COPYRIGHTED MATERIAL · Trim Size: 7in x 10in Lawson bindex.tex V3 - 11/03/2015 3:52pm Page 355 Index Accountabilityfortraining,247–249 cost-benefitanalysis,247,248–249

Trim Size: 7in x 10in Lawson bindex.tex V3 - 11/03/2015 3:52pm Page 355

�

� �

�

IndexAccountability for training, 247–249

cost-benefit analysis, 247, 248–249return on investment, 247

Action learning:about, 141–142projects, 291

Action plan, 228, 229Active knowledge sharing, 132–133Active-learning environment, 119–122

content, level of, 121interdependence, 121iterative process, 122lecture, minimal, 121–122methods, variety of, 122participation level, 121peer teaching, 122physical setting/seating arrangement,

120real-world application, 122small groups and, 122strategies and techniques, 120structure and organization, 120–121

Active training:credo, 118defined, 117–118“frames,” 130

Active-training activities, 122–124design principles, 123factors to consider, 123–124

Active-training methods:activities, design of (see Active-training

activities)case for active training, 117–118cooperative learning, 118–119environment (see Active-learning envi-

ronment)experiential learning activities, 136–142key points, 142methods and materials, common,

124–136Activity:

“Active Knowledge Sharing,” 132–133conducting, 169–170creating, 172, 174

cultures and, 261experiential learning, 136–142five-step process, 166–168follow-up, 228getting around, 161–162human scavenger hunt, 159icebreakers and openers, 158individual, 291instant assessment, 162–163matching, 291–292party, 159–161processing, 170–172sequencing, 100what do you want to know, 163

Adult learners:andragogical versus pedagogical model,

25–26how and why people learn, 26–28key points, 38learning principles, application of, 36–38learning styles (see Learning style(s))principles on, 28

Aesop’s Fables, 269–270Affective learning domain, 272Age:

differences, 73learning styles and, 35

Age Discrimination in Employment Act, 74Allen, Michael, 294Ambiguity, 255American Council on Education, 279American Society for Training and

Development, 94, 240American Society of Composers, Authors,

and Publishers (ASCAP), 221Andragogical versus pedagogical model,

25–26Anecdotes, 270ARCS model, 156–157Assessment. See also Conducting

needs assessmentinstant, 162–163instruments, tips for using,

172–173

355

COPYRIG

HTED M

ATERIAL

http:/

/www.pb

ooks

hop.c

om


�

� �

�

356 Index

Assessment (continued)linking needs to, 232on-the-spot, 120

Assignment(s):delegation, 149group, 290presession, 144

Asynchronous delivery method, 284,285, 286

Attention:ARCS model and, 157stories and, 269

Attitude development:objective type, 84reference chart for, 87

Audience:“commercial breaks: for, 76needs-assessment and, 21oral presentation and, 20researching, 262–263

Audioconferencing, 323Audio files, podcasting, 322–323Audiographics, 285Auditory signals, 217–218

Baby Boomers, 77Bank teller–training program, 101Barriers:

insecurity as, 204older adults and, 74to problems, 20

Behavioral learning domain, 284Behavior-modeling approach, 100Blanchard, Ken, 269, 270Blended learning, 295Body language, 178Body movement, 194Boss, attitude toward, 202–203Brainstorming. See Mind mappingBroadcast Music Incorporated (BMI), 221Business metrics, 246Business simulations, 141“Buzz group,” 165Byham, William, 100

Case studies:about, 138–139guidelines for writing, 139–140off-the-shelf, 94

CD-ROM training, 285Checklist, quality participant

workbook, 114

Chevron configuration, 154Christensen, John, 269“Chumming,” participants and, 146Chunking information, 36Circle configuration, 154Classroom, virtual, 294–295Classroom style seating arrangement, 151Client-consultant relationship:

case example, 331collaborative approach, 331–332communication and, 334positive behaviors in, 334–335relationship, establishing, 330responsiveness, 334–335role of training and development,

332–334terms, defined, 330

Closing activities, creative, 226–229action plan and, 229commitments and, 228, 229follow-up activities, 228full circle, 227self-assessment, 227small-group summaries, 226–227

