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E-grāmata: Product Training for the Technical Expert - The Art of Developing and Delivering Hands-On Learning: The Art of Developing and Delivering Hands-On Learning [Wiley Online]

  • Formāts: 272 pages
  • Sērija : IEEE Press
  • Izdošanas datums: 23-Feb-2018
  • Izdevniecība: Wiley-IEEE Press
  • ISBN-10: 1119260329
  • ISBN-13: 9781119260325
Citas grāmatas par šo tēmu:
  • Wiley Online
  • Cena: 52,96 €*
  • * this price gives unlimited concurrent access for unlimited time
Product Training for the Technical Expert - The Art of Developing and Delivering Hands-On Learning: The Art of Developing and Delivering Hands-On LearningPalielināt
  • Formāts: 272 pages
  • Sērija : IEEE Press
  • Izdošanas datums: 23-Feb-2018
  • Izdevniecība: Wiley-IEEE Press
  • ISBN-10: 1119260329
  • ISBN-13: 9781119260325
Citas grāmatas par šo tēmu:
Wiley Online E-booksMore info about Wiley Online
Rokasgrāmatas mājas lapa: https://onlinelibrary.wiley.com/doi/book/10.1002/9781119260325

I was pleased to review Dan's new book - pleased because he addresses an old topic in a new way. He is making no assumptions for trainers who are not fully experienced and seasoned. He takes them step-by-step through practical and realistic methods to set up training graduates to actually be on-the-job performers. Enjoy, learn and be inspired. 

Jim Kirkpatrick, PhD
Senior Consultant, Kirkpatrick Partners, USA

Daniel Bixby’s approach to Product Training for technical experts is practical, relevant and exactly what anyone who is required to train others on technical content really needs. He writes with candor and with a sense of ease, making the reader feel as though he is right there with you helping to develop your training competency. A must read for anyone on your team required to provide technical training to others!

Jennifer Alfaro

Chief Human Resources Officer, USA

An expert guide to developing and delivering technical product training programs

While there are many books on talent development, leadership training, and internal training program development, there are precious few offering subject matter experts (SME’s) guidance on training others to get the most out of their products. Written by a training expert with many years of experience working at top technology companies, Product Training for the Technical Expert fills that yawning gap in the training literature by providing technical experts with a comprehensive handbook on becoming effective product training instructors.

When new technology is rapidly transformed into products for popular consumption, technical experts, such as engineers, and other subject matter experts, are the ones tasked with instructing the public on their use. Unfortunately, most them have little or no prior experience or training in adult education and don’t have a clue about how to transfer their knowledge to others. In this book, author Daniel W. Bixby draws upon his vast experience developing and delivering training programs at Honeywell, Delphax, Telex, Bosch, and TE Connectivity, among other technology companies, to arm SMEs with the knowledge and skills they need to add “Product Training Specialist” to their resumes.

  • Addresses an area of training too often overlooked and ignored in the professional literature
  • Equips SMEs with the tools they need to become effective product instructors
  • Covers both the educational and business aspects of product training for SMEs
  • Packed with tables, illustrations, problem-and-solution sets, tutorials, enlightening real-world examples, worksheets, and group or self-study questions
  • Features a companion website with worksheets and other valuable tools: www.wiley.com/go/bixbycert
  • A must-have professional development resource for students and experienced technical experts alike

Product Training for the Technical Expert is an ideal guide forengineers, product managers, product marketing managers, and technical instructors looking to expand their repertoires and hone their skills. It also makes an excellent course text for graduate-level engineering programs.

