Training is imparting the currently accepted standards for conduct in a
particular behavioral domain.
Teaching is act of delivering information regarding the current or
forecasted future application of knowledge in a selected intellectual domain.
Education is the cooperative effort between teacher and student to
effectively inculcate the current state of knowledge and to develop a schema
for integrating new knowledge into the student's intellectual skill set.
David V. Rudd
Assistant Professor of Marketing
School of Business and Economics
Michigan Technological University
At 12:59 AM 5/5/99 -0400, you wrote:
>Date: Wed, 5 May 1999 00:59:44 -0400
>Reply-To: Management Education and Development Discussion
<
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
>Sender: Management Education and Development Discussion
<
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
>From: Automatic digest processor <
LISTSERV@MAELSTROM.STJOHNS.EDU>
>Subject: MG-ED-DV Digest - 3 May 1999 to 4 May 1999 (#1999-118)
>To: Recipients of MG-ED-DV digests <
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
>
>There are 6 messages totalling 335 lines in this issue.
>
>Topics of the day:
>
> 1. Teaching definitions (2)
> 2. Definitions and Payscales
> 3. Useless & Useful Humor in B-School
> 4. Is this a team? (2)
>Date: Tue, 4 May 1999 00:09:42 +0800
>From: Facilitated Solutions <
tedebear@OZEMAIL.COM.AU>
>Subject: Re: Teaching definitions
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>
>At 10:19 am 2/05/99 Ana wrote:
>>For the purpose of my PhD, I need to know the difference in
>>definitions (not just from the dictionary!) of the
>>following three words:
>>- Teaching
>>- Educating
>>- Training
>
>Ana, we covered this just last week. I'll only touch on the last two
>because we were looking at:
> Training
> Education
> Development
>
>The view that I propose involves the "time factor":
> Training ~ a skill is need NOW
> Education ~ knowledge is needed for the FUTURE
> Development ~ whole person learning for LIFE
>
>Just my tuppence worth.
>
>Alan :-)
>
>PS: BTW, I'm in Perth, Western Australia and my doctor comes from
>Nottingham. It's a small world!!!
>----------------------------------------------------------
> Alan Wilson ~ Facilitated Solutions
> Speaker & Trainer to the Meetings Industry
>----------------------------------------------------------
>Date: Tue, 4 May 1999 10:22:12 -0400
>From: "John L. Naman" <naman+@PITT.EDU>
>Subject: Definitions and Payscales
>MIME-Version: 1.0
>Content-Type: text/plain; charset=us-ascii
>Content-Transfer-Encoding: 7bit
>
>> I have noticed that those who instruct in the K-12 environment are
referred to as
>"teachers," and those who instruct in post-secondary community college
>contexts are called "instructors." (Only in senior colleges and
>universities do we get into "professor" levels.) I don't know what
>significance this difference has.
>
>The significance in the city I live in is:
>
>Teacher (K-12) pay ranges upwards of $89,000
>
>Instructor pay (coll & univ) is around $1,600/3-credit course. A 24 credit (8
>course) load = $12,800, which is below the poverty line ($16,000) for a family
>of 4.
>
>Asst profs come in between $27,000 (philosophy) to $120,000 (finance), with a
>reported mean of $48,000 (Chron Higher Educ, circa April 15) with a load of
>12-16 credits.
>
>Now do you see the difference?
>Date: Tue, 4 May 1999 12:58:02 -0400
>From: Barry Armandi <
armandi@IBM.NET>
>Subject: Re: Useless & Useful Humor in B-School
>MIME-Version: 1.0
>Content-Type: text/plain; charset=ISO-8859-1
>Content-Transfer-Encoding: 7bit
>
>Martin,
>Sorry for the late request but was having trouble with my email. Also. I
>apologize for sending this to the whole list. Could you send
>me a copy or reference to that transcript? Thanks.
>Barry
>Barry Armandi
>Dept. of Management
>SUNY- Old Westbury
>Old Westbury, NY 11568
>
>----------
>> From: Martin Martens <
martinl@UNIXG.UBC.CA>
>> To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU
>> Subject: Re: [MG-ED-DV] Useless & Useful Humor in B-School
>> Date: Thursday, April 22, 1999 3:01 PM
>>
>> This has been quite an interesting thread and I'd like
>> to add my 2 cents as a Ph.D. student by sharing a
>> past incident and an example that I believe are relevant
>> to the subject.