Clothing, 177–178Cluster configuration, 153Coaching role play, 137Cognitive learning, 284Cognitive overload, 36Collectivism, 254Comfort zones, 203–204Communication:

client-consultant relationship and, 334cultures and, 258–261groups and, 206–207interviews and, 16–17issues, cultural intelligence and, 258–259language problems, 204nonverbal (see Nonverbal

communication)OJT trainer, 299verbal, 194–195, 260–261workplace and, 201

Company, attitude toward, 202Competitors, needs-assessment

process, 8–9Composure, maintaining your, 208–209Computer-based programs, 286Computer-based training, 285–286Conaway, Wayne, 258Conducting needs assessment:

data analysis, 17–19

http:/

/www.pb

ooks

hop.c

om


�

� �

�

Index 357

data collection (see Data collection)design, determination of, 11feedback, 19–21problem/need identification, 9–10

Conference configuration, 153Confidence, 157Conflict management, case example, 289Consensus-seeking survival

simulations, 140Consulting business. See also External

consultantclients and (see Client-consultant

relationship)expectations, setting clear, 336–337external consultant, selection of, 337–340key points, 341ongoing relationship and, 341post-project followup, 340–341proposal development, 335–336role of trainer, 329–330

Content:active-learning environment and, 121determining, 98distance learning and, 286outline, 105sequencing, 99–100storytelling and, 277topics/subtopics, 97, 98

Control, regaining, 217Cooperative learning, 118–119, 130, 261Cost-benefit analysis, 247, 248–249Cost considerations. See also Tough times

active training and, 124instruction plantechnology and, 281, 283

Course development, 124Cover letter, sample participant, 145Co-workers, needs-assessment process, 8Creative Training Techniques, 217Creativity:

closing activities and, 226–229games and, 221–226key points, 230props and other theatrical techniques,

218–221small groups and, 215–218

“Cultural Awareness Self-Assessment,” 257Cultural context, 257Cultural intelligence:

about, 255–256communication issues, 258–259components of, 255–256

development stages, 256–257nonverbal communication, 259–260self-awareness, 257–258verbal communication, 260–261

Cultural Intelligence: Living and WorkingGlobally, 255

Cultural interaction, 283Cultural norms, 256Culture(s). See also Cultural intelligence;

Diversity issuesapplication, practical, 262–265cultural dimensions and, 254–255globalization and, 253handshakes and, 259, 262, 264key points, 265

Curiosity, natural, 27Customers, needs-assessment process, 8Customer service program, 95, 272

Dale, Edgar, 182“Dale’s Cone of Experience,” 182Data collection, 11–17

advantages/disadvantages of methods,12–13

interviews, 12, 14–16methods and tools, 11method selection criteria, 11–12observation, 16–17questionnaires/survey instruments., 17

Death by Meeting, 270Delegation assignment, 149Delivery of training:

assessment instruments, 172–173attention, grabbing their, 157–158cultures and, 264–265environment (see Positive learning

environment)getting around activity, 161–162human scavenger hunt, 159icebreakers and openers, 158key points, 179learning cycle (see Experiential Learning

Cycle)methods, tips for using specific, 172–176party activity, 159–161platform presence and, 177–179power of two, 166pretest, 164preview of coming attractions, 165seating and (see Seating arrangements)showtime, 156–157

http:/

/www.pb

ooks

hop.c

om


�

� �

�

358 Index

Delivery of training (continued)small groups and, 165–166technology-based delivery methods

(see Technology in training)what do you want to know, 163what’s in it for them, 165

Design:active training and, 118, 123defined, 123jigsaw, 134

Designing Web-Based Training, 294Design of training program:

design matrix, 96–98major components of, 96

Direct reports, needs-assessment process, 7Disabilities:

accommodating, 79–80adapting materials and, 81flexibility and, 80participants with, 79

Discussion, guided, 132Discussion groups, 287Distance learning:

advantages/benefits of, 280–282characterized, 279consistency and, 282cost savings and, 281disadvantages/drawbacks to, 282–284distribution of material, 282efficiency and, 281experts and, 282learner-centered, 281timeliness and, 281types of, 284–286

Diversity-awareness inventory, 72–73Diversity issues, 73–81

activities and, 80age differences, 73attitude toward topic, 203cooperative learning and, 119cultural difference, 78–79disabilities, 79–80, 81gender differences, 76, 78generational differences, 77materials, adapting, 81older participants, 73–74younger participants, 74–76

DVD-ROM training, 285–286

Echo Boomers, 76Economizing. See Tough timesE-courses, 286

Effectiveness, increasing your, 64E-learning, accountability for, 245–247Electronic media. See Distance learning;

