{"product_id":"product-training-for-the-technical-expert-9781119260349","title":"Product Training for the Technical Expert","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eI was pleased to review Dan''s new book - pleased because he addresses an old topic in a new way. He is making no assumptions for trainers who are not fully experienced andseasoned. Hetakes them step-by-step through practical and realistic methods to set up training graduatesto actually be on-the-job performers. Enjoy,learn and be inspired.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJim Kirkpatrick, PhD\u003cbr\u003e Senior Consultant, Kirkpatrick Partners, USA\u003cbr\u003e\u003cbr\u003e \u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDaniel Bixby's approach to Product Training for technical experts is practical, relevant and exactly what anyone who is required to train others on technical content really needs. He writes with candor and with a sense of ease, making the reader feel as though he is right there with you helping to develop your training competency. A must read for anyone on your team required to provide technical training to others!\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJennifer Alfaro\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eChief Human Resources Officer, USA\u003cbr\u003e\u003cbr\u003e\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAn expert guide to developin\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eForeword xix\u003c\/p\u003e \u003cp\u003ePreface xxi\u003c\/p\u003e \u003cp\u003eAcknowledgments xxiii\u003c\/p\u003e \u003cp\u003eHow to Use This Book xxv\u003c\/p\u003e \u003cp\u003eAbout the Companion Website xxix\u003c\/p\u003e \u003cp\u003eIntroduction xxxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I The Foundation of Hands-On Learning 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Hands-On Learning in the Classroom: Articulate Your Approach 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProduct Training as You Know It 3\u003c\/p\u003e \u003cp\u003eWhat Makes Training Effective? 4\u003c\/p\u003e \u003cp\u003eYour Goal: Proficiency 6\u003c\/p\u003e \u003cp\u003eArticulating Your Training Approach 6\u003c\/p\u003e \u003cp\u003eThree Things to Document 7\u003c\/p\u003e \u003cp\u003eAdult Learning Principles: The Foundation of Hands-On Learning 8\u003c\/p\u003e \u003cp\u003eThe Strategy of Hands-On Learning 10\u003c\/p\u003e \u003cp\u003eThe Structure of Hands-On Learning 10\u003c\/p\u003e \u003cp\u003eThe Delivery of Hands-On Learning 10\u003c\/p\u003e \u003cp\u003eConclusion 11\u003c\/p\u003e \u003cp\u003eMaking It Practical 11\u003c\/p\u003e \u003cp\u003eNotes 12\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Experiencing Learning: Emphasize Skill over Information 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Does One Develop a Skill? 13\u003c\/p\u003e \u003cp\u003eRemember How You Became an Expert 14\u003c\/p\u003e \u003cp\u003eBuild on Your Students’ Experiences 14\u003c\/p\u003e \u003cp\u003eCreate Experiences in the Classroom 15\u003c\/p\u003e \u003cp\u003eLet Them Learn from Negative Experiences 16\u003c\/p\u003e \u003cp\u003eAllow Students to Make Mistakes 17\u003c\/p\u003e \u003cp\u003eCapitalize on Informal Learning 17\u003c\/p\u003e \u003cp\u003eAllow Students to Share Their Experiences 18\u003c\/p\u003e \u003cp\u003eGive Lecture and Observation Their Rightful Place 19\u003c\/p\u003e \u003cp\u003eProvide