Training and Development

Transcription

1 A -2- Training and Development Communicating for Success Second Edition STEVEN A. BEEBE Texas State University San Marcos TIMOTHY P. MOTTET Texas State University San Marcos K. DAVID ROACH Texas Tech University PEARSON Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

2 DETAILED CONTENTS Preface x CHAPTER 1 Introducing Communication Training 2 Training Defined 4 What Is Training? 5 What Do Trainers Do? 5 Why Is Training Important? 7 Training and Related Functions 8 Training and Education 9 Training and Motivation 11 Training and Development 12 Training and Consulting 13 Training and Communication 15 The Communication Process 15 The Training Process: A Communication Process 16 Training Steps: An Overview of the Training Process 18 Analyze Organizational and Trainee Needs 18 Analyze the Training Task 19 Develop Training Objectives 20 Organize Training Content 20 Determine Training Methods 20 Select Training Resources 20 Complete Training Plans 21 Deliver Training 21 Assess the Training Process 21 'Summary and Review 22 Questions for Discussion and Review 22 Questions for Application and Analysis 23 and Skills 23 CHAPTER 2 Mastering How Adults Learn 26 Laws of Learning 28 Law of Effect 28 Law of Frequency 29 Law of Association 31 Law of Readiness 31 Andragogy Versus Pedagogy 32 Andragogical Training Assumptions 33 Andragogical Training Applications 34 Make Training Relevant 34 Draw on Trainees' Experiences 35 Use the Internal Motivation to Learn 36 Teach What Learners Need to Learn 37 Make Learning Problem Oriented 38 Learning Styles 38 Perceptual Learning Differences 40 Time Learning Differences 42 Information Processing Differences 43 Age Differences 45 Learning Preference Differences 47 Adapting to Different Learning Styles: Recommendations for the Trainer 50 Summary and Review 51 Questions for Discussion and Review 52 Questions for Application and Analysis 52 and Skills 53 CHAPTER 3 Conducting a Needs Assessment and a Task Analysis 54 Domains of Learning 57 Cognitive Domain 58 Affective Domain 58 Psychomotor Domain 59

3 VI Detailed Contents How to Conduct a Needs Assessment 59 Assessing Organizational Needs 59 Assessing Individual Trainee Needs 62 Surveys 62 Interviews 66 Observation Methods 68 AssessmenWenters 68 How to Assess Needs Without a Comprehensive Needs Assessment Process 69 How to Analyze the Training Task 71 How to Prepare a Task Analysis 71 Summary and Review 77 Questions for Discussion and Review 78 Questions for Application and Analysis 78 and Skills 79 CHAPTER 4 Developing Objectives and Designing a Curriculum 80 How to Write Training Objectives 82 Distinguish Between Training Goals and Training Objectives 82 Identify the Training Skill Outcomes 83 Develop Observable, Measurable, Attainable, and Specific Objectives 84 How to Design a Curriculum 88 First Things First: Teach Skills in Chronological Order 89 Easy Does It: Teach Simple Skills Before Complex Skills 89 Problem and Solution: Teach Problem Identification, Then Problem Solution 89 How to Teach a Skill 90 Tell 90 (i Show 91 Invite 92 Encourage 93 Correct 93 How to Make Every Lesson Successful 95 Use Set Induction: Establish a Readiness to Learn 95 Use Stimulus Variation: Change Methods to Maintain Interest 97 Provide Closure: Tie a Ribbon Around the Lesson 98 Summary and Review 100 Questions for Discussion and Review 101 Questions for Applications and Analysis 101 and Skills 102 CHAPTER 5 Developing Training Content 104 Sources of Training Material 107 Experiential Sources 107 Library Sources 107 Internet Sources 109 Subject Matter Experts 111 Commercial Sources 111 Processing Training Materials 113 Evaluating Material 113 Citing Material 115 Considering Copyright Laws 115 Sample Training Content Outlines 118 Improving Listening Skills 119 Conflict Management Skills 120 Managing Meetings 121 Summary and Review 122 Questions for Discussion and Review 123 Questions for Application and Analysis 123 and Skills 123 CHAPTER 6 Using Training Methods 124 Lecturing 126 How to Develop Lectures 126 How to Present Lectures 128 Managing Experiential Activities 131 How to Conduct Role Plays 131 How to Conduct Case Studies 133 Facilitating Group Discussions 134 How to Manage Group Discussions 136 How to Use Facilitation Techniques 139 Selecting the Best Training Method 141 Consider Your Trainees 141 Consider Your Learning Objectives 141

