عنوان

Training for dummies /

(Number (ISBN

0764559850 (pbk. : alk. paper)

(Number (ISBN

9780764559853 (pbk. : alk. paper)

Number

b525591

Title Proper

Training for dummies /

General Material Designation

[Book]

First Statement of Responsibility

by Elaine Biech

Place of Publication, Distribution, etc.

Hoboken, NJ :

Name of Publisher, Distributor, etc.

Wiley Pub.,

Date of Publication, Distribution, etc.

c2005

Specific Material Designation and Extent of Item

xviii, 386 p. :

Other Physical Details

ill. ;

Dimensions

24 cm

Series Title

--For dummies

Text of Note

Includes index

Text of Note

Introduction -- pt. I. So you're going to be a trainer! -- 1. What's a trainer? -- What is training? -- What forms does training take? -- Why is training necessary? -- Is training just for business? -- What do trainers do? -- Assessing your training potential -- Take stock of your skills -- Your self-assessment -- How do you become a trainer? -- A day in the life of a trainer -- Do you have what it takes? -- 2. Why adults learn -- Adult learning theory -- Who is Malcolm Knowles? -- Applying adult learning theory to training -- How do people learn? -- Three types of learning : KSAs -- Other considerations for learning -- Helping adults learn in the classroom -- Create a safe haven for learning -- Create a comfortable environment -- Encourage participation -- Facilitate more than you lecture -- One last note : who's who and what's what -- Who's who? -- What's what? -- 3. The training cycle -- The training cycle : an overview -- Assess and analyze needs -- Develop learning objectives -- Design and develop the program -- Implement the design -- Evaluate performance -- Training jargon -- Learning and the training cycle -- Variety and flexibility -- Conditions of learning

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pt. II. Designing the best darn training in the world -- 4. Assessing needs and developing learning objectives -- Conducting needs assessments -- The why, how, what, who, and when of needs assessment -- Is it training? -- If your time is limited -- Writing objectives -- What objectives should do -- Task analysis -- 5. Developing the training design -- How do I begin? -- Designing a dynamic opening -- All about icebreakers -- What else will your participants expect in your design? -- Designing the body to ensure learning occurs -- Lectures -- Countless alternatives to lecture -- Selecting activities -- Adding zest with visuals -- Knowing why you need visuals -- Creating effective visuals -- Designing a finale that brings closure -- Ensuring that expectations were met -- Providing a shared group experience -- Evaluating the learning experience -- Requesting feedback and suggestions -- Summarizing accomplishments and gaining commitment to action -- Sending them off with an encouraging word -- Pulling it all together -- Factors that affect a design -- Strategies for a good design -- Developing materials -- 6. Using off-the-shelf training -- The art of selecting off-the-shelf training -- Make or buy? That's the question! -- What should you know before you buy? -- How can you make sure off-the-shelf training meets your needs? -- Modeling it to meet your needs -- Adapting the design -- Off the shelf, out of the can -- Adding creativity to training -- 7. Being prepared to succeed -- Preparing your training environment -- Know when, where, what, who -- Room arrangements -- Equipment and visuals -- Preparing your participants -- Preparing participants : what works? -- Preparing participants : what doesn't work? -- Preparing yourself -- Prepare to avoid crises -- Identifying your training style -- Find out who's in your session -- Practice, practice, practice -- Tips for staying organized -- Prepare your body and brain -- Travel if you must -- The procrastinator's checklist -- Being prepared to succeed

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pt. III. Showtime : delivering a dynamic training session -- 8. Implementing training designs : your job as facilitator -- Training, facilitation, and presentation : what's the difference? -- Are you a trainer or a facilitator? -- Use facilitative skills when you present -- Facilitating successful training -- Experience is the best teacher -- Tips for facilitating activities -- Participation prescription : continue to increase the dosage -- Gotta play the game to perform -- Participants' expectations of participation -- Increasing participation--or why are they called "participants"? -- REACTing -- 9. It's showtime : delivering success -- Opening your training session with a BANG -- Building interest in the session -- Ask what participants know and what they want to know -- Note of the ground rules and what to expect -- Get them involved -- Looking at seven disastrous debuts -- Creating a supportive learning environment -- Get to know our participants -- What's in a name : five secrets to remembering names -- Let them know about you -- Training like a pro -- Presentation skills -- The participants' materials -- Notes : to be or note to be -- Asking and answering questions -- Encouraging participants to ask questions -- Guidelines for answering questions -- Asking questions -- Questions in action -- Using smooth transitions -- Wrapping up an effective training session -- Ensure that expectations were met -- Provide a shared group experience -- Evaluate the learning experience -- Summarize the accomplishments and gain commitment to action -- Send them off with a final encouraging word--or two -- 10. Mastering media and other visuals -- Select the best visual to do the job -- What's available? -- What are the benefits? -- Ensure that the visual adds to the learning -- Computer projection systems -- Videos and DVDs -- Overhead projectors -- Flipcharts -- Boards of all types (including electronic) -- Props -- Look like a pro -- Tips for using visuals in general -- Guidelines for using specific media and visuals -- Hot tips for a cool ending -- 11. Training with style -- Understanding your training style strengths -- Building the training style model -- Exploring the four training styles -- Using your training style -- Gauging group dynamics -- Composition -- Atmosphere -- Norms -- Values -- Communication and participation -- Roles -- Power and influence -- Creating an energizing, exciting, encouraging environment -- Coloring outside the lines -- Energizing the group -- Let me entertrain you! -- Celebrating success -- Putting it all together -- 12. Addressing problems : what's a trainer to do? -- Problems in the classroom -- Problems with logistics -- Equipment problems -- Difficult personal situations -- Difficult group situation -- If training is not the solution -- Taking a COOL approach -- Using humor to deal with problems -- Managing disruptive behaviors -- Preventing disruptions -- Managing disruptive types -- Sweaty palms, parched throat : overcoming nervousness -- Understanding pre-performance jitters -- Accepting your nervousness as natural -- Mastering nervous symptoms -- Tips for specific anxiety problems -- Problems can be prevented or resolved

