The Trainer's Handbook E-Book

Karen Lawson

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch
• Veröffentlichungsjahr: 2015

Seitenzahl: 520

Beschreibung

A ready-to-use toolkit for delivering high-value training in any scenario The Trainer's Handbook is a comprehensive manual for designing, developing, and delivering effective and engaging training. Based on the feedback of workshop participants, readers, and instructors, this new third edition has been expanded to provide guidance toward new technologies, leadership training, distance learning, blended learning, and other increasingly common issues, with new case studies for each chapter. A systematic approach to training breaks the book into five parts that separately target analysis, design, development, delivery, and evaluation, giving you a comprehensive reference designed for quick look-up and easy navigation. New inventories, worksheets, job aids, checklists, activities, samples, and templates help you bring new ideas into the classroom, and updated instructor guide help you seamlessly integrate new and established methods and techniques. Training is increasingly expanding beyond the traditional instructor-led classroom; courses may now be delivered online or offsite, may be asynchronous and self-led, and may be delivered to individuals, small groups, or entire organizations. This book gives you a one-stop reference and toolkit to help you provide more effective training, regardless of class size, structure, subject, or objective. * Explore new training styles adapted to different learning styles * Design specialized instructional plans for groups, distance learning, and active training * Blend creativity, logic and design principles to create more effective visuals * Develop strategies for training leaders, training across cultures, and more Effective training means delivering useful information in a way that's accessible, approachable, understandable, and memorable. The Trainer's Handbook gives you the knowledge and framework you need to provide a high-value experience in any training scenario.

Leseprobe

Table of Contents

Title Page

Copyright

List of Tables, Exhibits, and Figures

Acknowledgments

Preface

Part I: Training Fundamentals

Chapter 1: Assessing Needs

Understanding Needs Assessment

Needs-Assessment Process

How to Conduct a Needs Assessment

Developing an Action Plan

Assessing Participants' Knowledge, Attitudes, Skills

Key Points

Chapter 2: Understanding Adult Learners

Andragogical versus Pedagogical Model

How and Why People Learn

Learning Styles

Application of Learning Principles

Key Points

Chapter 3: Training Styles

Trainer Characteristics and Competencies

Training Style

Learner-Centered versus Information-Centered

Key Elements of a Trainer's Style

Key Points

Chapter 4: Understanding Today's Learner

The Changing Training Environment

Self-Awareness

Diversity Issues

Key Points

Chapter 5: Writing Instructional Objectives

What Are Learning Objectives?

