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• Title Page
• Copyright
• Contents
• Acknowledgments
• Preface
• The Goals of This Book
• How This Book Is Organized
• Part One Introducing Active Training
• The Nature of Adult Learning
• The Social Side of Learning
• Concerns About Active Training
• The Delivery of Active Training
• Part Two Designing an Active Training Program
• Steps for Designing Active Training
• What’s in the Part Two Chapters?
• Chapter One Assessing Training Needs
• Why Do Assessment?
• What Information Should Be Collected?
• How Can Information Be Collected?
• Part I
• Part II
• What If There Is No Time to Do a Proper Assessment?
• Chapter Two Developing Active Training Objectives
• Setting Learning Goals
• Selecting Objectives
• Specifying Objectives
• Expressing Objectives
• Communicating Training Objectives to Others
• Developing Active Training Objectives
• Chapter Three Creating Opening Exercises
• What Opening Exercises Accomplish
• What to Keep in Mind When Creating Opening Exercises
• Ten Ways to Open an Active Online Virtual Training Session
• Ten Ways to Obtain Participation
• Chapter Four Preparing Brain-Friendly Presentations
• Five Ways to Gain Your Audience’s Interest
• Five Ways to Maximize Understanding and Retention
• Five Ways to Involve Participants During a Presentation
• Five Ways to Reinforce Presentations
• An Example of a Well-Designed Presentation
• Preparing Brain-Friendly Presentations
• Chapter Five Finding Alternative Methods to Presenting
• Demonstration
• Case Study
• Guided Teaching
• Group Inquiry
• Information Search
• Study Group
• Jigsaw Learning
• Learning Tournament
• Applying the Alternatives to a Common Topic
• Finding Alternative Methods to Presenting
• Chapter Six Using Experiential Learning Approaches
• Role Playing
• Games and Simulations
• Observation
• Mental Imagery
• Writing Tasks
• Instructions:
• Technical
• Performance
• Your Preplanned Questions
• Technical
• Performance
• Action Learning
• Background
• Current Status
• Planning Chart
• Using Experiential Learning Approaches
• Strategy Outline:
• Chapter Seven Designing Active Training Activities
• The Three Major Ingredients of Any Design
• Old Contract
• New Contract
• Basic Questions About Any Design
• The Remaining Details
• Three Tips for Creative Designs
• Designing a Training Activity
• Chapter Eight Sequencing Active Training Activities
• Basic Sequencing Guidelines
• Applying Sequencing Guidelines
• The Finer Side of Sequencing
• Experiential Learning Sequences
• Procedure
• Sequencing Active Training Activities
• Chapter Nine Planning Active Training Programs
• The Macrodesign of an Active Training Program
• Planning an Active Training Program
• Chapter Ten Incorporating Active Learning in All Training
• Asynchronous E-Learning
• Group-Based E-Learning
• Virtual Classrooms
• Blended Learning
• Social Media Expands Active Training and Development
• M-Learning Offers Instant Options
• Blending in Technology
• Part Three Conducting an Active Training Program
• Chapter Eleven Beginning an Active Training Program
• Preparing Yourself Mentally
• Arranging the Physical Environment
• Greeting Participants and Establishing Rapport
• Getting the Best from the First Thirty Minutes of Training
• Reviewing the Agenda
• Inviting Feedback to the Agenda
• Beginning an Active Training Program
• Chapter Twelve Gaining Leadership of the Group
• Setting Group Norms
• Controlling Timing and Pacing
• Increasing Receptivity to Your Leadership
• Handling Problem Situations
• Gaining Leadership of the Training Group
• Chapter Thirteen Giving Presentations and Leading Discussions
• Knowing Your Group
• Organizing Your Presentation
• Watching Your Body Language
• Adding Visuals
• Making Smooth Transitions
• Facilitating a Lively Discussion
• Giving Presentations and Leading Discussions
• Chapter Fourteen Facilitating Structured Activities and Promoting Team~Learning
• Structured Activities
• Team Learning
• Facilitating Structured Activities
• Promoting team Learning
• Chapter Fifteen Concluding an Active Training Program
• Reviewing Program Content
• Obtaining Final Questions and Concerns
• Promoting Self-Assessment
• Focusing on Back-on-the-Job Application
• Expressing Final Sentiments
• Concluding an Active Training Program
• Part Four Extending the Value of An Active Training Program
• Chapter Sixteen Providing for Back-on-the-Job Application
• Prior to the Training Program
• During the Training Program
• At the End of the Training Program
• Obstacle Assessment
• Peer Consultation
• Self-Monitoring
• To understand people better:
• To express myself more clearly:
• To assert my needs better:
• To exchange feedback better:
• To become more influential:
• To resolve conflicts more effectively:
• To become a better collaborator:
• Directions for Use
• Subject
• Follow-Up Coaching and Support
• Providing For Back-On-The-Job Application
• Chapter Seventeen Evaluating an Active Training Program
• Expanding the Four Evaluation Levels
• Designing Evaluations
• Obtain Feedback Along the Way
• Evaluating an Active Training Program
• Questions to Ask Your Sponsor about Results:
• Interim Feedback
• Part Five The Evolving Role of Trainers
• Chapter Eighteen Expanded Roles for Trainers
• Onboarding
• Leading Change
• Coaching Managers
• Mentoring Programs
• Internal Consulting
• Building Teams
• New Roles Action Plan
• Chapter Nineteen New Business Realities for Trainers
• Doing More with Less
• Globalization
• Working with Multigenerational Workforces
• Working with the C-Suite
• C-Suite Communication Checklist
• Vendor Management
• Working with Subject Matter Experts
• We’ve Reached the End-Or Is It the Beginning?
• Doing More with Less
• Globalization
• Working with Multigenerational Workforces
• Working with the C-Suite
• Vendor Management
• Working with Subject Matter Experts
• References
• About the Authors
• Index
• EULA