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Training & Development: Communicating for Success Plus MySearchLab with eText -- Access Card Package 2nd edition [Multiple-component retail product]

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  • Formāts: Multiple-component retail product, weight: 576 g, Contains 1 Paperback / softback and 1 Digital product license key
  • Izdošanas datums: 11-Jun-2012
  • Izdevniecība: Pearson
  • ISBN-10: 0205924220
  • ISBN-13: 9780205924226
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Training & Development: Communicating for Success Plus MySearchLab with eText -- Access Card Package 2nd editionPalielināt
  • Formāts: Multiple-component retail product, weight: 576 g, Contains 1 Paperback / softback and 1 Digital product license key
  • Izdošanas datums: 11-Jun-2012
  • Izdevniecība: Pearson
  • ISBN-10: 0205924220
  • ISBN-13: 9780205924226
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780205924226.html

Updated in its 2nd edition, Training & Development: Communicating for Successpresents a comprehensive, step-by-step approach to developing training programs organized around the Needs-Centered model of training.Rooted in contemporary instructional communication research, the book suggests that every aspect of developing a training program should be based upon trainee needs. Students are exposed to web-based training and new training technologies and learn how the internet plays a role in training and development. The text also presents students with information about career opportunities in training and development and exercises for practicing and applying what they’ve learned.

Preface x
Chapter 1 Introducing Communication Training
2(24)
Training Defined
4(1)
What Is Training?
5(1)
What Do Trainers Do?
5(2)
Why Is Training Important?
7(1)
Training and Related Functions
8(1)
Training and Education
9(2)
Training and Motivation
11(1)
Training and Development
12(1)
Training and Consulting
13(2)
Training and Communication
15(1)
The Communication Process
15(1)
The Training Process: A Communication Process
16(2)
Training Steps: An Overview of the Training Process
18(1)
Analyze Organizational and Trainee Needs
18(1)
Analyze the Training Task
19(1)
Develop Training Objectives
20(1)
Organize Training Content
20(1)
Determine Training Methods
20(1)
Select Training Resources
20(1)
Complete Training Plans
21(1)
Deliver Training
21(1)
Assess the Training Process
21(1)
Summary and Review
22(1)
Questions for Discussion and Review
22(1)
Questions for Application and Analysis
23(1)
Activities for Applying Principles and Skills
23(3)
Chapter 2 Mastering How Adults Learn
26(28)
Laws of Learning
28(1)
Law of Effect
28(1)
Law of Frequency
29(2)
Law of Association
31(1)
Law of Readiness
31(1)
Andragogy Versus Pedagogy
32(1)
Andragogical Training Assumptions
33(1)
Andragogical Training Applications
34(1)
Make Training Relevant
34(1)
Draw on Trainees' Experiences
35(1)
Use the Internal Motivation to Learn
36(1)
Teach What Learners Need to Learn
37(1)
Make Learning Problem Oriented
38(1)
Learning Styles
38(2)
Perceptual Learning Differences
40(2)
Time Learning Differences
42(1)
Information Processing Differences
43(2)
Age Differences
45(2)
Learning Preference Differences
47(3)
Adapting to Different Learning Styles: Recommendations for the Trainer
50(1)
Summary and Review
51(1)
Questions for Discussion and Review
52(1)
Questions for Application and Analysis
52(1)
Activities for Applying Principles and Skills
53(1)
Chapter 3 Conducting a Needs Assessment and a Task Analysis
54(26)
Domains of Learning
57(1)
Cognitive Domain
58(1)
Affective Domain
58(1)
Psychomotor Domain
59(1)
How to Conduct a Needs Assessment
59(1)
Assessing Organizational Needs
59(3)
Assessing Individual Trainee Needs
62(1)
Surveys
62(4)