Foreword xix
Preface xxi
Acknowledgments xxiii
How to Use This Book xxv
About the Companion Website xxix
Introduction xxxi
Part I The Foundation of Hands-On Learning
7(30)
1 Hands-On Learning in the Classroom: Articulate Your Approach
3(10)
Product Training as You Know It
3(1)
What Makes Training Effective?
4(2)
Your Goal: Proficiency
6(1)
Articulating Your Training Approach
6(5)
Three Things to Document
7(1)
Adult Learning Principles: The Foundation of Hands-On Learning
8(2)
The Strategy of Hands-On Learning
10(1)
The Structure of Hands-On Learning
10(1)
The Delivery of Hands-On Learning
10(1)
Conclusion
11(1)
Making It Practical
11(1)
Notes
12(1)
2 Experiencing Learning: Emphasize Skill over Information
13(10)
How Does One Develop a Skill?
13(1)
Remember How You Became an Expert
14(1)
Build on Your Students' Experiences
14(1)
Create Experiences in the Classroom
15(1)
Let Them Learn from Negative Experiences
16(1)
Allow Students to Make Mistakes
17(1)
Capitalize on Informal Learning
17(1)
Allow Students to Share Their Experiences
18(1)
Give Lecture and Observation Their Rightful Place
19(1)
Provide a Structure for Your Hands-On Training
19(2)
Phase One Exhibit the Product
19(1)
Phase Two Execute a Function
20(1)
Phase Three Explore Independently
20(1)
Apply All Three Phases
21(1)
Conclusion
21(1)
Making It Practical
21(1)
Note
22(1)
3 You Know It, Can You Teach It? Overcoming Your Own Intelligence
23(8)
Address Your Biggest Challenge: Yourself
23(1)
The Four Stages of Competency Applied to Instructors
24(3)
Unconsciously Unskilled
25(1)
Consciously Unskilled
25(1)
Consciously Skilled
25(1)
Unconsciously Skilled
25(1)
Why Experts Find It Difficult to Teach
26(1)
Experts Rarely Remember How They Perfected Their Skill
26(1)
Experts Have Trouble Distinguishing Between the Simple and the Difficult
26(1)
Experts Don't Differentiate Between the Essential and the Nonessential
27(1)
How Experts Can Teach It
27(2)
Ask the Instructor (Yourself) the Right Questions
28(1)
Conclusion
29(1)
Making It Practical
29(1)
Note
30(1)
4 Ready or Not? Why Some Students Are More Ready to Learn Than Others
31(6)
The Four Principles of Learner-Readiness
31(4)
They Must Recognize the Need for Learning
32(1)
What if Their Reason for Learning Is Wrong?
32(1)
They Must Take Responsibility for Their Learning
32(1)
Questions Demonstrate Learning
33(1)
The Instructor's Responsibility
33(1)
They Must Relate It to Their Experience
34(1)
They Must Be Ready to Apply It
35(1)
Conclusion
35(1)
Making It Practical
36(1)
Part II The Strategy of Hands-On Learning
37(30)
5 It is Never Just Product Training: Why You Should Offer the Training
39(8)
Product Solution Training Versus Talent Development
39(1)
Employee Product Training
40(1)
Customer Product Training
41(1)
Business Plan
41(3)
Training as a Cost of Doing Business
41(1)
Training as a Profit Center
42(2)
Training that Sells Products
44(1)
Conclusion
44(1)
Making It Practical
45(1)
Note
46(1)
6 From Good to Great: Defining the Focus of Effective Product Training
47(10)
Aim at the Right Target: Doing Versus Knowing
47(1)
Change the Approach: Facilitator Versus Lecturer
48(1)
Call It the Right Thing: Training Versus Presentation
49(2)
Make It Sustainable: Standardized Versus Customized
51(1)
Measure the Right Things: Performance Versus Reactions
51(1)
Value the Right Things: Results Versus Head Count
52(1)
Use the Right Delivery Methods: Effectiveness Versus Availability
52(2)
Continue the Conversation: Process Versus Event
54(1)
Keep Improving: Progress Versus Contentment
55(1)
Conclusion
55(1)
Making It Practical
55(2)
7 What Is Expected Must Be Inspected: Assessing and Evaluating Hands-On Learning
57(10)
Assessing the Individual
58(4)
Assessing Their Knowledge
58(1)
Quizzes
58(1)
Exams
59(1)
About Creating Exam Questions
59(1)
About Administrating the Exam
60(1)