4 Detailed Contents vii Consider Advantages and Disadvantages 141 Consider Your Level of Comfort 142 Summary and Review 143 Questions for Discussion and Review 143 Questions for Application and Analysis 144 and Skills 145 CHAPTER 7 Using Web Training for E-Learning 146 Understanding E-Learning 148 The Need for E-Learning 148 Rapid E-Learning 149 E-Learning Delivery Options 150 Blended Training Models 153 Types of Technology Training Tools 154 Web 2.0 Training Tools 154 Rapid Training Tools 156 Developing Web Training 159 Design Principles for Web-Based Training 159 Practical Tips for Web-Based Training 161 Using the Needs-Centered Training Model for E-Learning 163 Analyze the Training Task 163 Develop Training Objectives 164 Organize Training Content 164 Determine Training Methods 165 Select Training Resources 167 Complete Training Plans 167 Deliver Training 167 Assess Training 167 Summary and Review 170 Questions for Discussion and Review 170 Questions for Application and Analysis 171 and Skills 171 CHAPTER 8 Using Presentation Aids in Training 172 Purposes of Presentation Aids 174 Promote Interest 174 Clarify 175 Demonstrate 175 Enhance Retention 175 Enhance Training Transfer 176 Strategies for Using Presentation Aids 177 Keep Presentation Aids Simple 177 Communicate with Trainees, Not to Your Presentation Aids 178 Make Presentation Aids Large Enough to Be Seen 178 Be Ready to Present Without Presentation Aids 179 Practice Using Your Presentation Aids 179 Types of Presentation Aids 180 Participant Guides and Handouts 181 Dry-Erase Boards 182 Document Cameras 183 Video 184 Internet 185 PowerPoint 185 Summary and Review 193 Questions for Discussion and Review 194 Questions for Application and Analysis 194 and Skills 195 CHAPTER 9 Developing Training Plans 196 The Purpose of Training Plans 198 Connect Training Needs with Objectives 198 Connect Training Objectives with Methods 200 Preparing to Write a Training Plan 200 Conduct Research 200 Develop Training Content 200 Determine Training Time Frames 201 Determine Training Methods 202 Select and Develop Training Materials 203 Training Plan Formats 204 Descriptive Format 204 Outline Format 206 Multicolumn Format 206

5 viii Detailed Contents Developing the Participant's Guide 216 The Importance of the Participant's Guide 216 How to Prepare the Participant's Guide 217 Practical Training Plan Tips 218 Determine the Amount of Detail Needed 218 Draft the Participant's Guide First 221 Remember the 20-Minute Rule 221 Build In the Skill Training Sequence 221 Plan for Contingencies 223 Revise, Revamp, Reconstruct 223 Testing the Training Plan 223 Conduct a Focus Group 223 Conduct a Pilot Test 223 Invite an Expert to Review the Materials 224 Summary and Review 224 Questions for Discussion and Review 225 Questions for Application and Analysis 225 and Skills 225 CHAPTER 10 Delivering the Training Session 226 Planning Your Training Delivery 228 Consider Your Trainees' Needs 228 Consider Your Training Environment 230 How to Connect with Trainees 232 Trainer Immediacy 232 Trainer Gestures and Proxemics 239 Trainer Affinity Seeking 241 How to Manage Potential Conflict in Training Situations 242 t Problem Trainee Types 243 Using Conflict Management Skills 243 How to'evaluate and Improve Your Delivery 247 Summary and Review 252 Questions for Discussion and Review 252 Questions for Application and Analysis 252 and Skills 253 CHAPTER 11 Assessing Learning Outcomes 254 Understanding Assessment 257 Model of Assessment 257 Need for Assessment 258 Kirkpatrick's Levels of Assessment 259 Assessing Affective Learning: Did They Like It? 260 Domains of Affective Learning 260 Tools for Assessing Affective Learning 261 Assessing Cognitive Learning: Did They Learn It? 265 Domains of Cognitive Learning 265 Tools for Assessing Cognitive Learning 265 Assessing Behavioral Learning: Can They Do It? 269 Domains of Behavioral Learning 269 Tools for Assessing Behavioral Learning 270 Interpreting Assessment Information 271 Analyzing Assessment Data 271 Using Assessment Data 275 Reporting Assessment Data 275 Summary and Review 277 Questions for Discussion and Review 278 Questions for Application and Analysis 278 and Skills 279 CHAPTER 12 Becoming A Training Professional 280 How to Get a Training Job 282 Types of Training Jobs 282 Strategies for Getting a Training Job 284 Training Part-Time 285 Becoming an ASTD Certified Trainer 286 How to Identify Training Needs 288 Types of Training Needed 288 Need for E-Training and Blended Learning 291 Need for Training Generalists Versus Specialists 291 Need for Training On-the-Go 292

6 Detailed Contents ix How to Develop Training Proposals 293 Questions for Discussion and Review 302 Writing Needs-Assessment Proposals 294 Questions for Application and Analysis 302 Presenting Needs-Assessment Proposals 295 and Skills 302 Writing Training Proposals 297 Presenting Training Proposals 300 Notes 304 Summary and Review 301 Glossary 311 Resources for the Training Professional 301 Index 316