Description
Book SynopsisA ready-to-use toolkit for delivering high-value training in any scenario The Trainer''s Handbook is a comprehensive manual for designing, developing, and delivering effective and engaging training. Based on the feedback of workshop participants, readers, and instructors, this new third edition has been expanded to provide guidance toward new technologies, leadership training, distance learning, blended learning, and other increasingly common issues, with new case studies for each chapter. A systematic approach to training breaks the book into five parts that separately target analysis, design, development, delivery, and evaluation, giving you a comprehensive reference designed for quick look-up and easy navigation. New inventories, worksheets, job aids, checklists, activities, samples, and templates help you bring new ideas into the classroom, and updated instructor guide help you seamlessly integrate new and established methods and techniques.
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Table of Contents
List of Tables, Exhibits, and Figures vii
Acknowledgments xi
Preface xiii
Part I. Training Fundamentals 1
1. Assessing Needs 3
Understanding Needs Assessment 3
Needs-Assessment Process 6
How to Conduct a Needs Assessment 9
Developing an Action Plan 21
Assessing Participants’ Knowledge, Attitudes, Skills 21
Key Points 24
2. Understanding Adult Learners 25
Andragogical versus Pedagogical Model 25
How and Why People Learn 26
Learning Styles 28
Application of Learning Principles 36
Key Points 38
3. Training Styles 39
Trainer Characteristics and Competencies 39
Training Style 41
Learner-Centered versus Information-Centered 64
Key Elements of a Trainer’s Style 68
Key Points 69
4. Understanding Today’s Learner 71
The Changing Training Environment 71
Self-Awareness 72
Diversity Issues 73
Key Points 81
5. Writing Instructional Objectives 83
What are Learning Objectives? 83
Writing Learning Objectives 85
Key Points 92
6. Writing an Instructional Plan 93
Instructional Plan Overview 93
Time Needed to Develop a Training Program 94
Cost Considerations 95
Major Components of Design 96
Creating a Design Matrix 96
Creating a Detailed Instructional Plan 101
Components of an Instructional Plan 101
Instructional Methods 106
Developing Materials 107
Key Points 115
7. Selecting, Designing, and Developing Active-Training Methods 117
The Case for Active Training 117
Cooperative Learning 118
Creating an Active-Learning Environment 119
Designing Active-Training Activities 122
Common Methods and Materials 124
Experiential Learning Activities 136
Key Points 142
8. Delivering Training 143
Creating a Positive Learning Environment 143
Experiential Learning Cycle 166
Tips for Using Specific Methods 172
Improving Platform Presence 177
Key Points 179
9. Using Visual Aids 181
Retention Rate in Visual Learning 181
Reasons to Use Visual Aids 182
Guidelines for Using Slides 184
Using Flip Charts 186
Using Videos and Video Clips 189
Key Points 191
10. Working with Groups 193
The Trainer as Facilitator 193
Ways to Encourage Participation 194
The Art of Asking Questions 195
Responding to Questions 196
Scaling the Wall of Resistance 200
Problem Situations 205
Key Points 214
11. Using Creativity 215
Creativity with Small Groups 215
Props and Other Theatrical Techniques 218
Using Games 221
Creative Closings 226
Key Points 230
12. Evaluating Training 231
Evaluation Basics 231
Four-Level Model for Training Evaluation 233
Participant Evaluation and Accountability for e-Learning 245
Accountability for Training 247
Significance of the Evaluation Process 250
Key Points 250
Part II. Special Training Considerations 251
13. Training across Cultures 253
Globalization of Businesses and People 253
Culture and Cultural Dimensions 254
Becoming Culturally Intelligent 255
Practical Application 262
Key Points 265
14. Storytelling as a Training Technique 267
The Value of Storytelling 267
Types of Stories 269
Telling Personal Stories 271
Capturing Your Personal Stories 275
How to Tell Your Story 277
Key Points 278
15. Using Technology in Training 279
Workplace Trends 279
Advantages/Benefits of Distance Learning 280
Disadvantages/Drawbacks to Distance Learning 282
Types of Distance Learning 284
Guidelines for Designing Distance Learning 286
Designing and Developing Activities 288
Delivering Content and Activities 294
Key Points 296
16. Training on the Job 297
The Need for Structured On-the-Job Training 297
Selecting the Trainer 299
Developing an Instructional Plan 301
On-the-Job Training Model 304
Evaluating On-the-Job Training 307
Key Points 311
17. Training During Tough Times 313
Prove the Value of Training 313
Methods to Stretch Training Dollars 314
Technology-Based Delivery Methods 322
Just-in-Time Materials 327
Key Points 327
18. The Business of Consulting: Internal and External 329
The Changing Role of the Trainer 329
The Client-Consultant Relationship 330
Developing a Proposal 335
Setting Clear Expectations 336
Selecting an External Consultant 337
After the Project 340
Key Points 341
Appendix A: Answers to Exercises 343
Appendix B: Recommended Resources 347
Appendix C: Criteria for Selecting Packaged Programs 349
References 351
Index 355
About the Author 367