Assessing Their Skills
60(1)
Creative Assessments
61(1)
Combining the Grades
61(1)
Evaluating the Class
62(3)
Evaluating Perceptions
64(1)
A Note about Measuring Instructor's Facilitation Skills
65(1)
Conclusion
65(1)
Making It Practical
65(1)
Notes
66(1)
Part III The Structure of Hands-On Learning
67(36)
8 Dethroning King Content: A Paradigm Shift
69(10)
When Content Is King
70(3)
What if Content Is All They Need?
70(1)
How to Tell if Content Is King
71(1)
Giving Content Its Rightful Place
71(1)
Introducing the 4 × 8 Proficiency Design Model
72(1)
Is Training the Solution?
73(2)
Training Will Not Improve Your Product or Solution
74(1)
Training Is Not a Marketing Gimmick
74(1)
How Can You Know if Training Is the Solution?
75(1)
Conclusion
75(1)
Making It Practical
76(1)
Note
77(2)
9 Designing for Proficiency: Determining the Curriculum
79(14)
The 4×8 Proficiency Design Model
80(1)
Level 1
80(2)
Business Goal
80(1)
Intended Audience
81(1)
Level 2
82(2)
Objectives
82(1)
Exercise
83(1)
Level 3
84(5)
Outline
84(3)
Constructive Activities
87(1)
Determine Delivery Method
88(1)
Delivery Method
88(1)
Duration
89(1)
Maximum Number of Students
89(1)
Other Logistics
89(1)
Level 4
89(1)
Provide an Assessment to Validate the Learning
89(1)
Create the Content
89(1)
Why Is Content After Assessment?
90(1)
Conclusion
90(1)
Making It Practical
91(2)
10 Pixels or Paper? How to Build the Content and Deliverables
93(10)
Ask the Questions Again
93(1)
Create a Student Guide
94(1)
Create Your Visual Aids
95(3)
Creating Presentation Slides
96(1)
Use the Software Correctly
96(1)
Don't Rely on a Presentation
96(1)
Don't Let the Presentation Tie You Down
97(1)
Know Your Material
97(1)
Creating Handouts
98(1)
Statement of Indemnification
98(1)
Create an Instructor's Guide
99(1)
Running a Pilot Class
99(2)
When an Instructor Teaches This Class for the First Time
99(1)
When This Class Is Being Taught for the First Time
100(1)
Handpick the Audience
100(1)
Plan on Extra Time
100(1)
Be Aware of Too Many Auditors
100(1)
Debrief with Everyone
101(1)
Debrief with Your Core Team
101(1)
Conclusion
101(1)
Making It Practical
101(2)
Part IV The Facilitation of Hands-On Learning
103(64)
11 Speak Up: Effective Verbal Engagement
105(10)
Decorative Speaking
106(3)
Controlled Energy
106(1)
Controlled Breathing
106(1)
Controlled Pitch
107(1)
Controlled Tempo
108(1)
Controlled Volume
108(1)
Controlled Articulation
109(1)
Declarative Speaking
109(2)
Controlled Jargon
109(1)
Verbal Crutches
110(1)
If Your Use of Verbal Crutches Is a Communication Issue
110(1)
If Your Use of Verbal Crutches Is a Habit
111(1)
Poor Grammar
111(1)
Conclusion
111(1)
Making It Practical
112(1)
Notes
113(2)
12 Shut Up: Effective Listening and Engagement
115(14)
What You Are Listening for
115(2)
What They Already Know (or Think They Know)
116(1)
What They Want to Learn
116(1)
What They Have Learned
117(1)
The Foundation for Engaging Learning
117(1)
Students Learn Better When They're Awake
117(1)
Learners Require Time to Absorb the Learning
117(1)
Set the Expectation for Engagement
118(1)
Practical Engagement in the Classroom
118(6)
Engaging as a Conversation
118(2)
Engaging with Questions and Answers
120(1)
Why Instructors Ask Questions
120(1)
When and How to Ask Questions
121(1)
Answering Student Questions
122(1)
Engaging Group Learning Activities
123(1)
Engaging Labs and Exercises
124(1)
Icebreakers, Games, and Other Interactive Options
124(2)
When Should They Be Done?
125(1)
Games and Gamification
125(1)
Interactive Technology
126(1)
Conclusion
126(1)
Making It Practical
126(3)
13 Stand Up: Effective Nonverbal Engagement
129(12)
Observed Communication: What They See You Saying
129(5)
Posture
130(1)
Facial Expressions
131(1)
Eye Contact
131(1)
Gestures
132(1)
Physical Presence
132(1)
Physical Appearance
133(1)
Perceived Communication: What They Feel You Are Saying
