Training & Development Communicating for Success
, by Beebe, Steven A.; Mottet, Timothy P.; Roach, K. David
- ISBN: 9780205006120 | 0205006124
- Cover: Paperback
- Copyright: 1/18/2012
Updated in its 2ndedition, Training & Development: Communicating for Successpresents a comprehensive, step-by-step approach to developing training programs organized around the Needs-Centered model of training.Rooted in contemporary instructional communication research, the book suggests that every aspect of developing a training program should be based upon trainee needs. Students are exposed to web-based training and new training technologies and learn how the internet plays a role in training and development. The text also presents students with information about career opportunities in training and development and exercises for practicing and applying what they've learned.
Preface
CHAPTER 1. INTRODUCING COMMUNICATION TRAINING
Training Defined
What Is Training?
What Do Trainers Do?
Why Is Training Important?
A Trainer’s Toolbox: Is Training the Solution to Every Problem?
Training and Related Functions
Training and Education
Training and Motivation
Recap: Comparing Training and Education
Training and Development
Training and Consulting
Recap: Comparing Three Approaches to Organizational Consulting
Training and Communication
The Communication Process
The Training Process: A Communication Process
Training Steps: An Overview of the Training Process
Analyze Organizational and Trainee Needs
Analyze the Training Task
Develop Training Objectives
Organize Training Content
Determine Training Methods
Select Training Resources
Complete Training Plan
Deliver Training
Assess the Training Process
Summary
Questions for Discussion and Review
Questions for Application and Analysis
Activities to Apply Principles and Skills
CHAPTER 2. MASTERING HOW ADULTS LEARN
Laws of Learning
Law of Effect
Law of Frequency
Law of Association
Law of Readiness
Recap: General Learning Laws and Putting Laws into Practice
Andragogy versus Pedagogy
Andragogical Training Assumptions
Recap: Comparing Pedagogical and Adragogical Learning Assumptions
Andragogical Training Applications
Recap: Adult Learning Principles and Training Applications
Learning Styles
Perceptual Differences
A Trainer’s Toolbox: How to Transfer Training Skills to the Job
Recap: Perceptual Learning Differences and Training Applications
Time Learning Differences
Information Processing Differences
Age Differences
Learning Preference Differences
Recap: Learning Preference Differences and Training Applications
Adapting to Differing Learning Styles: Recommendations for the Training Practitioner
Recap: Approaches to Training
Summary
Questions for Discussion and Review
Questions for Application and Analysis
Activities for Applying Principles and Skills
CHAPTER 3. CONDUCTING A NEEDS ASSESSMENT AND TASK ANALYSIS
Domains of Learning
Cognitive Domain
Affective Domain
Psychomotor Domain
How to Conduct a Needs Assessment
Assessing Organizational Needs
Assessing Individual Trainee Needs
How to Assess Needs Without a Comprehensive Needs-Assessment Process
A Trainer’s Toolbox: How to Learn from a Subject Matter Expert (SME)
How to Analyze the Training Task
How to Prepare a Task Analysis
Summary
Questions for Discussion and Review
Questions for Application and Analysis
Activities for Applying Principles and Skills
CHAPTER 4. DEVELOPING OBJECTIVES AND DESIGNING CURRICULUM
How to Write Training Objectives
Distinguish Between Training Goals and Training Objectives
Identify the Training Skill Outcomes
Develop Observable, Measureable, Attainable and Specific Objectives
How to Design Curriculum
First Things First: Teach the Skill in Chronological Order
Easy Does It: Teach Simple Skills before More Complex Skills
Problem and Solutions: Teach Problem Identification, Them Problem Solution
How to Teach a Skill
Tell
Show
Invite
Encourage
Correct
How to Make Every Lesson Successful
Set Induction: Establish a Readiness to Learn