>>
>> Dutch's comment about pressure and prestige reminded
>> me of an incident from a Ph.D. course. As part of the class,
>> I was teaching the subject of the day. At one point I was up
>> at the chalk board writing some comments when I misspelled
>> a word, realized it, and when I went back to fix it, I made
>> a comment to my Ph.D. cohorts in the class something along
>> the lines of 'It would be nice to have a chalk board that does
>> automatic spell checking.' They laughed and the class went
>> on from there. I really didn't think much of it. After the class, I
>> was chided by the course instructor for making the comment.
>> The instructor felt that it showed a lack of professionalism to
>> use that type of humor in front of a class.
>>
>> Somewhat of a side note, I'm dyslexic and continually misorder
>> the letters of words as I write them down.
>>
>> The example is what I use to start a class on communication.
>> I begin the class by asking students for all of the different
>> definitions of the word "right." I write these definitions up
>> on the board as they are called out and usually end up
>> with a list of 10-12 different definitions.
>>
>> I then read a transcript of a conversation between the pilot
>> of flight GIA 152 and air-traffic control in Indonesia. The
>> transcript is fairly short and it becomes quickly obvious that
>> the pilot and the air traffic controller are confused over the
>> word "right" and are using different meanings.
>>
>> Every time I have read this transcript, my students begin to
>> laugh at the apparent confusion between the pilot and the
>> air controller over the meaning of the word "right." The
>> conversation is somewhat similar to a famous Lucille Ball
>> scene where she and Ricky become confused over the
>> same word.
>>
>> How does this relate to humor? I think that because I have
>> previously used what I consider to be appropriate humor
>> in the course I have set up an expectation in my students that
>> what I am reading is or will result in a humorous ending. That a
>> large number of students begin to laugh, perhaps nervously,
>> perhaps not, it indicates that this might be their expectation.
>>
>> The last two lines of the transcript read:
>>
>> Pilot: (Pause) "Confirm turning left? We are starting turning right now."
>>
>> Controller: "OK (pause) OK. GIA 152 continue turn right heading 015."
>>
>>
>> At this point, I stop, pause, look up at my students and say
>> (approximately):
>>
>> "There were no further transmissions from GIA 152. In the confusion the
>> pilot had turned right into a mountain and killed everyone on board."
>>
>> This unexpected ending to the story shocks them into silence.
>> In every class, the students looked stunned. I leave it at that and
>> after a minute or so, go into the rest of the class. The students are
>> required to write a journal for each class and the transcript dominates
>> the journal entries for this class.
>>
>> If I did not use humor in previous classes, I don't think that this
>> transcript would have such an impact. The expected humor and
>> the resulting contrast is quite useful and has a powerful impact.
>Date: Tue, 4 May 1999 15:11:48 -0400
>From: Sharon Livesey <
livesey@MARY.FORDHAM.EDU>
>Subject: Re: Teaching definitions
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>
>There's an article in Rethinking Mgmt Education by Robert French and
>Christopher Grey (Eds) that may be interesting - actually several, but the
>one that touches on the diff between education and training is "Can
>Managment Education be Educational?" by Thomas and Anthony.
>
>Sharon Livesey
>Fordham University
>
>At 12:09 AM 5/4/99 +0800, you wrote:
>>At 10:19 am 2/05/99 Ana wrote:
>>>For the purpose of my PhD, I need to know the difference in
>>>definitions (not just from the dictionary!) of the
>>>following three words:
>>>- Teaching
>>>- Educating
>>>- Training
>>
>>Ana, we covered this just last week. I'll only touch on the last two
>>because we were looking at:
>> Training
>> Education
>> Development
>>
>>The view that I propose involves the "time factor":
>> Training ~ a skill is need NOW
>> Education ~ knowledge is needed for the FUTURE
>> Development ~ whole person learning for LIFE
>>
>>Just my tuppence worth.
>>
>>Alan :-)
>>
>>PS: BTW, I'm in Perth, Western Australia and my doctor comes from
>>Nottingham. It's a small world!!!
