Training & Development Communicating for Success

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