134(2)
Be Genuine and Humble
134(1)
Be Likeable and Pleasant
134(1)
Be Available and Prepared
134(1)
Be Positive and Have Fun
134(1)
Be Confident and in Control
135(1)
Environmental Influences
136(1)
Room Layout
136(1)
Furniture, Lighting, and Technology
136(1)
Know Your Environment
136(1)
Hosting a Training Event
137(1)
Make Your Students Feel Welcome
137(1)
Conclusion
138(1)
Making It Practical
139(1)
Note
140(1)
14 The Smartest Engineer: And Other Difficult Students
141(6)
Set the Expectations at the Beginning
141(1)
Take Responsibility for Your Learning
141(1)
Be Prepared for Difficult Responses
142(1)
The Stubborn Mule
142(1)
The Pessimist
143(1)
The Helper
143(1)
The Talker
144(1)
The Extreme Introvert
144(1)
The Sleeper
144(1)
The Expert
145(1)
Conclusion
145(1)
Making It Practical
146(1)
15 Virtual Facilitation: Tips for Effective Webinars
147(4)
What Doesn't Change
147(1)
The Philosophical Approach
147(1)
The Structure
148(1)
The Definition
148(1)
Facilitating Virtually
148(2)
Regarding the Presentation
149(1)
Regarding the Tool
149(1)
About the Event
149(1)
Conclusion
150(1)
Making It Practical
150(1)
16 Technical Presentations: Effectively Design and Deliver Technical Information
151(10)
When to Use Presentations
151(3)
When the Objective Is to Deliver Information
152(1)
When Time Is Limited
152(1)
When the Audience Is Large
153(1)
To Motivate and Encourage Change
154(1)
How to Design Effective Technical Presentations
154(6)
Determine the Delivery Method (Optional)
156(1)
Informational Objectives
156(1)
Motivational Objectives
156(3)
Delivering Your Presentation
159(1)
Ask Questions
159(1)
Practice, Practice, Practice
159(1)
Relax and Have Fun!
160(1)
Conclusion
160(1)
Making It Practical
160(1)
17 Culture and Proficiency: Training for Proficiency in a Global Environment
161(6)
What Doesn't Change
162(1)
The Philosophy of Hands-on Learning
162(1)
The Strategy of Hands-on Learning
162(1)
The Structural Design of Hands-on Learning
163(1)
What Does Change
163(2)
The Delivery of Hands-on Learning
163(1)
The Facilitation of Hands-on Learning
164(1)
Other Tips for the Traveling Trainer
165(1)
Conclusion
165(1)
Making It Practical
166(1)
Part V The Operation of Hands-On Learning
167(46)
18 Certifying Proficiency: The Fundamentals of a Product Proficiency Certification Program
169(14)
What Is Product Proficiency Certification?
169(1)
When Do You Need a Certification Program?
170(5)
When Is a Certificate Program Sufficient?
171(1)
Why You Should Consider a Certification Program 7
171(1)
If the Product Is Complex
171(1)
If Your Product Is Unique
172(1)
Products That Are New to the Market 7
172(1)
When the Go-to-Market Strategy Is Indirect or Complex
172(1)
If It Involves More Than One Party to Integrate
173(1)
If There Are Standards That Must Be Met
174(1)
If There Are Industry or Company Standards That Must Be Met
174(1)
When Quality Standards Must Be Verified
174(1)
If the Product or Technology Changes Regularly
175(1)
If Misuse Could Cause a Safety Issue
175(1)
The Requirements of Product Proficiency Certification
175(5)
Proof of Authenticity
176(1)
Board of Decision-Makers
176(1)
Curriculum and Program Acceptance
176(1)
Proof of Conformity
176(1)
Education or Experience
177(1)
Exam and/or Proficiency Assessment
177(1)
Code of Conduct
177(1)
Recertification or Maintenance
177(1)
Instructor Certification Process
178(1)
Proof of Impartiality
179(1)
Selection and Opportunity
179(1)
Administration and Traceability
179(1)
Exceptions and Deviations
179(1)
Documenting the Certification Program
180(2)
Certification Program Document
180(1)
Process Documents
180(2)
Conclusion
182(1)
Making It Practical
182(1)
Notes
182(1)
19 Managing the Details: The Effective Administration of Hands-On Learning
183(16)
Measurability
183(1)
Sustainability
184(9)
Revision Control
185(1)