Technology in trainingEl-Shamy, Susan, 76E-mail to manager, sample, 147Emotions, stories and, 269Employee(s):

engagement, 269linking, distance learning and, 282

Employee handbook, in case example,131–132

Entertainer” style, 54Ethics, workplace, 293Evaluation of training, 237–238

accountability (see Accountability fortraining)

assessment, linking needs to, 232basics, 231–233cost/benefit analysis, 247, 248–249e-learning, accountability and participant

evaluation, 245–247end-of-evaluation form, 235–237four-level model, 233–245how to evaluate, 233interviews, 237–238on-the-job training, 307–311key points, 250Level 1 evaluation, 233, 235–238Level 2 evaluation, 238–241Level 3 evaluation, 241–243Level 4 evaluation, 243–245purposes of evaluation, 231–232significance of evaluation process, 250when to evaluate, 232whom to involve, 232

Experiential Learning Cycle, 166–172activity introduction, 168–169case example and, 131conducting activity, 169–170creating an activity, 172five-step process, 166–168processing activity, 170–172

Experts:distance learning and, 282subject matter, 317

External consultant. See also Consultingbusiness

delivery of training and, 317–319selection of, 337–340

Eye contact, 194, 198, 260

http:/

/www.pb

ooks

hop.c

om


�

� �

�

Index 359

Fables, 269–270Facial expressions, 178–179, 260Facilitator, trainer as, 193Feelings, 195“Finding Famous Fictional Friends and

Families,” grouping technique,216–217

Fish! 269Five Dysfunctions of a Team, The, 270Five Temptations of a CEO, The, 270Flexibility:

disabilities and, 80training style and, 41–42, 64

Flip charts, 186–188guidelines, general, 186–187writing on, 187–188

Follow-up activities, 228Forming/norming/storming/ performing,

133–134Four Obsessions of an Extraordinary Executive,

The, 270Frame games, 141, 224Fuhrmann, Barbara Schneider, 28

Galbraith, M.W., 33Games:

adaptation of, 223–225advantages of, 222–223caveats and, 226creativity and, 221–226facilitating, 225–226frame, 141, 224instructional, 141, 221–222piloting, 224–225questions/items, writing, 225“Test Match,” 164

Generational differences, 76, 77Generation gap, 73Gen Xers, 74Gen Yers, 76, 77Gestures, 178, 260Get-Acquainted Scavenger Hunt, 159Getting around activity, 161–162Giveaways, 219–220Globalization, 253, 282Group(s):

active-learning environment, 121, 122cooperative learning and, 119creativity and, 215–218delivery of training and, 165–166discussion, 287

games and, 222ground rules, 197–198, 206, 212, 214“grouping card,” 81jigsaw design and, 134key points, 214participation, encouragement of,

194–195peer lessons and, 133–134problems in (see Problem situations,

groups)questions, asking, 195–196questions, responding to, 196–200resistance and (see Resistance,

in groups)respect for, 199trainer as facilitator, 193

Group assignments, 290Group critique, 290Grouping cards, 216Grouping techniques, 215–217Group inquiry, 130–131Guided analysis, 292Guided discussion, 132Guided note taking, 302Guide to e-Learning, 294

Hacker, Deborah Grafinger, 238, 240Hall, Edward T., 258Head nodding, 194, 260Hewitt, Don, 268Hoffman, Jennifer, 295Hofstede, Geert, 254, 258, 263Horton, William, 246, 294HOT (High-Outcome Techniques)

training, 221How to Deliver Training for the New and

Emerging Generation, 76How to Prepare Your Employees for

Training, 148Human learning, model of, 26Human resource personnel,

needs-assessment process, 8Human scavenger hunt, 159

Icebreakers and openers, 158Imagination, using, 220–221In-basket activities, 140Individual activities, 291Individualism, 254Industry experts or observers,

needs-assessment process, 8–9

http:/

/www.pb

ooks

hop.c

om


�

� �

�

360 Index

Information. See also Knowledgedevelopment

assimilation of, 27chunking, 36researching, 98, 131

Information-centered (IC) versuslearner-centered (LC) learning, 64–68

advantages/disadvantages of, 64–65pedagogical model and, 26recognizing learner-centered behavior,