>>----------------------------------------------------------
>> Alan Wilson ~ Facilitated Solutions
>> Speaker & Trainer to the Meetings Industry
>>----------------------------------------------------------
>>
>Date: Wed, 5 May 1999 08:32:17 +0800
>From: "Patrick S.W.Fong" <
BSPAFONG@POLYU.EDU.HK>
>Subject: Is this a team?
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>
>Dear All,
>
>I have the following situation that would appreciate your
>comments/suggestions.
>
>I have recently been challenged that the following situation can not be
>classified as a TEAM.
>
>I try to examine learning issues among members in construction project
>teams of which members come from different organizations (occasionally some
>members can come from the same organization) and different professional
>backgrounds. For example, an architect from Company A, a services engineer
>from Company B, a structural engineer from Company C, a surveyor from
>Company D, an owner from Company E and so on so forth. They only come
>together for a specific project with a specific timeframe.
>1. Can I call this a team?
>2. Are there past research/publications referring to these kind of
>multidisciplinary team settings where the team will disband when the
>project completes. Of course, people may work together again in future on
>other projects.
>3. Can learning be built up through this type of "temporal team"?
>4. If I want to study the learning interaction among these team members,
>should I study it as a longitudinal study or can I study it like a
>snapshot, i.e. as critical incidents?
>
>I would appreciate very much you insights into these issues. Please e-mail
>me privately your responses.
>
>Thanks and regards.
>
>Patrick Fong
>
>__________________________________________________________
>Patrick S.W. Fong
>Assistant Professor
>Department of Building & Real Estate,
>Hong Kong Polytechnic University,
>Hung Hom,
>Kowloon,
>HONG KONG.
>
>Tel: +(852) 2766 5801
>Fax: +(852) 2764 5131 or 2764 2572
>E-mail:
bspafong@polyu.edu.hk
>Website:
http://home.bre.polyu.edu.hk/~bspafong/
>__________________________________________________________
>Date: Tue, 4 May 1999 19:53:02 -0500
>From: Larry Pate <
lpate@BUS.WISC.EDU>
>Subject: Re: Is this a team?
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>
>Sure, you can call that a "team," but then not all teams are the same. A
>tennis doubles team, for example, has quite different characteristics of
>interdependency between members than does, say, a soccer team or a rowing
>team. Your situation is much like airline crews that come together for
>short time periods and then typically disband. Take a look at Charles
>Margerison's research on cockpit crews and other "teams" within Australian
>Airlines, and I think you'll find it quite interesting and relevant to your
>research. Hope this helps.
>
>Best,
>
>Larry
>
>At 08:32 AM 5/5/99 +0800, you wrote:
>>Dear All,
>>
>>I have the following situation that would appreciate your
>>comments/suggestions.
>>
>>I have recently been challenged that the following situation can not be
>>classified as a TEAM.
>>
>>I try to examine learning issues among members in construction project
>>teams of which members come from different organizations (occasionally some
>>members can come from the same organization) and different professional
>>backgrounds. For example, an architect from Company A, a services engineer
>>from Company B, a structural engineer from Company C, a surveyor from
>>Company D, an owner from Company E and so on so forth. They only come
>>together for a specific project with a specific timeframe.
>>1. Can I call this a team?
>>2. Are there past research/publications referring to these kind of
>>multidisciplinary team settings where the team will disband when the
>>project completes. Of course, people may work together again in future on
>>other projects.
>>3. Can learning be built up through this type of "temporal team"?
>>4. If I want to study the learning interaction among these team members,
>>should I study it as a longitudinal study or can I study it like a
>>snapshot, i.e. as critical incidents?
>>
>>I would appreciate very much you insights into these issues. Please e-mail
>>me privately your responses.
>>
>>Thanks and regards.
>>
>>Patrick Fong
>>
>>__________________________________________________________
>>Patrick S.W. Fong
>>Assistant Professor
>>Department of Building & Real Estate,
>>Hong Kong Polytechnic University,
>>Hung Hom,
>>Kowloon,
>>HONG KONG.
>>
>>Tel: +(852) 2766 5801
>>Fax: +(852) 2764 5131 or 2764 2572
>>E-mail:
bspafong@polyu.edu.hk
>>Website:
http://home.bre.polyu.edu.hk/~bspafong/
>>__________________________________________________________
>>
>