Foreword xiv Introduction 1 About This Book 1 Foolish Assumptions 2 Icons Used in This Book 2 Beyond the Book 3 Where to Go from Here 4 Part I: So You''re Going to Be a Trainer 5 Chapter 1: What''s Training and Development? 7 What Is Training and Development? 8 What forms does T&D take? 8 Why is training necessary? 10 Is training just for business? 12 What Do Trainers Do? 13 Assessing your training potential 14 Take stock of your skills 15 Your selfassessment 19 How do you become a trainer? 19 The Many Hats of a 21st Century Trainer 20 Do You Have What It Takes? 21 Chapter 2: Why Adults Learn 25 Adult Learning Theory 25 Who is Malcolm Knowles? 26 Applying adult learning theory to training 28 How Do People Learn? 29 Three types of learning: KSAs 29 Brainbased learning: It''s a nobrainer 31 Other considerations for learning 33 Helping Adults Learn in the Classroom and Online 34 Create a safe haven for learning 34 Create a comfortable environment 35 Encourage participation 36 Facilitate more than you deliver 37 One Last Note: Who''s Who and What''s What 38 Who''s who? 38 What''s what? 39 Chapter 3: The Training Cycle 41 The Training Cycle: An Overview 41 Assess and analyze needs 42 Develop objectives 43 Design and develop the program 44 Implement the design 45 Evaluate performance 46 Other options to ADDIE 47 T&D Jargon 48 Learning and The Training Cycle 51 Variety and flexibility 51 Conditions of learning 52 Part II: Designing the Best Darn Training in the World 53 Chapter 4: Assessing Needs and Developing Learning Objectives 55 Conducting Needs Assessments 55 The why, how, who, and when of needs assessment 56 Is it training? 65 If your time is limited 65 Writing Objectives 67 What objectives should do 68 Task analysis 71 Chapter 5: Developing the Training Design 73 How Do I Begin? 75 Online or classroom 76 Let''s design 78 Designing a Dynamic Opening 79 All about icebreakers 80 What else will your participants expect in your design? 82 Designing the Body to Ensure Learning Occurs 83 Lectures 84 Countless alternatives to lecture 86 Selecting activities 92 Adding Zest with Visuals 97 Knowing why you need visuals 98 Creating effective visuals 98 Designing a Finale That Brings Closure 102 Ensuring that expectations are met 103 Providing a shared group experience 103 Evaluating the learning experience 103 Requesting feedback and suggestions 103 Accomplishments and commitment to action 104 Sending them off with an encouraging word 104 Selecting OfftheShelf Materials 105 Will offtheshelf meet your needs? 105 Adapting the design 106 Pulling It All Together 107 Factors that affect a design 107 Strategies for a good design 109 Developing materials 111 Chapter 6: Nuances of Using Technology for Learning 113 Technology Basics 114 Exploring E-Learning''s Benefits and Drawbacks 115 Benefits of elearning 115 Drawbacks of elearning 116 Overcome drawbacks for your success 117 Delivering Webinars and Virtual Classes 118 What about software? 118 Technical preparation 120 Encouraging engagement 123 The Technical Stuff 124 Choosing a learning management system 124 SCORM, Tin Can, and 508 compliance 126 Blended Learning and New Options 126 Social media expands T&D''s options 127 Chapter 7: Being Prepared to Succeed 129 Preparing Your Training Environment 129 Know when, where, what, who 130 Room arrangements 130 Equipment and visuals 134 Preparing Your Participants 138 Preparing participants: What works? 138 Unique virtual participant preparation 139 Preparing participants: What doesn''t work? 140 Preparing Yourself 140 Prepare to avoid crises 140 Prepare for Virtual ILT 143 Identifying your training style 144 Find out who''s in your session 145 Practice, practice, practice 146 Tips for staying organized 147 Prepare your body and brain 151 Travel if you must 152 The procrastinator''s checklist 153 Lastminute virtual session preparation 155 Being prepared to succeed 156 Part III: Showtime: Delivering a Dynamic Training Session 157 Chapter 8: Implementing Training Designs: Your Job as a Facilitator 159 Training, Facilitation, and Presentation: What''s the Difference? 