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pt. IV. It's not over yet : the follow-up -- 13. Evaluation : it's not over yet! -- Understanding the purpose of evaluations -- Reviewing Kirkpatrick's four levels of evaluation -- Level I : reaction -- Level II : learning -- Level III : behavior -- Level IV : results -- Guidelines for measuring the four levels -- Evaluation methods -- ROI : what's all the hype? -- Level V : return on investment -- What's the ROI process? -- Benefits of adding a level V -- Evaluation : the last training cycle stage but the first step to improvement -- 14. Transfer of learning -- Making your training memorable : following-up -- Barriers to transfer of learning -- Strategies for transfer of learning -- What great trainers do after training

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pt. V. The professional trainer -- 15. The consummate professional -- Become a lifelong learner -- Attend formal learning events -- Ask others -- Do it yourself -- Go the extra mile : stay on top of your game! -- Good to great -- Where's you energy? Stay pumped! -- Design -- What does professional mean to you? -- Give back to the profession -- 16. Training certification -- All about ASTD -- Why is ASTD's mission important? -- What does ASTD do? -- Introducing the ASTD competency model -- Overview of the model -- The value of a competency model -- Certification : what it means for you -- Certification versus certificate -- Certification : why now? -- Certification : show me the value -- ASTD certification : a quick look -- Competencies and certification -- Certification design -- Applicant process and flow -- The certification life cycle -- 17. Training trends -- The changing training environment -- Alternative training options -- What's to know about e-learning? -- Blended learning -- Considerations for one-on-one training -- Team training -- Meet prior to the session -- Make each other look good during the session -- Provide feedback following the session -- Help for the part-time trainer -- The art of managing both training and your real job -- Training on the run -- Planning for today's diverse learners

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pt. VI. The part of tens -- 18. Ten tips to start off on the right foot -- Establish a climate conducive to learning -- Clarify participants' expectations -- Introduce the content -- Surprise! -- Introduce participants -- Learn about the group -- Establish ground rules -- Confront any issues -- Establish your credibility and style -- Take a break! -- 19. Ten ways to increase participation -- Begin to encourage participation right from the start -- Cards for the shy and faint of heart -- Give your role away -- Participation, repeat, participation -- On your feet! -- Say a lot without a word -- Remove the tables -- Attention-getting answers -- The quietest -- Participation right to the end -- 20. Ten ways to save time in the training room -- Consider the relationship of time to small groups -- One activity, two (or more) objectives -- Gentle prods -- Different pace for different folks -- Divvy of the work -- The time is now -- Be prepared -- Cut out the fat -- Use timekeepers -- Pre-training strategies -- 21. Ten quick ways to form small groups -- Count off -- Noise level -- Go to your corners -- Personal data -- Secret codes -- Puzzling participants -- Dog days -- Small groups where none dares to go -- Pick a prop -- Make mine different -- 22. Ten tips for adding humor to training -- Laugh and learn -- Start of on a funny foot -- I'm lost! -- Get participants in the act -- Practical humor -- Don't be original! -- Phunny props and puns -- Ten tips to make a joke bomb -- But I'm not funny! -- Austere attitudes -- 23. Ten icebreakers that work -- Bingo -- Expectations -- Hopes and fears -- Introduce me, I introduce you -- Go to your corners -- Little white lie -- Personal coat of arms -- Autographs -- Name association -- Ask a question -- Index

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Discover how to: conduct needs assessments - custom design training courses - adapt for different learning styles - enhance participation and learning - prepare for the new certification procedure

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There's a big difference between "knowing your stuff" and knowing how to teach others your stuff. Trainers have to know both. Whether you're an employee who has been tapped to train co-workers or a professional trainer who wants to hone your skills, 'Training for dummies' provides proven, effective tools and approaches

Employees-- Training of

Number

Number

Edition

Class number

Class number

Book number

Book number

Biech, Elaine

Date of Transaction

20121011031925.0

Electronic name

[Book]

Y