Creating a balanced learning space for employees is about more than trying different types of seating. It is a challenge that an affect how well employees absorb the lessons and whether they will be able to product better results for the company. The possible solutions are as diverse as the learners. This article describes how three companies…

Discusses how workers at manufacturing firms acquire knowledge and how much training the company should provide. Looks at a study on learning activities and learning cultures to identify traits of a "teaching firm," one in which teaching and learning are firmly embedded in the organization. (JOW)

This, the first of two articles on the physical environment of a training room, discusses how to plan and design a meeting room. It covers size limitations, entrances and exits, walls and ceilings, visual display boards, sitting in comfort, and elbow room. (EM)

The right meeting environment can enhance participant learning and understanding. After briefly explaining the historical origins of the first conference centers, the author describes three types of centers which are available for meetings away from the office. (EM)

This second of two articles on the physical environment of a training room discusses equipping a meeting room. It covers light fixtures, audio and speaker systems, heating and ventilation, and visual projection units. (EM)

Debunks five myths about using humor in training: (1) the subject is too serious; (2) "I'm not funny"; (3) someone will be offended; (4) it won't help; and (5) it is distracting. Suggests that humor builds rapport, encourages creativity, makes learners feel safe, reduces fatigue, and activates long-term memory. (JOW)

Discusses the problems associated with having people from four generations in the training classroom. Offers tips for training people from age 20 through 70. (JOW)

Self-paced interactive training can be the most effective way to train. The point of multimedia training is to create a dynamic educational construct where people learn because they are totally engaged. (JOW)

Adult learning is problem centered, and adults are motivated by personal growth. Curriculum design should promote information integration, account for learning style differences, and include transfer strategies. Facilitators should offer a safe, comfortable environment, and exercises should have fidelity. (SK)

Reasons people do not complete online training courses include (1) no incentives, (2) lack of connectedness, (3) learner preference for instructor-led courses, (4) poor course design, (5) "some is enough," and (6) lack of perks. Course delivery must consider three elements: the technology, course design, and the learning environment. (JOW)