Introduction

Writing The Art and Science of Training is a once-in-a-lifetime opportunity. The name is one of those titles that exudes both intelligence and passion. But what does it mean? A quick search on Amazon led me to these books: The Art and Science of Negotiation, The Art and Science of Low Carbohydrate Living, The Art and Science of Cytopathology, The Art and Science of Getting What You Want, The Art and Science of Leadership, The Art and Science of Hand Reading, The Art and Science of Java. The Art and … well, you get the idea. I assumed these titles would offer some insight into the “art and science” framework.

• Art: The creative, imaginative, artistic, free-wheeling perspective.

• Science: The logical, data, research, testing numbers perspective.

Unfortunately, they didn’t and I realized that these authors were not treating art and science as two different topics.

What does “art and science” mean? Do the paths of art and science cross? Do similarities exist? What is the relationship between science and art? Do scientists find value in art? Do artists find value in science? Do scientists stay in their logical, data-driven lane? Do artists maintain their innovative, unique mystique? Let’s view a couple of examples.

Leonardo da Vinci is best known as an artist, but his works were informed by his scientific investigation. He studied physiology and anatomy to create accurate images of people. Claude Monet, Edgar Degas, and Vincent van Gogh all studied the physiological, psychological, and phenomenal effects of color and light before they created their masterpieces (Eskridge n.d.)

Albert Einstein, one of the world’s greatest physicists, was also a great pianist and violinist. He believed that “all great achievements of science must start from intuitive knowledge” (Calaprice 2000). He stated in no uncertain terms that the Theory of Relativity was a “musical thought that came to him intuitively.” It seems that the artistic qualities of music would guide him in new and creative directions.

Another scientist, Jonas Salk, strongly believed that art and science go hand-in-hand. The institute that bears Salk’s name is recognized by scientists around the world for research in neurobiology and stem cells, but it also plays host to symphonies and artists such as glass sculptor Dale Chihuly.

Although it would seem that data-driven science and emotion-driven art are different, there are more similarities than differences between how artists and scientists work. Both ask many questions. Both search for answers. Both are dedicated to achieving the “best” outcome, whatever that might be. DaVinci said, “Art is the queen of all sciences communicating knowledge to all the generations of the world.”

Whether the result is from the world of science or the world of art, it seems that science is the basis. Picasso, for example, succeeded at Cubism after becoming an accomplished representational painter. The science of the skill is the foundation, but the passionate use of art creates spectacular results.

Could it be that the connection between art and science goes back as far as the Egyptian pyramids? Certainly someone had an artistic vision of a beautiful potential structure. Perhaps another possessed the mathematical and scientific knowledge of how the vision could become a reality. Combining the artistic vision and scientific methods produced one of the Seven Wonders of the Ancient World.

Art and Science in Training

Although development strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. This book’s title was selected to convey that effective training is both art and science. It is an art in the sense that effective trainers are as varied as their effective techniques. It is a science in the sense that there are effective learning strategies supported by research. These strategies are tools in a trainer’s toolbox. All trainers use these tools in different ways and at different times. Research will never be able to define a one-way-works-best approach. Excellent trainers will continue to create approaches that fit between the lines. And we are all thankful that they do.

The Art and Science of Training is like a recipe. It’s about understanding the science behind best practices (for example, what proportions of butter to flour to milk to sugar make the best cake) and where a little spicing up will make it taste better (for example, adding cocoa, cinnamon, or salt). A professional baker is astute enough to know when something will work “by the book” and when it needs pecans or chocolate chips to make it even better. As a trainer you know when the addition of novelty is required to get the desired results.

Art and science have always been interconnected and they naturally overlap. Whether you think of your training role more like a scientist who is discovering or an artist who is originating, both require dedication and an innate, intrinsic desire to develop others.

It’s all about looking for the right blend to support the needs of your learners and the organization. You have various techniques from which you can select: live classroom sessions, online instructor-led sessions, games, informal learning opportunities, on-the-job experiences, reading, social learning, performance support, self-paced asynchronous courses, MOOCs, coaching, and mentoring, to name a few. You have an opportunity to try these different approaches and determine the right mix of blended learning. When you have the science within you, adding your artistic touches will only make your training better.

Both science and art help trainers define the qualities that make them great facilitators. Both science and art help them deliver what their learners need. Know the science and apply your art to facilitate others’ learning.

Chapter Design

In the chapters that follow, I present both an artistic and a scientific strategy. Each chapter has a common design: The title of each chapter is a question. That question is answered at the end of the chapter after both the scientific data and the artistic ideas are presented to you.

Although I have not separated the science from the art exclusively, I do emphasize that the smart people who laid the foundation for the training profession knew what they were doing. The experts who conducted research, evaluated results, and documented valid conclusions still guide learning practices, ensuring that training is done correctly. Therefore the content of each chapter is summarized with a list of the scientific facts: “What We Know for Sure.” You will find facts that guide how we design, deliver, and evaluate learning options.

“The Art Part” presents ideas that you can use immediately to implement some of the concepts in each chapter. You can enjoy putting your own artistic spin on each and using them with your team or your learners.

Finally, any good research that looks into the future should produce more questions than answers. And so it is with this book. View the questions in “Art and Science Questions You Might Ask” as a challenge for you to create your own mini-hypotheses.

Know the science; apply your art.

Resources

Calaprice, A., ed. 2000. The Expanded Quotable Einstein. Princeton, NJ: Princeton University Press.

Eskridge, R. n.d. “The Enduring Relationship of Science and Art.” The Art Institute of Chicago, Science, Art, and Technology Program. www.artic.edu/aic/education/sciarttech/2a1.html.