Writing Learning Objectives

Key Points

Chapter 6: Writing an Instructional Plan

Instructional Plan Overview

Time Needed to Develop a Training Program

Cost Considerations

Major Components of Design

Creating a Design Matrix

Creating a Detailed Instructional Plan

Components of an Instructional Plan

Instructional Methods

Developing Materials

Key Points

Chapter 7: Selecting, Designing, and Developing Active-Training Methods

The Case for Active Training

Cooperative Learning

Creating an Active-Learning Environment

Designing Active-Training Activities

Common Methods and Materials

Experiential Learning Activities

Key Points

Chapter 8: Delivering Training

Creating a Positive Learning Environment

Experiential Learning Cycle

Tips for Using Specific Methods

Improving Platform Presence

Key Points

Chapter 9: Using Visual Aids

Retention Rate in Visual Learning

Reasons to Use Visual Aids

Guidelines for Using Slides

Using Flip Charts

Using Videos and Video Clips

Key Points

Chapter 10: Working with Groups

The Trainer as Facilitator

Ways to Encourage Participation

The Art of Asking Questions

Responding to Questions

Scaling the Wall of Resistance

Problem Situations

Key Points

Chapter 11: Using Creativity

Creativity with Small Groups

Props and Other Theatrical Techniques

Using Games

Creative Closings

Key Points

Chapter 12: Evaluating Training

Evaluation Basics

Four-Level Model for Training Evaluation

Participant Evaluation and Accountability for e-Learning

Accountability for Training

Significance of the Evaluation Process

Key Points

Part II: Special Training Considerations

Chapter 13: Training Across Cultures

Globalization of Businesses and People

Culture and Cultural Dimensions

Becoming Culturally Intelligent

Practical Application

Key Points

Chapter 14: Storytelling as a Training Technique

The Value of Storytelling

Types of Stories

Telling Personal Stories

Capturing Your Personal Stories

How to Tell Your Story

Key Points

Chapter 15: Using Technology in Training

Workplace Trends

Advantages/Benefits of Distance Learning

Disadvantages/Drawbacks to Distance Learning

Types of Distance Learning

Guidelines for Designing Distance Learning

Designing and Developing Activities

Delivering Content and Activities

Key Points

Chapter 16: Training On the Job

The Need for Structured On-the-Job Training

Selecting the Trainer

Developing an Instructional Plan

On-the-Job Training Model

Evaluating On-the-Job Training

Key Points

Chapter 17: Training During Tough Times

Prove the Value of Training

Methods to Stretch Training Dollars

Technology-Based Delivery Methods

Just-in-Time Materials

Key Points

Chapter 18: The Business of Consulting: Internal and External

The Changing Role of the Trainer

The Client-Consultant Relationship

Developing a Proposal

Setting Clear Expectations

Selecting an External Consultant

After the Project

Key Points

Appendix A: Answers to Exercises

Chapter 3: Exhibit 3.3

Chapter 5: Exhibit 5.1

Chapter 7: Active Knowledge Sharing

Chapter 8: Seating Arrangements

Chapter 8: Pretest

Chapter 12: Measurement Terms

Appendix B: Recommended Resources

Books

Assessment Instruments and Simulations

Props, Toys, and Training Tools

Training Videos

Appendix C: Criteria for Selecting Packaged Programs

References

Index

About the Author

End User License Agreement

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Guide

Table of Contents

Begin Reading

List of Illustrations

Chapter 8: Delivering Training

Figure 8.1 Classroom Style

Figure 8.2 Horseshoe

Figure 8.3 Single Square or Round

Figure 8.4 Cluster

Figure 8.5 Conference

Figure 8.6 Semicircle and Full Circle

Figure 8.7 Chevron

Figure 8.8 The Experiential Learning Cycle

List of Tables

Chapter 1: Assessing Needs

Table 1.1 In-Depth versus Mini Needs Assessment

Table 1.2 Advantages and Disadvantages of Data-Collection Methods

Chapter 3: Training Styles

Table 3.1 Learner-Centered versus Information-Centered Training

Table 3.2 Advantages and Disadvantages

Chapter 4: Understanding Today's Learner

Table 4.1 Generational Differences

Chapter 5: Writing Instructional Objectives

Table 5.1 Reference Chart for Objectives

Chapter 6: Writing an Instructional Plan

Table 6.1 Instructional Methods

Table 6.2 Instructional Methods and When to Use Them

Table 6.3 Matching Methods to Desired Outcomes

Chapter 9: Using Visual Aids

Table 9.1 Using Visual Aids

Chapter 12: Evaluating Training

Table 12.1 Measuring Training Results

Table 12.2 Level 2 Evaluation Methods

Table 12.3 Determining Training Costs

The Trainer's Handbook

Fourth Edition

Karen Lawson

This book is printed on acid-free paper. ∞

Copyright © 2016 by Karen Lawson. All rights reserved

Published by John Wiley & Sons, Inc., Hoboken, New Jersey

Published simultaneously in Canada

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Library of Congress Cataloging-in-Publication Data:

Names: Lawson, Karen.

Title: The trainer's handbook / Karen Lawson.

Description: Fourth edition. | Hoboken : Wiley, 2015. | Revised edition of the author's The trainer's

handbook, 2009. | Includes bibliographical references and index.

Identifiers: LCCN 2015036769 (print) | LCCN 2015041901 (ebook) | ISBN 9781118933138 (paperback) |

ISBN 9781118933152 (pdf) | ISBN 9781118933145 (epub)

Subjects: LCSH: Employees— Training of— Handbooks, manuals, etc. |

Training— Handbooks, manuals, etc. | BISAC: BUSINESS & ECONOMICS / Human Resources &

Personnel Management.

Classification: LCC HF5549.5.T7 L344 2015 (print) | LCC HF5549.5.T7 (ebook) | DDC 658.3/1243— dc23