66–68Information search, 131–132, 292–293Information technology (IT) department, 8Inkson, Kerr, 255, 256Institute for Lifespan Development and

Gerontology, 74Instructional games, 141, 221–222Instructional guide, 104–106

content outline, 105time frames, 105trainer’s notes, 106training aids/materials, 105–106

Instructional methods, 106–113advantages/disadvantages of, 107–109considerations in selecting, 106, 112desired outcomes and, 112–113when to use them, 110–111

Instructional objective(s):characteristics of, 85components of, 86described, 83editing, 89key points, 92reason for setting, 83–84reference chart for, 87types of, 84–85worksheet, 88, 90, 91writing, 85–92

Instructional plan:components of, 101–106content, determining, 98cost considerations, 95creating detailed, 101design components, 96detailed, creation ofinstructional guide, 104–106instructional methods (see Instructional

methods)key points, 115mind mapping, 98–99organizing training, approaches to,

100–101overview, 93

participant materials, 113, 114program overview, 102–104quality participant workbook, 114sequencing, 99–100time for development of, 94–95topic, researching, 98trainer materials, 114–115

Instructional Styles Diagnosis Inventory(ISDI):

answers, sources of, 57–63“Coach” style, 54–55effectiveness and, 64“Entertainer” style, 54interpretation of scores, 51–52interpretation sheet, 51“Professor” style, 53–54quick reference guide, 56scoring sheet/chart, 49–50“Seller” style, 52–53statements/ranking, 43–48

Instrumentation, 127–129. See alsoInstructional Styles DiagnosisInventory (ISDI)

selection/development, 127selection guidelines, 127–129self-assessment, 144

Internal consultant. See Consulting businessInternet:

citing sources, 98storytelling and, 275videos/video clips, 95, 125

Interruptions, dealing with, 320–322Interviews:

about, 12, 14agenda for, 15communication techniques and, 16–17confidentiality and, 16distractions/interruptions, 15–16evaluation of training, 237–238guidelines for conducting, 15–16privacy and, 15purpose, clarifying, 16sample questions, 14–16scheduling, 15

Introductions:icebreakers and openers, 158networking activity, 159–161scavenger hunt activity, 159

Iterative process, 122

Jacobs, Ronne Toker, 28James, M.B., 33Jigsaw design, 134

http:/

/www.pb

ooks

hop.c

om


�

� �

�

Index 361

Job aids, 36Job order approach, 101Job training. See On-the-job training (OJT)Just-in-time materials, 327–328

Keller, J. M., 156–157Key points:

active-training methods, 142adult learners, 38consulting business, 341creativity, 230cultures and, 265delivering training, 179evaluating training, 250groups, working with, 214instructional objectives, writing, 92instructional plan, 115on-the-job training, 311learner, understanding today’s, 81needs assessment, 24storytelling, 278tough times, 327trainer style, 69visual aids, 191

Kirk, James, 225Kirkpatrick, Donald, 233, 235, 238, 244Kiss, Bow, or Shake Hands, 258Knowledge development:

objectives, 84, 85reference chart for, 87

Knowledge sharing, active, 132–133Knowles, Malcolm, 26–27Kolb, David, 28

Language:cultures and, 260–261problems, 204

Latch-key kids, 76Leaders as teachers, 317Leadership Pill, The, 269Leadership program:

editing objectives and, 89leadership characteristics, 90–91Situational Leadership Model, 135subject matter experts, 317

Learner, understanding today’s:diversity (see Diversity issues)key points, 81self-awareness, 72training environment, changing, 71

Learner-centered (LC) versusinformation-centered (IC) learning,64–68

advantages/disadvantages of, 64–65recognizing learner-centered behavior,

66–68Learner’s role, pedagogical model

and, 25Learning environment. See Positive learning

environmentLearning Model Instrument, The, 28Learning objectives. See Instructional

objectivesLearning Style Inventory, 28Learning style(s), 28–36

age and, 35cognitive overload and, 36determining your, 28–31distance learning and, 283doers, 32–33emotional, 34environmental, 34feelers, 32intellectual and experiential, 35observers, 32perceptual modality, 33–34physical, 35profile, 29–31psychological, 34sociological, 34–35speed and, 34–35thinkers, 32