a Structure for Your Hands-On Training 19\u003c\/p\u003e \u003cp\u003ePhase One: Exhibit the Product 19\u003c\/p\u003e \u003cp\u003ePhase Two: Execute a Function 20\u003c\/p\u003e \u003cp\u003ePhase Three: Explore Independently 20\u003c\/p\u003e \u003cp\u003eApply All Three Phases 21\u003c\/p\u003e \u003cp\u003eConclusion 21\u003c\/p\u003e \u003cp\u003eMaking It Practical 21\u003c\/p\u003e \u003cp\u003eNote 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 You Know It, Can You Teach It? Overcoming Your Own Intelligence 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAddress Your Biggest Challenge: Yourself 23\u003c\/p\u003e \u003cp\u003eThe Four Stages of Competency Applied to Instructors 24\u003c\/p\u003e \u003cp\u003eUnconsciously Unskilled 25\u003c\/p\u003e \u003cp\u003eConsciously Unskilled 25\u003c\/p\u003e \u003cp\u003eConsciously Skilled 25\u003c\/p\u003e \u003cp\u003eUnconsciously Skilled 25\u003c\/p\u003e \u003cp\u003eWhy Experts Find It Difficult to Teach 26\u003c\/p\u003e \u003cp\u003eExperts Rarely Remember How They Perfected Their Skill 26\u003c\/p\u003e \u003cp\u003eExperts Have Trouble Distinguishing Between the Simple and the Difficult 26\u003c\/p\u003e \u003cp\u003eExperts Don’t Differentiate Between the Essential and the Nonessential 27\u003c\/p\u003e \u003cp\u003eHow Experts Can Teach It 27\u003c\/p\u003e \u003cp\u003eAsk the Instructor (Yourself) the Right Questions 28\u003c\/p\u003e \u003cp\u003eConclusion 29\u003c\/p\u003e \u003cp\u003eMaking It Practical 29\u003c\/p\u003e \u003cp\u003eNote 30\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Ready or Not? Why Some Students Are More Ready to Learn Than Others 31\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Four Principles of Learner-Readiness 31\u003c\/p\u003e \u003cp\u003eThey Must Recognize the Need for Learning 32\u003c\/p\u003e \u003cp\u003eWhat if Their Reason for Learning Is Wrong? 32\u003c\/p\u003e \u003cp\u003eThey Must Take Responsibility for Their Learning 32\u003c\/p\u003e \u003cp\u003eQuestions Demonstrate Learning 33\u003c\/p\u003e \u003cp\u003eThe Instructor’s Responsibility 33\u003c\/p\u003e \u003cp\u003eThey Must Relate It to Their Experience 34\u003c\/p\u003e \u003cp\u003eThey Must Be Ready to Apply It 35\u003c\/p\u003e \u003cp\u003eConclusion 35\u003c\/p\u003e \u003cp\u003eMaking It Practical 36\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II The Strategy of Hands-On Learning 37\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 It is Never Just Product Training: Why You Should Offer the Training 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProduct Solution Training Versus Talent Development 39\u003c\/p\u003e \u003cp\u003eEmployee Product Training 40\u003c\/p\u003e \u003cp\u003eCustomer Product Training 41\u003c\/p\u003e \u003cp\u003eBusiness Plan 41\u003c\/p\u003e \u003cp\u003eTraining as a Cost of Doing Business 41\u003c\/p\u003e \u003cp\u003eTraining as a Profit Center 42\u003c\/p\u003e \u003cp\u003eTraining that Sells Products 44\u003c\/p\u003e \u003cp\u003eConclusion 44\u003c\/p\u003e \u003cp\u003eMaking It Practical 45\u003c\/p\u003e \u003cp\u003eNote 46\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 From Good to Great: Defining the Focus of Effective Product Training 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAim at the Right Target: Doing Versus Knowing 47\u003c\/p\u003e \u003cp\u003eChange the Approach: Facilitator Versus Lecturer 