Stimulus Variation: Change Methods to Maintain Interest
Closure: Tie a Ribbon around the Lesson
Summary and Review
Questions for Discussion and Review
Questions for Applications and Analysis
CHAPTER 6. USING TRAINING METHODS
Lecturing
How to Develop Lectures
How to Present Lectures
Managing Experiential Activities
How to Conduct Role Plays
How to Conduct Case Studies
Facilitating Group Discussions
How to Manage Group Discussions
How to Use Facilitation Techniques
Selecting the Best Training Method
Consider Your Trainees
Consider Your Learning Objectives
Consider Advantages and Disadvantages
Consider Your Level of Comfort
Summary and Review
Questions for Discussion and Review
Questions for Application and Analysis
Activities to Apply Principles and Skills
CHAPTER 7. USING WEB-TRAINING FOR E-LEARNING
Understanding E-Learning
The Need for E-Learning
Rapid E-Learning
E-Learning delivery options
Blended Training Models
Types of Technology Training Tools
Web 2.0 Training Tools
Rapid Training Tools
Developing Web Training
Design Principles for Web-Based Training
Practical Tips for Web-Based Training
Using the Needs-Centered Training Model for E-Learning
Analyze Training Task
Develop Training Objectives
Organize Training Content
Determine Training Methods
Select Training Resources
Complete Training Plans
Deliver Training
Assess Training
Summary and Review
Questions for Discussion and Review
Questions for Application and Analysis
Activities to Apply Principles and Skills
CHAPTER 9. DEVELOPING TRIANING PLANS
The Purpose of Training Plans
Connect Trainee Needs with Objectives
Connect Trainee Objectives with Methods
Preparing to Write a Training Plan
Conduct Research
Develop Training Content
Determine Training Time Frames
Determine Training Methods
Select Training Materials
Training Plan Formats
Descriptive Format
Outline Format
Multi-Column Format
Developing the Participant’s Guide
The Importance of the Participant’s Guide
How to Develop the Participant’s Guide
Practical Training Plan Tips
Draft Participant’s Guide First
Remember the 20-Minute Rule
Build in Skill Training Sequence: Tell, Show, Invite, Encourage, Correct
Plan for Contingencies
Revise, Revamp, Reconstruct
How to Test the Training Plan
Conduct a Focus Group
Conduct a Pilot Test
Invite an Expert to Review the Material
Summary and Review
Questions for Discussion and Review
Questions for Application and Analysis
Activities for Applying Principles and Skills
CHAPTER 11. ASSESSING LEARNING OUTCOMES
Understanding Assessment
Model of Assessment
Need for Assessment
Kirkpatrick’s Levels of Assessment
Assessing Affective Learning: Did They Like It?
Domains of Effective Learning
Tools for Assessing Affective Learning
Assessing Cognitive Learning: Did They Learn It?
Domains of Cognitive Learning
Tools for Assessing Behavioral Learning
Assessing Behavioral Learning: Can They Do It?
Domains of Behavioral Learning
Tools for Assessing Behavioral Learning
Interpreting Assessment Information
Analyzing Assessment data
Using Assessment Data
Reporting Assessment Data
Summary and Review
Questions for Discussion and Review
Questions for Application and Analysis
Activities to Apply Principles and Skills
CHAPTER 12. BECOMING A TRIANING PROFESSIONAL
How to Get a Training Job
Types of Training Jobs
Strategies for Getting a Training Job
Training Part-Time
Becoming an ASTD Certified Trainer
How to Identify Training Needs
Types of Training Needed
Need for E-Training and Blended Learning
Need for Training Generalists versus Specialists
Need for Training On-the-Go
How to Develop Training Proposals
Writing Needs-Assessment Proposals
Presenting Needs-Assessment Proposals
Writing Training Proposals
Presenting Training Proposals
Summary and Review
Resources for the Training Professional
Questions for Discussion and Review
Questions for Application and Analysis
Activities to Apply Principles and Skills
Notes
Glossary
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