160 Are you a trainer or a facilitator? 160 Use facilitative skills when you present 162 Facilitating Successful Training 164 Experience is the best teacher 166 Tips for facilitating activities 169 Participation Prescription: Continue to Increase the Dosage 172 Gotta play the game to perform 172 Participants'' expectations of participation 173 Increasing participation -- or why are they called "participants"? 175 REACTing 180 Chapter 9: It''s Showtime: Delivering Success 181 Opening Your Training Session with a BANG, Online or Off 182 Build interest in the session 183 Ask what participants know and what they want to know 183 Note the ground rules and what to expect 183 Get them involved 184 Looking at Six Disastrous Debuts 185 Creating a Supportive Learning Environment 186 Get to know your participants 186 What''s in a name: Five secrets to remembering names 187 Let them know about you 189 Training Like a Pro 190 Presentation skills 190 The participants'' materials 195 Notes: To be or note to be 196 Asking and Answering Questions 198 Encouraging participants to ask questions 198 Guidelines for answering questions 199 Asking questions 201 Questions in action 202 Smooth Transitions 203 Wrap Up an Effective Training Session 204 Ensure that expectations were met 204 Provide a shared group experience 205 Evaluate the learning experience 205 Summarize the accomplishments and gain commitment to action 205 Send them off with a final encouraging word -- or two 206 Chapter 10: Mastering Media and Other Visuals 207 Select the Best Visual to Do the Job 208 What''s available? 208 What are the benefits? 210 Ensure That the Visual Adds to the Learning 210 Computer projection systems 211 Videos and DVDs 212 Participant devices 212 Flipcharts 213 Boards of all types (including electronic) 215 Props 215 Look Like a Pro 215 Tips for using visuals in general 216 Guidelines for using specific media and visuals 218 The Other Media: Social 223 Hot Tips for a Cool Ending 225 Chapter 11: Training with Style 227 Understand Your Training Style Strengths 227 Building the training style model 228 The four training styles 230 Using your training style 232 Group Dynamics 234 Composition 234 Atmosphere 235 Norms 236 Values 236 Communication and participation 237 Roles 237 Power and influence 238 Creating an Energizing, Exciting, Encouraging Environment 239 Coloring outside the lines 239 Energize the group 242 Let me entertrain you! 244 Add creativity to training 246 Celebrate success 248 Putting It All Together 249 Chapter 12: Addressing Problems: What''s a Trainer to Do? 251 Problems in the Classroom 251 Problems with logistics 252 Equipment problems 253 Difficult personal situations 256 Difficult group situations 257 If training is not the solution 259 Take a COOL approach 261 Using humor to deal with problems 261 Managing Disruptive Behaviors 262 Prevent disruptions 263 Manage disruptive types 264 Sweaty Palms, Parched Throat: Overcoming Nervousness 269 Understanding preperformance jitters 269 Accept your nervousness as natural 270 Master nervous symptoms 272 Tips for specific anxiety problems 276 Problems Can Be Prevented or Resolved 278 Part IV: It''s Not Over Yet: The FollowUp 279 Chapter 13: Evaluation: It''s Not Over Yet! 281 Purpose of Evaluations 282 Review of Kirkpatrick''s Four Levels of Evaluation 283 Level 1: Reaction 284 Level 2: Learning 285 Level 3: Behavior 285 Level 4: Results 286 Guidelines for measuring the Four Levels 288 Evaluation methods 295 ROI for Training 298 Return on Investment 298 Exploring the ROI process 298 Benefits of planning for ROI 299 Evaluation: The Last Training Cycle Stage but the First Step to Improvement 302 Chapter 14: Transfer of Learning 307 Make Your Training Memorable: FollowUp for the Other 50 Percent 308 Barriers to transfer of learning 308 Strategies for transfer of learning 309 What Great Trainers Do After Training 314 Part V: The Professional Trainer 317 Chapter 15: The Consummate Professio.