Interviews
66(2)
Observation Methods
68(1)
Assessment Centers
68(1)
How to Assess Needs Without a Comprehensive Needs Assessment Process
69(2)
How to Analyze the Training Task
71(1)
How to Prepare a Task Analysis
71(6)
Summary and Review
77(1)
Questions for Discussion and Review
78(1)
Questions for Application and Analysis
78(1)
Activities for Applying Principles and Skills
79(1)
Chapter 4 Developing Objectives and Designing a Curriculum
80(24)
How to Write Training Objectives
82(1)
Distinguish Between Training Goals and Training Objectives
82(1)
Identify the Training Skill Outcomes
83(1)
Develop Observable, Measurable, Attainable, and Specific Objectives
84(4)
How to Design a Curriculum
88(1)
First Things First: Teach Skills in Chronological Order
89(1)
Easy Does It: Teach Simple Skills Before Complex Skills
89(1)
Problem and Solution: Teach Problem Identification, Then Problem Solution
89(1)
How to Teach a Skill
90(1)
Tell
90(1)
Show
91(1)
Invite
92(1)
Encourage
93(1)
Correct
93(2)
How to Make Every Lesson Successful
95(1)
Use Set Induction: Establish a Readiness to Learn
95(2)
Use Stimulus Variation: Change Methods to Maintain Interest
97(1)
Provide Closure: Tie a Ribbon Around the Lesson
98(2)
Summary and Review
100(1)
Questions for Discussion and Review
101(1)
Questions for Applications and Analysis
101(1)
Activities for Applying Principles and Skills
102(2)
Chapter 5 Developing Training Content
104(20)
Sources of Training Material
107(1)
Experiential Sources
107(1)
Library Sources
107(2)
Internet Sources
109(2)
Subject Matter Experts
111(1)
Commercial Sources
111(2)
Processing Training Materials
113(1)
Evaluating Material
113(2)
Citing Material
115(1)
Considering Copyright Laws
115(3)
Sample Training Content Outlines
118(1)
Improving Listening Skills
119(1)
Conflict Management Skills
120(1)
Managing Meetings
121(1)
Summary and Review
122(1)
Questions for Discussion and Review
123(1)
Questions for Application and Analysis
123(1)
Activities for Applying Principles and Skills
123(1)
Chapter 6 Using Training Methods
124(22)
Lecturing
126(1)
How to Develop Lectures
126(2)
How to Present Lectures
128(3)
Managing Experiential Activities
131(1)
How to Conduct Role Plays
131(2)
How to Conduct Case Studies
133(1)
Facilitating Group Discussions
134(2)
How to Manage Group Discussions
136(3)
How to Use Facilitation Techniques
139(2)
Selecting the Best Training Method
141(1)
Consider Your Trainees
141(1)
Consider Your Learning Objectives
141(1)
Consider Advantages and Disadvantages
141(1)
Consider Your Level of Comfort
142(1)
Summary and Review
143(1)
Questions for Discussion and Review
143(1)
Questions for Application and Analysis
144(1)
Activities for Applying Principles and Skills
145(1)
Chapter 7 Using Web Training for E-Learning
146(26)
Understanding E-Learning
148(1)
The Need for E-Learning
148(1)
Rapid E-Learning
149(1)
E-Learning Delivery Options
150(3)
Blended Training Models
153(1)
Types of Technology Training Tools
154(1)
Web 2.0 Training Tools
154(2)
Rapid Training Tools
156(3)
Developing Web Training
159(1)
Design Principles for Web-Based Training
159(2)
Practical Tips for Web-Based Training
161(2)
Using the Needs-Centered Training Model for E-Learning
163(1)
Analyze the Training Task
163(1)
Develop Training Objectives
164(1)
Organize Training Content
164(1)
Determine Training Methods
165(2)
Select Training Resources
167(1)
Complete Training Plans
167(1)
Deliver Training
167(1)
Assess Training
167(3)
Summary and Review
170(1)
Questions for Discussion and Review
170(1)
Questions for Application and Analysis
171(1)
Activities for Applying Principles and Skills
171(1)
Chapter 8 Using Presentation Aids in Training
172(24)
Purposes of Presentation Aids
174(1)
Promote Interest
174(1)
Clarify
175(1)
Demonstrate
175(1)
Enhance Retention
175(1)
