that were learned could then be applied to a business or a system or a procedure that would help it become more efficient, better planned, more productive, etc. depending on the theory and/or the outcome.

It wasn’t until I was asked to change my methodology (the method or approach) of my research that I began to see that there was another point on the triangle. I was asked to change my methodology from a case study to phenomenology.

I remembered the word vaguely from a previous class, but had to research it to learn what it was.

Phenomenology is the study of vital measured systemization of consciousness or awareness of experience, which an individual discovers through reflection and analysis.

Simply put it is lived experience and the awareness or reflection of such.

As such, it encompasses additional kinds of experience. Phenomenology, therefore is a methodology, but it is much more, it is a philosophy as well.

It is awareness of the temporal and spatial, of one’s perception, a wakefulness, of paying attention, a mindfulness of one's own experience, self-awareness, the ego in different roles, and includes cognizance of other individuals, societies, systems.

Our empathy, our purpose or intention in action, our meanings, our communications, our understanding of others, our social interactions, almost any ordinary activity, of which we are aware or upon which we reflect, in our life, is part of phenomenology.

Therefore, phenomenology directs an individual from conscious experience into a mindfulness that gives experience its purpose.

I realized then, that this was the third point on the triangle. One’s philosophy, one’s perceptions, vision, mission, values shape the other two points of the triangle.

A simple example would be of an employee recently hired to work at a fast food restaurant. Let’s suppose that the first task this employee must learn is how to fry the French fries.

Point 1 of the triangle is the practical. This of course is the simple steps that he or she must be taught.

This usually can be systemized into certain tasks and the order in which they must be done. Many managers stop with this step. Well so and so knows how to make fries now, let’s go on to the shake machine.

However, if point 2 is incorporated, the manager will teach the theory or the why behind the task.

If the employee is taught that the company has spent thousands of dollars on research on how to make the best fries in the business.

That we cook them this long, or that is why the oil must be a certain temperature before you put them in so they do not come out half frozen or wimpy or burned…whatever.

Nevertheless, if the employee is given the principles or concepts behind the practical application of the task, he or she will be much more likely to do the task correctly.

The third point on the triangle is found less often in training. It is the values of the organization, the mission, the vision, their philosophy.

Many organizations, individuals, and business never get past the first two points.

The manager thinks, “I taught him or her how to make fries a certain way and they know why I want them done that way.”

However, what if this fast food chain had a mission of making the best fries in the world for the price.

What if they told their employees repeatedly, it is our vision to have the best fries!

In addition, not only that, even if you are in Oklahoma or New York or L.A. your fries will always taste the same and be hot. And they will be served cheerfully and quickly!

Each of the 3 points has certain areas of organization. Each must be planned, organized, and developed in order to create efficiency, increase productivity, and change attitudes and behavior.

To incorporate The Training Triangle into your organization, each point must be considered, planned, organized. Goals must be set, decisions made, critical thinking applied, strategic planning implemented, and an over all philosophy/vision chosen and set upon.

The following story relates two training stories. As you read it, ask yourself which of the points is missing in the organization.

I was hired by two different community colleges the same semester.

At Community College A, I was hired to teach ESL Writing and Grammar, Level 4. I showed up the night when the adjuncts were assigned for their training.

The training lasted about three hours and consisted basically, of the librarian and other lab directors and professionals talking about many of the different services offered at the college. At the end of the evening, I filled out the necessary forms.

I then met with the Dean who handed me a book, a class roster, and a set of keys. He told me where I could park and gave me some cautionary advice about the campus.

I then went home and prepared a syllabus and lesson plans for the semester. I e-mailed them to the Dean as instructed in one of the handouts that I had been given.

I then proceeded to start teaching for the Spring semester. The students, as usual, complained that I worked them too hard. I told them that I always made my students write more than other teachers did, however, they would thank me in about 10 years, as writing is essential to every single class at college.

Unbeknownst to me, several of the students had gone to the Dean and had complained to him about the workload of my class.

I came to class one evening to find the Dean sitting in my class. I simply thought that he was coming to do an evaluation, but that was rather odd, as usually a supervisor would give you forewarning.

After the class was over, the Dean approached me and started to tell me that I was going too quickly, that I had given the students too much work, and that he wanted me to slow down.

I started to ask him questions and then I mentioned to him that if I slowed down that there would be no way that I could finish the book that semester.

He then remarked to me, "Oh dear, I must not have told you that the book covers two semesters, you are only to teach the second half of the book."

I asked if he had received the syllabus and my lesson plans that I had sent him. He said that he hadn’t had time to look at them.

I felt so frustrated that I had prepared a full year's worth of lesson plans. In addition, my students were frustrated, and it was obvious that the Dean was frustrated.

I had not even been told the final was given by the division, and another set of teachers would test and grade my class’s finals.

Now contrast this to Community College B. I met with the Dean and she spent three full hours with me going through new teacher orientation.

First, she had created an online teacher orientation “scavenger hunt” game. It was a game that one played online. It had important matters such as: what to do if you needed a substitute for your class, how payroll was done, how materials were to be procured, some of the policies and procedures on campus, what to do if there was a safety issue or an emergency, and so forth.

After I took the online orientation, she then took me around the campus, took me to see my classroom, made sure that I understood all the equipment and that it worked.

She then took me, to show me where the printing center was: how to make copies, how to turn in a 

requisition to have various copies made, what the codes were for the division, and so forth.

It was incredible. I didn't have one question all semester. I wasn't frustrated. The students weren’t frustrated, and she wasn't frustrated.

What a complete difference between the two colleges. Simply, because one Dean was organizationally superior to the other.

In fact, I do not believe the other Dean had any organizational skills, nor management skills, whatsoever.

In truth, from that night on whenever I had to ask a question about a policy or procedure at college A, I simply contacted the Dean’s Secretary or another teacher to find out what I needed to do. I did not have confidence in the Dean.

Therefore, while it behooves us, to NOT treat someone as an imbecile while we are training him or her. It is also important; to NOT assume that because they have previous knowledge or a skill set…they still NEED to know the policies and procedures of your specific work site.