Learning tournament, 135–136Lectures:

active-learning environment and,121–122

active-training activities, 129–130adult learners and, 36alternatives to, 130

Lencioni, Patrick, 270Lists, making, 292Literacy problems, 204Live streaming video, 295Livo, Norma J., 267“Lunch and learn” sessions, 320–322Lundin, Stephen C., 269

Magical Number Seven, Plus or Minus Two,The, 181

Making lists, 292Management:

skills/techniques, questionnaire, 23support, 5, 144time (see Time management)

Management Information Systems ResearchCenter, 182

http:/

/www.pb

ooks

hop.c

om


�

� �

�

362 Index

“Management Skills and Techniques,”146–147

Managers, target population’s, 7Matching, 291–292Matching activity, 291–292Materials:

active training and, 123–136adapting, special needs and, 81adult learners and, 36common, 124–136cultures and, 263developing, 113–115distance learning and, 282just-in-time, 327–328“off the shelf,” 123participant, 113–114trainer, 114–115training aids and, 105–106

McNeish, Robert, 270Memory, working and long-term, 36Memory aids, 114Metaphors, 270Methods, active training and, 122, 124–136Millenials, 76Miller, Mark, 270Mind mapping, 98–99Mini cases, 293Mnemonic devices, 114Modules, modified, 319–320Morrison, Terri, 258Motivation:

ARCS model and, 156–157pedagogical model and, 25stories and, 269voluntary training and, 149

Movement, 178MTV generation, 75Muchnick, Marc, 269Multicultural Calendar, 258Multiculturalism, 256Multimedia Learning, 182Multiple clapping method, 217Multisession training programs, 149Murrell, Kenneth L., 28Music, using recorded, 220–221

Names, using, 262Needs assessment:

action plan and, 21conducting (see Conducting needs

assessment)in-depth versus mini, 6described, 3–4

key points, 24participants’ knowledge, attitudes,

skills, 21–24reasons to conduct, 4–5on-the-spot, 24

Needs-assessment example, 18Needs-assessment process:

competitors, 8–9conducting, 9–21co-workers or peers, 8customers (internal and external), 8direct reports, 7human resource personnel, 8industry experts or observers, 8–9overview, 10senior management, 7target population and, 7vendors, 8whom to assess, 6

Networking activity, 159–161Networking story, 273–275, 277Nexters, 76Nonverbal communication, 259–260

distance/proxemics, 260eye contact/gaze, 194, 198, 260facial expressions, 178–179, 260gestures, 178, 260posture, 178, 194, 260smiling, 194touch, 259

Note taking, guided, 302

Objectives:distance learning and, 286learning (see Instructional objectives)worksheet, 88, 90, 91

Observation:data collection, 16–17evaluation of training, 241

101 Ways to Make Training Active,130, 227

On-the-job training (OJT):defined, 298evaluation of, 307–311instructional plan, development of,

301–304key points, 311model, 304–307situations requiring, 298structured, need for, 297–298trainer, selection of, 299–301

On-the-spot assessment, 24, 120Oral presentation, 20–21

http:/

/www.pb

ooks

hop.c

om


�

� �

�

Index 363

Organization, attitude toward, 202Overview of program, 166

Pairs. See also Groupspower of, 166

Parables, 269Participant-centered training, 68–69Participant materials, 113–114Party activity, 159–161Paul, Harry, 269Pedagogical versus andragogical model,

25–26, 36–37Peer(s):

lessons, 133–134needs-assessment process, 8teaching, 122, 314–315

Peoples, David, 182Personal attacks, 208Personal issues, 202Personal names, using, 262Personal stories:

capturing, 275–276networking story, 273–275telling, 271–275

Pfeiffer Annuals, 28, 127Phillips, Jack, 244Pike, Bob, 130, 217Platform presence, 177–179

body language, gestures, movement, 178facial expressions, 178–179physical appearance, 177–179

Podcasting, 322–323Point-counterpoint, 289–290

group assignments, 290group critique, 290peer teaching, 290

Polling, 291Position paper, outline, 333–334Positive learning environment:

active from the start or before, 143assignments, presession, 144delegation assignment, 150email to manager, 147employee preparation, 148–149manager involvement and support,

144, 147participant cover letter, 145post-session debriefing, 148–149questionnaire, presession, 144rehearsal, 149tip sheet, 146–147