48\u003c\/p\u003e \u003cp\u003eCall It the Right Thing: Training Versus Presentation 49\u003c\/p\u003e \u003cp\u003eMake It Sustainable: Standardized Versus Customized 51\u003c\/p\u003e \u003cp\u003eMeasure the Right Things: Performance Versus Reactions 51\u003c\/p\u003e \u003cp\u003eValue the Right Things: Results Versus Head Count 52\u003c\/p\u003e \u003cp\u003eUse the Right Delivery Methods: Effectiveness Versus Availability 52\u003c\/p\u003e \u003cp\u003eContinue the Conversation: Process Versus Event 54\u003c\/p\u003e \u003cp\u003eKeep Improving: Progress Versus Contentment 55\u003c\/p\u003e \u003cp\u003eConclusion 55\u003c\/p\u003e \u003cp\u003eMaking It Practical 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 What Is Expected Must Be Inspected: Assessing and Evaluating Hands-On Learning 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssessing the Individual 58\u003c\/p\u003e \u003cp\u003eAssessing Their Knowledge 58\u003c\/p\u003e \u003cp\u003eQuizzes 58\u003c\/p\u003e \u003cp\u003eExams 59\u003c\/p\u003e \u003cp\u003eAbout Creating Exam Questions 59\u003c\/p\u003e \u003cp\u003eAbout Administrating the Exam 60\u003c\/p\u003e \u003cp\u003eAssessing Their Skills 60\u003c\/p\u003e \u003cp\u003eCreative Assessments 61\u003c\/p\u003e \u003cp\u003eCombining the Grades 61\u003c\/p\u003e \u003cp\u003eEvaluating the Class 62\u003c\/p\u003e \u003cp\u003eEvaluating Perceptions 64\u003c\/p\u003e \u003cp\u003eA Note about Measuring Instructor’s Facilitation Skills 65\u003c\/p\u003e \u003cp\u003eConclusion 65\u003c\/p\u003e \u003cp\u003eMaking It Practical 65\u003c\/p\u003e \u003cp\u003eNotes 66\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III The Structure of Hands-On Learning 67\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Dethroning King Content: A Paradigm Shift 69\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhen Content Is King 70\u003c\/p\u003e \u003cp\u003eWhat if Content Is All They Need? 70\u003c\/p\u003e \u003cp\u003eHow to Tell if Content Is King 71\u003c\/p\u003e \u003cp\u003eGiving Content Its Rightful Place 71\u003c\/p\u003e \u003cp\u003eIntroducing the 4 × 8 Proficiency Design Model 72\u003c\/p\u003e \u003cp\u003eIs Training the Solution? 73\u003c\/p\u003e \u003cp\u003eTraining Will Not Improve Your Product or Solution 74\u003c\/p\u003e \u003cp\u003eTraining Is Not a Marketing Gimmick 74\u003c\/p\u003e \u003cp\u003eHow Can You Know if Training Is the Solution? 75\u003c\/p\u003e \u003cp\u003eConclusion 75\u003c\/p\u003e \u003cp\u003eMaking It Practical 76\u003c\/p\u003e \u003cp\u003eNote 77\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Designing for Proficiency: Determining the Curriculum 79\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe 4 × 8 Proficiency Design Model 80\u003c\/p\u003e \u003cp\u003eLevel 1 80\u003c\/p\u003e \u003cp\u003eBusiness Goal 80\u003c\/p\u003e \u003cp\u003eIntended Audience 81\u003c\/p\u003e \u003cp\u003eLevel 2 82\u003c\/p\u003e \u003cp\u003eObjectives 82\u003c\/p\u003e \u003cp\u003eExercise 83\u003c\/p\u003e \u003cp\u003eLevel 3 84\u003c\/p\u003e \u003cp\u003eOutline 84\u003c\/p\u003e \u003cp\u003eConstructive Activities 87\u003c\/p\u003e \u003cp\u003eDetermine Delivery Method 88\u003c\/p\u003e \u003cp\u003eDelivery Method 88\u003c\/p\u003e \u003cp\u003eDuration 89\u003c\/p\u003e \u003cp\u003eMaximum Number of Students 89\u003c\/p\u003e \u003cp\u003eOther Logistics 89\u003c\/p\u003e \u003cp\u003eLevel 4 89\u003c\/p\u003e \u003cp\u003eProvide an Assessment to Validate the Learning 89\u003c\/p\u003e \u003cp\u003eCreate the Content 89\u003c\/p\u003e \u003cp\u003eWhy Is Content After Assessment? 