Simple Revision Tracking
185(1)
Global Enterprise Classification
186(5)
Propose, Approve, Implement
191(1)
Train the Trainer
191(1)
Prerequisites and Follow-Up
192(1)
Prerequisites
192(1)
Follow-Up
192(1)
Traceable
193(4)
Tracking People and Programs
193(2)
Tracking Business Results
195(1)
Tracking Compliance
196(1)
Tracking Revenue Generation
196(1)
Tracking Cost Savings
196(1)
Improve Services
196(1)
Conclusion
197(1)
Making It Practical
197(1)
Notes
197(2)
20 Developing New Product Talent: Effective Mentoring of New and Junior Employees
199(8)
Why Mentoring Matters
199(3)
Why It Matters to the Mentor
200(1)
Employers Value Mentoring Experts
200(1)
Successful Experts Are Teaching Experts
201(1)
Why It Matters to Your Company
201(1)
Mentored Employees Have Real Input Sooner
201(1)
More Meaningful Experience Sooner
202(1)
Mentoring for Proficiency
202(1)
Multiple Mentors
202(1)
Real-Time Mentoring
203(1)
Partnership Mentoring
203(1)
The Foundation of a Mentoring Program
203(3)
Develop a Structure for Success
203(1)
Get Appropriate Endorsement and Approvals
204(1)
Set Realistic Goals
204(1)
Create Individual Objectives
204(1)
Define the Qualifications of a Good Mentor
205(1)
Aptitude
205(1)
Attitude
205(1)
Conclusion
206(1)
Making It Practical
206(1)
21 Now, Go Do It: To Be an Effective Trainer, You Must Train
207(6)
Define Your Approach
207(1)
DO Articulate How You Will Make Learning Effective
207(1)
DO Emphasize Proficiency over Knowledge
207(1)
DO Become Consciously Skilled on Your Products
208(1)
DO Identify Students That Are Ready to Learn
208(1)
Develop with a Strategy
208(1)
DO Demonstrate the Value of Training
208(1)
DO Improve Your Training from Good to Great
208(1)
DO Inspect and Evaluate Your Training
208(1)
Design with a Structure
208(1)
DO Dethrone King Content
208(1)
DO Use the 4 × 8 Proficiency Design Model
209(1)
DO Build Engaging Content and Deliverables
209(1)
Deliver with a Purpose
209(1)
DO Speak Up
209(1)
DO Shut Up and Listen to Your Students
209(1)
DO Stand Up and Be Confident
209(1)
DO Prepare for Difficult Students and Circumstances
209(1)
DO Deliver Effective Virtual Training
209(1)
DO Deliver Effective Technical Presentations
210(1)
DO Allow for Flexibility When Training in Other Cultures
210(1)
Don't Forget the Details
210(1)
DO Define Certification Properly
210(1)
DO Manage the Details Properly
210(1)
DO Mentor New Employees
210(1)
Conclusion
210(1)
Making It Practical
211(2)
Part VI For the Boss: Executive Overviews
213(22)
22 The Foundation of Hands-On Learning: An Executive Summary
215(64)
An Overview
215(1)
How You Can Help
216(1)
Conclusion
217(2)
23 The Strategy of Hands-On Learning: An Executive Summary
219(1)
Overview
219(1)
How You Can Help
220(1)
Conclusion
221(2)
24 The Structure of Hands-On Learning: An Executive Summary
223(4)
Overview
223(1)
How You Can Help
224(1)
Conclusion
225(2)
25 The Facilitation of Hands-On Learning: An Executive Summary
227(4)
Overview
227(1)
How You Can Help
228(1)
Conclusion
229(2)
26 The Operation of Hands-On Learning: An Executive Summary
231(4)
Overview
231(1)
How You Can Help
232(1)
Conclusion
233(2)
Index 235
Daniel W. Bixby is a Training Director in the USA. A training professional with a Masters Degree in Education, he has worked for a range of technology companies including Honeywell, Telex Communications, and Bosch Communications and has served as a chapter president of the Association for Talent Development. He specializes in creating training programs that improve the success of very complicated products. Working with engineers and product managers, he developed various courses, building the objectives and curricula from scratch. He has traveled around the world helping engineers and other technical experts become effective product instructors.
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