Posters, 219Posture, 178, 194, 260

Power distance, 254–255PowerPoint slides. See SlidesPresence. See Platform presencePresentation, oral, 20–21Pretest, 164Preview of program, 166Problem-centered learning experiences, 27Problem participants, 210–213

belligerent, 210–211class clown, 211–212clueless, 210guidelines, general, 212–213indifferent, 212know-it-all, 211negative, 212personality clashes, 212rambling, 210side conversations, 212silent, 211stubborn, 211talkative, 210

Problem situations, groups, 205–213grace and professionalism, 209–210guidelines, general, 212–213keeping your cool, 208–209participants and. see Problem

participantspersonal attacks, 208personality clashes, 212prevention strategies, 205–207side conversations, 212

Productivity, cooperative learningand, 119

Professional-development program,146–147

Professionalism, 209–210“Professor” style, 53–54Program development, 124Program overview, 102–104Proposal development, 335–336

approach/design, 335–336background/purpose, 335client investment, 336deliverables, 336organizational development, 335

Props and other theatricaltechniques, 218–219

points and, 218sample props, 219using props, example

of, 218Proxemics/distance, 260Puzzles, grouping and, 216

http:/

/www.pb

ooks

hop.c

om


�

� �

�

364 Index

Quality of life, 27Quality participant workbook,

checklist for, 114Quantitative data, 17Questionnaires/survey instruments:

data collection, 17presession, 22–23, 144

Question(s):art of asking, 195–196formats for, tests, 240handling, guidelines for, 197–200reasons people ask, 196–197repeating the, 198responding to, 196–200writing game, 225

Quiz, 164

Real-world applications, 27, 37, 122Recognition, 27Rehearsal, 149Reitz, Sandra A., 267Relevance, 157Report, written, 19–20Resistance, in groups:

attitude toward boss/organization,202–203

attitude toward topic, 203causes of, 200comfort zones and, 203–204effects of, 204–205language problems, 204literacy problems, 204not knowing why they’re there, 201not wanting to be there, 201past experiences and, 204personal issues, 202recognizing, 200

Retention/retention rate:stories and, 269visual aids and, 182

Robinson, Dana Gaines, 244Robinson, James, 100Role plays:

about, 136coaching, 137game questions and, 225reasons to use, 136rotating trio, 138scripted, 137spontaneous, 137–138tips for using, 176types of, 138–139

Roles, assigning, 217Rotating trio role play, 138Round configuration, 152

Sales-training seminar, 100Satisfaction, 157Scavenger Hunt, Get-Acquainted, 159Scripted role play, 137Seating arrangements, 151–156

chevron, 154classroom style, 151cluster, 153conference, 153horseshoe, 120, 152semicircle and full circle, 154single square or round, 152trainer’s intent/desired interaction,

154–156U-shape configuration, 120, 152

Secret, The, 270Self-actualization, 27Self-assessment:

case example, 264closing activities and, 227presession assignments and, 144

Self-awareness:cultural intelligence and, 257–258diversity-awareness inventory, 72–73

Self-confidence, 27Self-directed learning, 283, 294Self-directedness, learner, 26Self-esteem, 27Self-preparation, 149“Seller” style, 52–53Semicircle configuration, 154Senior management, needs-assessment

process, 7Sequencing, 99–100Service providers, delivery of training and,

317–319Set induction, 157–158Sexual harassment topic, 203, 270Shadowing, 297Silberman, Mel, 117–118, 130, 166, 228Simulations:

about, 140–141subjects and, 284tips for using, 176

Single square configuration, 152Situational Leadership Model, 13560 Minutes, 268

http:/

/www.pb

ooks

hop.c

om


�

� �

�

Index 365

Skill development:objective type, 84reference chart for, 87

Slides, 184–186color, 185dry run, 186limiting use of, 184pictures, 185–186readability, 185simple, 184use it/lose it, 186

Small groups. See Group(s)Social interaction, 283Social media, 295. See also YouTubeSocratic method, 132Soft skills training, 317Special needs. See Disabilities“Stage directions,” 106Sterns, Harvey, 74Story, described, 270–271Story matrix, 276Storytelling, 274–275. See also Personal

storiescontent to story transition, 277elements of story, 274inappropriate stories, 275–276key points, 278reasons to use, 268–269stories, types of, 269–271telling your story, 277value of, 267–268

Storytelling Process & Practice, 267Style. See Trainer style(s)Sugar, Steve, 221, 224Supplier-sponsored training, 319Survey instruments, 17, 243Survival simulations, 140, 141Synchronous delivery method, 284Synergetic learning, 134