90\u003c\/p\u003e \u003cp\u003eConclusion 90\u003c\/p\u003e \u003cp\u003eMaking It Practical 91\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Pixels or Paper? How to Build the Content and Deliverables 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAsk the Questions Again 93\u003c\/p\u003e \u003cp\u003eCreate a Student Guide 94\u003c\/p\u003e \u003cp\u003eCreate Your Visual Aids 95\u003c\/p\u003e \u003cp\u003eCreating Presentation Slides 96\u003c\/p\u003e \u003cp\u003eUse the Software Correctly 96\u003c\/p\u003e \u003cp\u003eDon’t Rely on a Presentation 96\u003c\/p\u003e \u003cp\u003eDon’t Let the Presentation Tie You Down 97\u003c\/p\u003e \u003cp\u003eKnow Your Material 97\u003c\/p\u003e \u003cp\u003eCreating Handouts 98\u003c\/p\u003e \u003cp\u003eStatement of Indemnification 98\u003c\/p\u003e \u003cp\u003eCreate an Instructor’s Guide 99\u003c\/p\u003e \u003cp\u003eRunning a Pilot Class 99\u003c\/p\u003e \u003cp\u003eWhen an Instructor Teaches This Class for the First Time 99\u003c\/p\u003e \u003cp\u003eWhen This Class Is Being Taught for the First Time 100\u003c\/p\u003e \u003cp\u003eHandpick the Audience 100\u003c\/p\u003e \u003cp\u003ePlan on Extra Time 100\u003c\/p\u003e \u003cp\u003eBe Aware of Too Many Auditors 100\u003c\/p\u003e \u003cp\u003eDebrief with Everyone 101\u003c\/p\u003e \u003cp\u003eDebrief with Your Core Team 101\u003c\/p\u003e \u003cp\u003eConclusion 101\u003c\/p\u003e \u003cp\u003eMaking It Practical 101\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV The Facilitation of Hands-On Learning 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Speak Up: Effective Verbal Engagement 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDecorative Speaking 106\u003c\/p\u003e \u003cp\u003eControlled Energy 106\u003c\/p\u003e \u003cp\u003eControlled Breathing 106\u003c\/p\u003e \u003cp\u003eControlled Pitch 107\u003c\/p\u003e \u003cp\u003eControlled Tempo 108\u003c\/p\u003e \u003cp\u003eControlled Volume 108\u003c\/p\u003e \u003cp\u003eControlled Articulation 109\u003c\/p\u003e \u003cp\u003eDeclarative Speaking 109\u003c\/p\u003e \u003cp\u003eControlled Jargon 109\u003c\/p\u003e \u003cp\u003eVerbal Crutches 110\u003c\/p\u003e \u003cp\u003eIf Your Use of Verbal Crutches Is a Communication Issue 110\u003c\/p\u003e \u003cp\u003eIf Your Use of Verbal Crutches Is a Habit 111\u003c\/p\u003e \u003cp\u003ePoor Grammar 111\u003c\/p\u003e \u003cp\u003eConclusion 111\u003c\/p\u003e \u003cp\u003eMaking It Practical 112\u003c\/p\u003e \u003cp\u003eNotes 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Shut Up: Effective Listening and Engagement 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat You Are Listening for 115\u003c\/p\u003e \u003cp\u003eWhat They Already Know (or Think They Know) 116\u003c\/p\u003e \u003cp\u003eWhat They Want to Learn 116\u003c\/p\u003e \u003cp\u003eWhat They Have Learned 117\u003c\/p\u003e \u003cp\u003eThe Foundation for Engaging Learning 117\u003c\/p\u003e \u003cp\u003eStudents Learn Better When They’re Awake 117\u003c\/p\u003e \u003cp\u003eLearners Require Time to Absorb the Learning 117\u003c\/p\u003e \u003cp\u003eSet the Expectation for Engagement 118\u003c\/p\u003e \u003cp\u003ePractical Engagement in the Classroom 118\u003c\/p\u003e \u003cp\u003eEngaging as a Conversation 118\u003c\/p\u003e \u003cp\u003eEngaging with Questions and Answers 120\u003c\/p\u003e \u003cp\u003eWhy Instructors Ask Questions 120\u003c\/p\u003e \u003cp\u003eWhen and How to Ask Questions 121\u003c\/p\u003e \u003cp\u003eAnswering Student Questions 122\u003c\/p\u003e \u003cp\u003eEngaging Group Learning Activities 123\u003c\/p\u003e \u003cp\u003eEngaging Labs and Exercises 124\u003c\/p\u003e \u003cp\u003eIcebreakers, Games, and Other Interactive Options 124\u003c\/p\u003e \u003cp\u003eWhen Should They Be Done? 125\u003c\/p\u003e \u003cp\u003eGames and Gamification 125\u003c\/p\u003e \u003cp\u003eInteractive Technology 126\u003c\/p\u003e \u003cp\u003eConclusion 126\u003c\/p\u003e \u003cp\u003eMaking It Practical 126\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Stand Up: Effective Nonverbal Engagement 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eObserved Communication: What They See You Saying 129\u003c\/p\u003e \u003cp\u003ePosture 130\u003c\/p\u003e \u003cp\u003eFacial Expressions 131\u003c\/p\u003e \u003cp\u003eEye Contact 131\u003c\/p\u003e \u003cp\u003eGestures 132\u003c\/p\u003e \u003cp\u003ePhysical Presence 132\u003c\/p\u003e \u003cp\u003ePhysical Appearance 133\u003c\/p\u003e \u003cp\u003ePerceived Communication: What They Feel You Are Saying 134\u003c\/p\u003e \u003cp\u003eBe Genuine and Humble 134\u003c\/p\u003e \u003cp\u003eBe Likeable and Pleasant 134\u003c\/p\u003e \u003cp\u003eBe Available and Prepared 134\u003c\/p\u003e \u003cp\u003eBe Positive and Have Fun 134\u003c\/p\u003e \u003cp\u003eBe Confident and in Control 135\u003c\/p\u003e \u003cp\u003eEnvironmental Influences 136\u003c\/p\u003e \u003cp\u003eRoom Layout 136\u003c\/p\u003e \u003cp\u003eFurniture, Lighting, and Technology 136\u003c\/p\u003e \u003cp\u003eKnow Your Environment 136\u003c\/p\u003e \u003cp\u003eHosting a Training Event 137\u003c\/p\u003e \u003cp\u003eMake Your Students Feel Welcome 137\u003c\/p\u003e \u003cp\u003eConclusion 138\u003c\/p\u003e \u003cp\u003eMaking It Practical 139\u003c\/p\u003e \u003cp\u003eNote 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 The Smartest Engineer: And Other Difficult Students 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSet the Expectations at the Beginning 141\u003c\/p\u003e \u003cp\u003eTake Responsibility for Your Learning 141\u003c\/p\u003e \u003cp\u003eBe Prepared for Difficult Responses 142\u003c\/p\u003e \u003cp\u003eThe Stubborn Mule 142\u003c\/p\u003e \u003cp\u003eThe Pessimist 143\u003c\/p\u003e \u003cp\u003eThe Helper 143\u003c\/p\u003e \u003cp\u003eThe Talker 144\u003c\/p\u003e \u003cp\u003eThe Extreme Introvert 144\u003c\/p\u003e \u003cp\u003eThe Sleeper 144\u003c\/p\u003e \u003cp\u003eThe Expert 145\u003c\/p\u003e \u003cp\u003eConclusion 145\u003c\/p\u003e \u003cp\u003eMaking It Practical 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Virtual Facilitation: Tips for Effective Webinars 147\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Doesn’t Change 147\u003c\/p\u003e \u003cp\u003eThe Philosophical Approach 147\u003c\/p\u003e \u003cp\u003eThe Structure 148\u003c\/p\u003e \u003cp\u003eThe Definition 148\u003c\/p\u003e \u003cp\u003eFacilitating Virtually 148\u003c\/p\u003e \u003cp\u003eRegarding the Presentation 149\u003c\/p\u003e \u003cp\u003eRegarding the Tool 149\u003c\/p\u003e \u003cp\u003eAbout the Event 149\u003c\/p\u003e \u003cp\u003eConclusion 150\u003c\/p\u003e \u003cp\u003eMaking It Practical 150\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Technical Presentations: Effectively Design and Deliver Technical Information 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhen to Use Presentations 151\u003c\/p\u003e \u003cp\u003eWhen the Objective Is to Deliver Information 152\u003c\/p\u003e \u003cp\u003eWhen Time Is Limited 152\u003c\/p\u003e \u003cp\u003eWhen the Audience Is Large 153\u003c\/p\u003e \u003cp\u003eTo Motivate and Encourage Change 154\u003c\/p\u003e \u003cp\u003eHow to Design Effective Technical Presentations 154\u003c\/p\u003e \u003cp\u003eDetermine the Delivery Method (Optional) 156\u003c\/p\u003e \u003cp\u003eInformational Objectives 156\u003c\/p\u003e \u003cp\u003eMotivational Objectives 156\u003c\/p\u003e \u003cp\u003eDelivering Your Presentation 159\u003c\/p\u003e \u003cp\u003eAsk Questions 159\u003c\/p\u003e \u003cp\u003ePractice, Practice, Practice 159\u003c\/p\u003e \u003cp\u003eRelax and Have Fun! 160\u003c\/p\u003e \u003cp\u003eConclusion 160\u003c\/p\u003e \u003cp\u003eMaking It Practical 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Culture and Proficiency: Training for Proficiency in a Global Environment 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Doesn’t Change 162\u003c\/p\u003e \u003cp\u003eThe Philosophy of Hands-on Learning 162\u003c\/p\u003e \u003cp\u003eThe Strategy of Hands-on Learning 162\u003c\/p\u003e \u003cp\u003eThe Structural Design of Hands-on Learning 163\u003c\/p\u003e \u003cp\u003eWhat Does Change 163\u003c\/p\u003e \u003cp\u003eThe Delivery of Hands-on Learning 163\u003c\/p\u003e \u003cp\u003eThe Facilitation of Hands-on Learning 164\u003c\/p\u003e \u003cp\u003eOther Tips for the Traveling Trainer 165\u003c\/p\u003e \u003cp\u003eConclusion 165\u003c\/p\u003e \u003cp\u003eMaking It Practical 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V The Operation of Hands-On Learning 167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Certifying Proficiency: The Fundamentals of a Product Proficiency Certification Program 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Product Proficiency Certification? 169\u003c\/p\u003e \u003cp\u003eWhen Do You Need a Certification Program? 170\u003c\/p\u003e \u003cp\u003eWhen Is a Certificate Program Sufficient? 170\u003c\/p\u003e \u003cp\u003eWhy You Should Consider a Certification Program 171\u003c\/p\u003e \u003cp\u003eIf the Product Is Complex 171\u003c\/p\u003e \u003cp\u003eIf Your Product Is Unique 172\u003c\/p\u003e \u003cp\u003eProducts That Are New to the Market 172\u003c\/p\u003e \u003cp\u003eWhen the Go-to-Market Strategy Is Indirect or Complex 172\u003c\/p\u003e \u003cp\u003eIf It Involves More Than One Party to Integrate 173\u003c\/p\u003e \u003cp\u003eIf There Are Standards That Must Be Met 174\u003c\/p\u003e \u003cp\u003eIf There Are Industry or Company Standards That Must Be Met 174\u003c\/p\u003e \u003cp\u003eWhen Quality Standards Must Be Verified 174\u003c\/p\u003e \u003cp\u003eIf the Product or Technology Changes Regularly 175\u003c\/p\u003e \u003cp\u003eIf Misuse Could Cause a Safety Issue 175\u003c\/p\u003e \u003cp\u003eThe Requirements of Product Proficiency Certification 175\u003c\/p\u003e \u003cp\u003eProof of Authenticity 176\u003c\/p\u003e \u003cp\u003eBoard of Decision-Makers 176\u003c\/p\u003e \u003cp\u003eCurriculum and Program Acceptance 176\u003c\/p\u003e \u003cp\u003eProof of Conformity 176\u003c\/p\u003e \u003cp\u003eEducation or Experience 177\u003c\/p\u003e \u003cp\u003eExam and\/or Proficiency Assessment 177\u003c\/p\u003e \u003cp\u003eCode of Conduct 177\u003c\/p\u003e \u003cp\u003eRecertification or Maintenance 177\u003c\/p\u003e \u003cp\u003eInstructor Certification Process 178\u003c\/p\u003e \u003cp\u003eProof of Impartiality 179\u003c\/p\u003e \u003cp\u003eSelection and Opportunity 179\u003c\/p\u003e \u003cp\u003eAdministration and Traceability 179\u003c\/p\u003e \u003cp\u003eExceptions and Deviations 179\u003c\/p\u003e \u003cp\u003eDocumenting the Certification Program 180\u003c\/p\u003e \u003cp\u003eCertification Program Document 180\u003c\/p\u003e \u003cp\u003eProcess Documents 180\u003c\/p\u003e \u003cp\u003eConclusion 182\u003c\/p\u003e \u003cp\u003eMaking It Practical 182\u003c\/p\u003e \u003cp\u003eNotes 182\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Managing the Details: The Effective Administration of Hands-On Learning 183\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMeasurability 183\u003c\/p\u003e \u003cp\u003eSustainability 184\u003c\/p\u003e \u003cp\u003eRevision Control 185\u003c\/p\u003e \u003cp\u003eSimple Revision Tracking 185\u003c\/p\u003e \u003cp\u003eGlobal Enterprise Classification 186\u003c\/p\u003e \u003cp\u003ePropose, Approve, Implement 191\u003c\/p\u003e \u003cp\u003eTrain the Trainer 191\u003c\/p\u003e \u003cp\u003ePrerequisites and Follow-Up 192\u003c\/p\u003e \u003cp\u003ePrerequisites 192\u003c\/p\u003e \u003cp\u003eFollow-Up 192\u003c\/p\u003e \u003cp\u003eTraceable 193\u003c\/p\u003e \u003cp\u003eTracking People and Programs 193\u003c\/p\u003e \u003cp\u003eTracking Business Results 195\u003c\/p\u003e \u003cp\u003eTracking Compliance 196\u003c\/p\u003e \u003cp\u003eTracking Revenue Generation 196\u003c\/p\u003e \u003cp\u003eTracking Cost Savings 196\u003c\/p\u003e \u003cp\u003eImprove Services 196\u003c\/p\u003e \u003cp\u003eConclusion 197\u003c\/p\u003e \u003cp\u003eMaking It Practical 197\u003c\/p\u003e \u003cp\u003eNotes 197\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Developing New Product Talent: Effective Mentoring of New and Junior Employees 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Mentoring Matters 199\u003c\/p\u003e \u003cp\u003eWhy It Matters to the Mentor 200\u003c\/p\u003e \u003cp\u003eEmployers Value Mentoring Experts 200\u003c\/p\u003e \u003cp\u003eSuccessful Experts Are Teaching Experts 201\u003c\/p\u003e \u003cp\u003eWhy It Matters to Your Company 201\u003c\/p\u003e \u003cp\u003eMentored Employees Have Real Input Sooner 201\u003c\/p\u003e \u003cp\u003eMore Meaningful Experience Sooner 202\u003c\/p\u003e \u003cp\u003eMentoring for Proficiency 202\u003c\/p\u003e \u003cp\u003eMultiple Mentors 202\u003c\/p\u003e \u003cp\u003eReal-Time Mentoring 203\u003c\/p\u003e \u003cp\u003ePartnership Mentoring 203\u003c\/p\u003e \u003cp\u003eThe Foundation of a Mentoring Program 203\u003c\/p\u003e \u003cp\u003eDevelop a Structure for Success 203\u003c\/p\u003e \u003cp\u003eGet Appropriate Endorsement and Approvals 204\u003c\/p\u003e \u003cp\u003eSet Realistic Goals 204\u003c\/p\u003e \u003cp\u003eCreate Individual Objectives 204\u003c\/p\u003e \u003cp\u003eDefine the Qualifications of a Good Mentor 205\u003c\/p\u003e \u003cp\u003eAptitude 205\u003c\/p\u003e \u003cp\u003eAttitude 205\u003c\/p\u003e \u003cp\u003eConclusion 206\u003c\/p\u003e \u003cp\u003eMaking It Practical 206\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Now, Go