Why content is not training

I love yoga. So much so that I take weekly classes.

Because I live near one of the best yoga studios in Perth, my classes are taught by top-tier instructors. This means that I often find myself practising alongside incredible yogis from all over the world. It feels similar to singing with Celine Dion or acting alongside Julia Roberts.

However, there’s something I’ve noticed.

Though my fellow yogis and I are performing the same poses to the same music in the same space at the same time, it certainly doesn’t look that way.

Why?

The answer is simple: skill.

We may all be doing the same motions, but how we perform them is different. This distinction is why content alone doesn’t equate to training. Content provides the “what,” while training delivers the “how.”

It concerns me that content is increasingly being viewed as synonymous with training. Taking a course on platforms like Lynda.com may inform you about the “what,” but it won’t teach you the “how.”

The same goes for content delivered in bite-sized chunks, like microlearning, e-learning courses, YouTube videos, presentations, or internet searches. They offer plenty of “what,” but very little (if any) “how.”

At InterACT, we believe that training can and should incorporate content, but it shouldn’t be limited to that alone. Effective training should include group discussions, challenging activities, personal advice, constructive feedback, and opportunities to practice new skills in a safe and risk-free environment.

So, before you decide to offer content instead of comprehensive training, ask yourself:

“Is skill important?”

If the answer is “yes,” consider how you can incorporate elements of training to enhance skill development rather than just providing content.

Your learners will thank you, I promise.

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