LC record available at http://lccn.loc.gov/2015036769

Cover Image: © iStock.com/malija

Cover Design: Wiley

List of Tables, Exhibits, and Figures 

Table 1.1

In-Depth versus Mini Needs Assessment

Exhibit 1.1

Needs-Assessment Process

Exhibit 1.2

Method Selection Criteria

Table 1.2

Advantages and Disadvantages of Data-Collection Methods

Exhibit 1.3

Confidential Presession Questionnaire

Exhibit 2.1

Learning Style Profile

Exhibit 3.1

Characteristics of Effective Trainers

Exhibit 3.2

Instructional Styles Diagnosis Inventory

Table 3.1

Learner-Centered versus Information-Centered Training

Table 3.2

Advantages and Disadvantages

Exhibit 3.3

Learner-Centered or Information-Centered Behavior

Exhibit 4.1

Diversity-Awareness Inventory

Table 4.1

Generational Differences

Table 5.1

Reference Chart for Objectives

Exhibit 5.1

Editing Learning Objectives

Exhibit 5.2

Sample Objectives Worksheet

Exhibit 5.3

Objectives Worksheet

Exhibit 6.1

Design Matrix

Exhibit 6.2

Instructional Plan, Part I

Table 6.1

Instructional Methods

Table 6.2

Instructional Methods and When to Use Them

Table 6.3

Matching Methods to Desired Outcomes

Exhibit 6.3

Checklist for a Quality Participant Workbook

Exhibit 7.1

Video Preview Form

Exhibit 8.1

Sample Participant Cover Letter

Exhibit 8.2

Sample Tips for Participants

Exhibit 8.3

Sample Email to Manager

Exhibit 8.4

How to Prepare Your Employees for Training

Exhibit 8.5

Delegation Assignment

Figure 8.1

Classroom Style

Figure 8.2

Horseshoe

Figure 8.3

Single Square or Round

Figure 8.4

Cluster

Figure 8.5

Conference

Figure 8.6

Semicircle and Full Circle

Figure 8.7

Chevron

Figure 8.8

The Experiential Learning Cycle

Exhibit 8.6

Creating an Activity

Table 9.1

Using Visual Aids

Exhibit 10.1

Preventing Dysfunctional Behavior

Exhibit 11.1

Sample Action Plan

Table 12.1

Measuring Training Results

Table 12.2

Level 2 Evaluation Methods

Table 12.3

Determining Training Costs

Exhibit 13.1

Cultural Awareness Self-Assessment

Exhibit 13.2

Sample of Importance of Using Names

Exhibit 13.3

Case Example

Exhibit 13.4

Case Example

Exhibit 14.1

Story Matrix

Exhibit 16.1

Model for Teaching a Task or Procedure

Exhibit 16.2

Worksheet for Teaching a Task

Exhibit 16.3

Trainer Effectiveness

Exhibit 17.1

Checklist for Selecting Peer Trainers

Exhibit 17.2

Plan for a Train-the-Trainer Program

Exhibit 17.3

Negotiating with Consultants and Service Providers

Exhibit 17.4

Case Study for Lunch-and-Learn Session

Exhibit 17.5

Guidelines for Conducting a Teleseminar

Exhibit 17.6

Technology-Based Delivery Methods

Exhibit 17.7

Tips to Maximize Your Training Dollars

Exhibit 18.1

What's Your Trust Quotient?

Exhibit 18.2

Checklist for Selecting an External Consultant

Acknowledgments

I would like to thank the many people who have attended my training sessions throughout the years. In essence, they are the authors of this book. They have taught me what it means to be a learning and development/training professional.

I am grateful to the many training professionals who have shared their tips and techniques from conference platforms and also one-on-one. Many of those colleagues have become my close friends. In particular, I thank Steve Sugar for his willingness to share games, ideas, and materials. I also thank my dear friend, Harriet Rifkin, with whom I have shared the joy and pain of growing as a training professional, for her caring and sharing.

I thank my editor, Matt Davis, for his patience, understanding, and encouragement.

Finally, to my husband, Bob Lawson, I can never adequately express how much I appreciate his love and support throughout the years. I also thank him for his belief in me when I didn't believe in myself. He is my colleague and partner, my champion and much-needed critic, but most of all, he is my best friend.

Preface

The field of workplace learning and development is growing by leaps and bounds. Along with the growth of the industry comes the demand for trainers. For our purposes, “trainer” refers to anyone who is responsible for delivering primarily classroom instruction, but with the growing use of technology in training, the term also applies to someone who may be designing and delivering nonclassroom-based training as well. A trainer might be an internal HRD professional responsible for providing training to the organization's employees. A trainer can also be a subject-matter expert who has been enlisted as a full-time professional trainer. Another category of trainers includes those who deliver training on a part-time basis as part of their overall job responsibilities. The term also applies to the external practitioner who contracts with an organization to design and/or deliver training programs. Often the external trainer is a casualty of corporate downsizing or maybe someone who just wants a career change. In either case, this individual has turned to the training profession as a means of utilizing skills or expertise in a particular discipline or subject area.