The Art of Great Training Delivery: Strategies, Tools, and Tactics
May 2006, Pfeiffer
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Chapter 1: Facilitate the Best Learning Experiences.
What Methods Can You Use to Help Adults Remember What They Learned in Training?
What Training Method Creates the Best Learning Experience?
What Are the Most Effective Training Techniques for Technical Training Topics?
What Media Work Best to Deliver Training?
How Can Adults Get the Most from Any Learning Experience?
How Are Training Methods Paced to Maintain Attention and Improve Retention?
How Much Practice Is Needed to Retain a New Skill?
Adult Learning Principles.
Chapter 2: How Effective Is Your Training Style?
How Can You Learn About Your Preferred Trainer Style?
How Do You Interpret Your Scores?
How Are Training Styles Related to Adult Learning?
What Are the Advantages and Disadvantages of Each Style?
How Can You Enhance Your Training Style?
Chapter 3: Climate Setting.
What Are the Elements of Climate Setting?
What Is the Benefit of Using Session Starters or Icebreakers?
What Constitutes an Appropriate Introduction for the Trainer and the Participants?
How Can You Balance Time Allotted for Session Starters with the Rest of the Content?
What Are the Purposes of Session Starters?
What Are Some Criteria for Selecting Session Starters?
How Can You Process a Session Starter to Make It an Effective Climate-Setting Technique?
How Do You Begin Training Sessions for Difficult Audiences?
What Is the Role of Music and Graphics in Setting an Adult Learning Climate?
Chapter 4: Why Lecturing Is Not Always Appropriate.
What Is the Difference Between Giving a Presentation and Training?
What Are the Best Times to Use the Lecture Method?
What Is the Best Way to Organize a Lecture?
What Is the Benefit of Increasing Participation During a Lecture?
Chapter 5: Discussion and Facilitation.
What Is the Difference Between Facilitation and Training?
What Are the Duties and Responsibilities of a Discussion Leader or Facilitator?
How Are Different Types of Questions Used to Facilitate Discussion?
How Are Facilitation Techniques Used to Promote Discussion to Meet a Learning Objective?
How Can Paraphrase Be Used During a Discussion?
Chapter 6: Facilitating Inventories, Activities, Games, and Simulations.
Why Are Inventories, Activities, Games, and Simulations Appropriate Learning Techniques?
What Are Three Types of Inventories, and How Is Each Type Facilitated?
How Are Short-Answer Activities Facilitated?
What Techniques Are Used to Select and Facilitate Games and Simulations?
Chapter 7: How to Facilitate Case Studies.
What Is a Case Study?
What Are the Five Types of Case Studies?
What Are the Benefits of Using Case Studies?
Chapter 8: Facilitate Role Playing for Success.
What Is the Purpose of a Role Play?
How Are the Five Steps of Adult Learning Used to Ensure a Successful Empathy Role Play?
How Can the Five Steps of Adult Learning Be Used to Ensure a Successful Skill Practice Role Play?
What Are Some Variations on Conducting Role Plays?
How Can Problems in Facilitating Role Plays Be Avoided?
Chapter 9: How to Conduct Effective and Safe Demonstrations.
What Is a Demonstration?
What Are Four Types of Demonstrations?
What Can Be Done to Reduce Risks When Conducting Demonstrations?
How Are the Five Steps of Adult Learning Used to Facilitate Learning Through Demonstrations?
What Are Some Tips for Successful Software Demonstrations?
What Are Some Characteristics of Effective Skill Practice Checklists?
Chapter 10: Conduct, Administer, and Facilitate Tests.
How Are Tests Selected Appropriately?
How Are Tests Administered Fairly?
How Can Tests Be Used as a Developmental Experience for Learners?
Chapter 11: Audiovisual Support.
What Are Appropriate Ways to Support Training Through Audiovisuals?
What Are the Advantages and Disadvantages of Different Types of Audiovisuals?
What Are Some Suggestions for Using Visual Images Well?
What Are Appropriate Colors for Visuals to Support Training Objectives?
Chapter 12: Online Facilitation.
How Is Facilitation in a Virtual Classroom Different from Facilitation in a Physical Classroom?
What Skills Are Needed to Facilitate Online Learning?
How Does an Online Facilitator Orient the Learners to the Technology?
How Can a Facilitator Compensate for Lack of Face-to-Face Contact?