Target audience, 14Target population, 7Teachers, leaders as, 317Team development, four stages of, 133–134,

135Teamwork, simulations and, 140Technology in training. See also Distance

learning; specific technologyavailable technology, 283delivery of content/activities, 294–295designing/developing activities, 288–294technology-based delivery methods, 326

technology-based programs, 286workplace trends, 279–280younger participants and, 76

Technophobic learner, 283Telecommuters, 280Teleconferences, 323–324Teleconferencing, video, 284Teleseminars:

about, 323–324guidelines for conducting, 324–325

Teletraining, 285Teller training program, case example, 331Telling, 34“Test Match” game, 164Tests, 238–241

question formats, 240types of, 238, 240writing, guidelines for, 240–241

Theatrical techniques. See Props and othertheatrical techniques

Themes, using, 220Thiagarajan, Sivasailam “Thiagi,” 130, 222Thomas, David C., 255, 256Thomas-Kilmann Conflict Mode Instru-

ment, 145, 1733M Company, 120, 181Three Signs of a Miserable Job, 270Time management:

program, 95, 100session, 159training, 140

Topic:attitude toward, 203researching, 98

Tough times, 327–328. See also Costconsiderations

just-in-time materials, 327–328key points, 327stretching training dollars, 314–322, 328technology-based delivery methods,

323–326value of training and, 313–314

Tournament, learning, 135–136Trainer:

changing role of, 329–330effectiveness of, 308–309materials, 114–115notes of, 106

Trainer characteristics/competencies, 39–41competencies, 40effective trainers, characteristics, 41experiences and, 39–40

http:/

/www.pb

ooks

hop.c

om


�

� �

�

366 Index

Trainer style(s). See also Instructional StylesDiagnosis Inventory (ISDI)

characteristics/competencies. see Trainercharacteristics/ competencies

components of, 51effectiveness and, 64flexibility, 42identifying your, 42key elements of, 68–69key points, 69learner-centered versus

information-centered, 64–68Training:

delivery of (see Delivery of training)on-the-job (see On-the-job training)

Training, 94Training & Development, 94Training aids and materials, 105–106Training environment, changing, 71Training program. See also Delivery of

trainingdesign (see Design of training programs)preparing employees for training, 148time for development of, 94–95

Train-the-trainer program:case example and, 131outline for, 316–317

Trends, workplace, 279–280Trios. See Group(s)Trust, 337–338Two, power of, 166

Uncertainty avoidance, 255University of Minnesota 3M study, 181–182U-shape configuration, 120, 152U.S. Office of Personnel Management, 94

Value-added service, 319Vendor(s):

needs-assessment process, 8-sponsored training, 319

Verbal communication, 194–195Videos/video clips:

active-training activities, 124–126benefits, 125, 190cost considerations, 95disadvantages, 190do’s and don’ts, 125indicating, 105–106live streaming video, 295tips for using, 175

using, 189video preview form, 126

Video teleconferencing, 284Vignettes, 270Virtual classroom, creation of,

294–295Visual aids:

advantages/disadvantages ofmethods, 190

flip charts, 186–188key points, 191reasons to use, 182–184retention rate and, 181–182slides, 184–186video (see Videos/video clips)

Visual signals, 218

Wall of resistance. See Resistance,in groups

Web-Based Training (WBT), 285Webcasts, 323–324Webinars, 295Wharton School of Business, 120Wharton School’s Applied Research

Center, 181, 182White, Karen, 94Workforce. See also Employee(s)

diverse, 71young (see Younger workers)

Working memory, 36Workplace:

behavior in, 293training (see On-the-job training

(OJT))trends, 279–280

Writing:instruction plan (see Instruction plan)objectives (see Writing learning

objectives)Writing learning objectives, 85–92

components of objective, 86–88editing and, 89formats/components, 88objectives worksheet, 88, 90reference chart for, 87worksheet for, 91

Written report, 19–20

Younger workers:connecting with, 74–75sample attitudes of, 75–76

YouTube, 95, 293–294

http:/

/www.pb

ooks

hop.c

om

Documents

COPYRIGHTED MATERIAL · Trim Size: 7in x 10in Lawson bindex.tex V3 - 11/03/2015 3:52pm Page 355 Index Accountabilityfortraining,247–249 cost-benefitanalysis,247,248–249