Evidence-Based Training Methods, 3rd Edition: A Guide for Training Professionals

by Ruth Colvin Clark

Let evidence guide your training.Your training is much more effective when your methods are based on evidence. In this third edition of Evidence-Based Training Methods, Ruth Colvin Clark offers concrete training guidance as she connects research to practice. This book is rich with examples of how research enhances training, and with it as your guide, you can incorporate evidence and learning psychology into your program design, development, and delivery decisions.New in this edition, Clark examines research on feedback with application tips for training as well as on using animations in critical thinking exercises. Games have also inspired a great deal of recent research, leading to updated information about which ones are effective and why. Ultimately, Clark advises focusing on instructional methods that are relatively inexpensive to implement and offers simple, effective changes.

Genres: Education, Nonfiction

368 pages, Paperback

First published May 16, 2010

About the author

A recognized specialist in instructional design and technical training, Dr. Clark holds a doctorate in Educational Psychology and Instructional Technology from the University of Southern California. Prior to founding CLARK Training & Consulting, Dr. Clark served as training manager for Southern California Edison. She is past president of the International Society for Performance Improvement and author of five books and numerous articles. Dr. Clark is the 2006 recipient of the Thomas F. Gilbert Distinguished Professional Achievement Award from ISPI.

(Bio taken from the Clark Training website)

Reviews

[Stan Skrabut · Rating 5 out of 5]

Very simply put, if you educate others whether in higher ed, Extension, or as a volunteer, I strongly recommend you pick up a copy and read Evidence-Based Training Methods: A Guide for Training Professionals* by Ruth Colvin Clark. Actually, I recommend that you pick up the second edition because it has recently came out, and I am quite confident new topics have been discussed and recent research added. Clark basically pooled research together to explain best instructional practices along with busting common instructional myths in a very readable tone. Her book reflected the lessons she shared throughout the book. This is another book that will hold a key place in my reference library. Read more

[Susan · Rating 4 out of 5]

While I wouldn’t call this the most exciting book on training methods, it has solid information that I am finding useful to designing and implementing trainings. It should remain useful as a reference resource, as well. It’s practical and organized.

[Janice Sage-OBrien · Rating 5 out of 5]

Foundational knowledge from a leader in the field.

[Frederik · Rating 4 out of 5]

Very instructional because evidence-based

[Joy · Rating 5 out of 5]

Clark's fantastic book should be of great use to trainers and instructional designers. Instead of offering an idiosyncratic series of suggestions based upon her personal experience as a trainer, Clark offers practitioners a guide to contemporary academic research in instructional strategy and the psychology of learning. The organization of this book is particularly helpful because it focuses on questions that any trainer will have encountered in their daily work: What are the most effective graphics? Where should we place the knowledge checks? Are some forms of media more effective than others? Clark helps us answer these questions by synthesizing evidence from a wide range of academic studies and experiments.

For me, her discussion of cognitive load, which determines the capacities of our working memories as learners, stood as a top take-away. Most of us have a set amount of information that we can absorb via our working memories when we learn; if more information than we can process is offered, we just don't retain it. Or, if the instructional strategy is distracting (as can be the case for lessons that prioritize behavioral engagement over psychological engagement), we also don't learn as well. Clark then analyzes the value of various instructional strategies through this useful conceptual lens.

This book should help instructional designers make better design decisions in our day-to-day jobs. To this end, Clark includes a practical appendix with a quick guide to research conclusions on various topics (communication modes, using examples, principles of engagement, etc.), which will be helpful as an occasional refresher.

[Kate Williams · Rating 5 out of 5]

Evidence Based Training Methods is an essential reference for training professionals, especially instructional designers. Ruth Clark is on a mission to ensure we provide learner- and learning-centered environments for learners based on research evidence gathered over the past 20 years that guides training development and delivery. Because we have that evidence, along with evidence about how learning occurs in the brain, we "not only know what works, but we know why it works." Get this book, read it and refer to it often to guide the decisions you make every day as a busy training practitioner.

[Marcia Berkey]

This is a great book with insights into training and learning. I gathered many ideas that I can put into practice right away. I like the termnology of novice/experienced learner and different techniques/skills that work for the different levels. I will begin providing more worked examples for my novice learners immediately.

[Renee · Rating 4 out of 5]

The information in this book is crucial. Would give it 5 stars except the writing & organization was not very engaging. For a much more engaging book for the reluctant reader, I recommend "Design for How People Learn".

[Jake]

I believe the concept that Ruth is proposing - using evidence of effectiveness is the sign of a professional.

[Michael]

So far very good.

[Jeffry · Rating 5 out of 5]

Really excellent, evidence-based tips, tricks and advice. Highly recommend for anyone who designs or delivers training!

[Dimitri · Rating 4 out of 5]

The chapter on giving feedback is spot on.

My highlights: https://learning.oreilly.com/u/748020...