What Are Some Ways to Facilitate a Threaded Discussion?
What Are Some Tools to Promote Interaction During Online Learning?
What Type of Support Does an Online Facilitator Need for Success?
What Are Some Pitfalls in Online Learning, and How Are They Overcome?
What Factors Help a Facilitator Decide Whether to Stay the Course with a Prepared Script or Lesson Plan or to Take a Training Program in a Different Direction?
Chapter 13: Handle Problem Learners Effectively.
Why Must Trainers Learn to Deal with Problem Behavior?
Why Is It Important to Distinguish Whether a Problem Learner’s Behavior Originated from a Training or a Non-Training Issue?
Why Is It Appropriate to Ignore Minor Problem Learner Behaviors?
What Are Some Prevention Strategies to Avoid Problem Behaviors?
What Are Some Personal Strategies to Deal with Problem Learners?
How Can Interactive Training Methods Neutralize Problem Learner Behavior?
What Are Some Appropriate Disciplinary Strategies to Correct Problem Learner Behavior?
Chapter 14: What Trainers Need to Do Outside the Classroom.
What Skills Are Essential for Building a Partnership with the Managers and Supervisors of Learners?
When and How Should a Trainer Recommend Changes in Course Design?
What Are the Typical Administrative Tasks Performed by Trainers?
What Does a Trainer Need to Do to Prepare for Instruction?
What Are Some Typical Follow-Up Tasks to Perform After Training?
About the Author.
How to Use the CD.
Pfeiffer Publications Guide.
Contents of the CD-ROM.
Tool 1.1: Best Learning Experiences.
Tool 1.2: Technical Training Methods to Promote Recall.
Tool 1.3: Technical Training Methods to Promote Application.
Tool 1.4: Select the Best Audiovisual Support
Tool 1.5: Methods Variety Scale.
Tool 1.6: DIF: How Much Practice and Training.
Tool 2.1: Trainer Style Inventory.
Tool 3.1: Ground Rules for Training Sessions.
Tool 3.2: Session Starter 1: Pick a Number.
Tool 3.3: Session Starter 2: What Do Team Members Have in Common?
Tool 3.4: Sample Overview Graphic.
Tool 4.1: Training Versus Presenting Questions.
Tool 4.2: Sequencing Lecture Information.
Tool 4.3: The Value of ?
Tool 4.4: Pyramid of Coins.
Tool 4.5: Inverted Pyramid.
Tool 4.6: Pyramid Solution.
Tool 6.1: Inventory Question Template.
Tool 6.2: Sample Inventory: Time Management Options.
Tool 6.3: Sample Short-Answer Activities.
Tool 6.4: Questions to Facilitate Short-Answer Activities.
Tool 6.5: How to Evaluate and Select an Existing Game.
Tool 6.6: How to Design a Game Checklist.
Tool 6.7: Processing Questions for Games and Simulations.
Tool 7.1: Processing Questions for Case Studies.
Tool 8.1: Sample Empathy Role Play.
Tool 8.2: Debriefing Questions for Empathy Role Plays.
Tool 8.3: Sample Skill Practice Role Play: Training Manager’s Role.
Tool 8.4: Sample Skill Practice Role Play: Instructor’s Role.
Tool 8.5: Debriefing Questions for Skill Practice Role Plays.
Tool 8.6: Sample Observer’s Sheet.
Tool 9.1: Demonstration Template.
Tool 9.2: Skill Practice Discussion Template: ATM Withdrawal.
Tool 9.3: Skill Practice Discussion Template: Customer Service.
Tool 9.4: Skill Practice Discussion Template: Software Demonstration.
Tool 9.5: Skill Practice Discussion Template: Symbolic Demonstration.
Tool 9.6: Skill Performance Checklist Template.
Tool 9.7: Skill Performance Rating Scales.
Tool 10.1: Checklist for Test Administration.
Tool 11.1: Checklist for Selecting Audiovisual Materials.
Tool 12.1: Orient the Learner to the Technology Checklist.
Tool 12.2: When to Depart from the Prepared Script.
Tool 12.3: Options for Straying from a Prepared Script.
Tool 13.1: Problem Learner Strategies.
Tool 14.1: Administrative Tasks Checklist.
Tool 14.2: Trainer Course Preparation Checklist.
Tool 14.3: Room Set-Up Options.
Tool 14.4: Post-Training Follow-Up Tasks Checklist.
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