Do It: To Be an Effective Trainer, You Must Train 207\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefine Your Approach 207\u003c\/p\u003e \u003cp\u003eDO Articulate How You Will Make Learning Effective 207\u003c\/p\u003e \u003cp\u003eDO Emphasize Proficiency over Knowledge 207\u003c\/p\u003e \u003cp\u003eDO Become Consciously Skilled on Your Products 208\u003c\/p\u003e \u003cp\u003eDO Identify Students That Are Ready to Learn 208\u003c\/p\u003e \u003cp\u003eDevelop with a Strategy 208\u003c\/p\u003e \u003cp\u003eDO Demonstrate the Value of Training 208\u003c\/p\u003e \u003cp\u003eDO Improve Your Training from Good to Great 208\u003c\/p\u003e \u003cp\u003eDO Inspect and Evaluate Your Training 208\u003c\/p\u003e \u003cp\u003eDesign with a Structure 208\u003c\/p\u003e \u003cp\u003eDO Dethrone King Content 208\u003c\/p\u003e \u003cp\u003eDO Use the 4 × 8 Proficiency Design Model 209\u003c\/p\u003e \u003cp\u003eDO Build Engaging Content and Deliverables 209\u003c\/p\u003e \u003cp\u003eDeliver with a Purpose 209\u003c\/p\u003e \u003cp\u003eDO Speak Up 209\u003c\/p\u003e \u003cp\u003eDO Shut Up and Listen to Your Students 209\u003c\/p\u003e \u003cp\u003eDO Stand Up and Be Confident 209\u003c\/p\u003e \u003cp\u003eDO Prepare for Difficult Students and Circumstances 209\u003c\/p\u003e \u003cp\u003eDO Deliver Effective Virtual Training 209\u003c\/p\u003e \u003cp\u003eDO Deliver Effective Technical Presentations 210\u003c\/p\u003e \u003cp\u003eDO Allow for Flexibility When Training in Other Cultures 210\u003c\/p\u003e \u003cp\u003eDon’t Forget the Details 210\u003c\/p\u003e \u003cp\u003eDO Define Certification Properly 210\u003c\/p\u003e \u003cp\u003eDO Manage the Details Properly 210\u003c\/p\u003e \u003cp\u003eDO Mentor New Employees 210\u003c\/p\u003e \u003cp\u003eConclusion 210\u003c\/p\u003e \u003cp\u003eMaking It Practical 211\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI For the Boss: Executive Overviews 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 The Foundation of Hands-On Learning: An Executive Summary 215\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Overview 215\u003c\/p\u003e \u003cp\u003eHow You Can Help 216\u003c\/p\u003e \u003cp\u003eConclusion 217\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 The Strategy of Hands-On Learning: An Executive Summary 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview 219\u003c\/p\u003e \u003cp\u003eHow You Can Help 220\u003c\/p\u003e \u003cp\u003eConclusion 221\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 The Structure of Hands-On Learning: An Executive Summary 223\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview 223\u003c\/p\u003e \u003cp\u003eHow You Can Help 224\u003c\/p\u003e \u003cp\u003eConclusion 225\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 The Facilitation of Hands-On Learning: An Executive Summary 227\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview 227\u003c\/p\u003e \u003cp\u003eHow You Can Help 228\u003c\/p\u003e \u003cp\u003eConclusion 229\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26 The Operation of Hands-On Learning: An Executive Summary 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview 231\u003c\/p\u003e \u003cp\u003eHow You Can Help 232\u003c\/p\u003e \u003cp\u003eConclusion 233\u003c\/p\u003e \u003cp\u003eIndex 235\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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