Enhance Training Transfer
176(1)
Strategies for Using Presentation Aids
177(1)
Keep Presentation Aids Simple
177(1)
Communicate with Trainees, Not to Your Presentation Aids
178(1)
Make Presentation Aids Large Enough to Be Seen
178(1)
Be Ready to Present Without Presentation Aids
179(1)
Practice Using Your Presentation Aids
179(1)
Types of Presentation Aids
180(1)
Participant Guides and Handouts
181(1)
Dry-Erase Boards
182(1)
Document Cameras
183(1)
Video
184(1)
Internet
185(1)
PowerPoint
185(8)
Summary and Review
193(1)
Questions for Discussion and Review
194(1)
Questions for Application and Analysis
194(1)
Activities for Applying Principles and Skills
195(1)
Chapter 9 Developing Training Plans
196(30)
The Purpose of Training Plans
198(1)
Connect Training Needs with Objectives
198(2)
Connect Training Objectives with Methods
200(1)
Preparing to Write a Training Plan
200(1)
Conduct Research
200(1)
Develop Training Content
200(1)
Determine Training Time Frames
201(1)
Determine Training Methods
202(1)
Select and Develop Training Materials
203(1)
Training Plan Formats
204(1)
Descriptive Format
204(2)
Outline Format
206(1)
Multicolumn Format
206(10)
Developing the Participant's Guide
216(1)
The Importance of the Participant's Guide
216(1)
How to Prepare the Participant's Guide
217(1)
Practical Training Plan Tips
218(1)
Determine the Amount of Detail Needed
218(3)
Draft the Participant's Guide First
221(1)
Remember the 20-Minute Rule
221(1)
Build In the Skill Training Sequence
221(2)
Plan for Contingencies
223(1)
Revise, Revamp, Reconstruct
223(1)
Testing the Training Plan
223(1)
Conduct a Focus Group
223(1)
Conduct a Pilot Test
223(1)
Invite an Expert to Review the Materials
224(1)
Summary and Review
224(1)
Questions for Discussion and Review
225(1)
Questions for Application and Analysis
225(1)
Activities for Applying Principles and Skills
225(1)
Chapter 10 Delivering the Training Session
226(28)
Planning Your Training Delivery
228(1)
Consider Your Trainees' Needs
228(2)
Consider Your Training Environment
230(2)
How to Connect with Trainees
232(1)
Trainer Immediacy
232(7)
Trainer Gestures and Proxemics
239(2)
Trainer Affinity Seeking
241(1)
How to Manage Potential Conflict in Training Situations
242(1)
Problem Trainee Types
243(1)
Using Conflict Management Skills
243(4)
How to Evaluate and Improve Your Delivery
247(5)
Summary and Review
252(1)
Questions for Discussion and Review
252(1)
Questions for Application and Analysis
252(1)
Activities for Applying Principles and Skills
253(1)
Chapter 11 Assessing Learning Outcomes
254(26)
Understanding Assessment
257(1)
Model of Assessment
257(1)
Need for Assessment
258(1)
Kirkpatrick's Levels of Assessment
259(1)
Assessing Affective Learning: Did They Like It?
260(1)
Domains of Affective Learning
260(1)
Tools for Assessing Affective Learning
261(4)
Assessing Cognitive Learning: Did They Learn It?
265(1)
Domains of Cognitive Learning
265(1)
Tools for Assessing Cognitive Learning
265(4)
Assessing Behavioral Learning: Can They Do It?
269(1)
Domains of Behavioral Learning
269(1)
Tools for Assessing Behavioral Learning
270(1)
Interpreting Assessment Information
271(1)
Analyzing Assessment Data
271(4)
Using Assessment Data
275(1)
Reporting Assessment Data
275(2)
Summary and Review
277(1)
Questions for Discussion and Review
278(1)
Questions for Application and Analysis
278(1)
Activities for Applying Principles and Skills
279(1)
Chapter 12 Becoming A Training Professional
280(24)
How to Get a Training Job
282(1)
Types of Training Jobs
282(2)
Strategies for Getting a Training Job
284(1)
Training Part-Time
285(1)
Becoming an ASTD Certified Trainer
286(2)
How to Identify Training Needs
288(1)
Types of Training Needed
288(3)
Need for E-Training and Blended Learning
291(1)
Need for Training Generalists Versus Specialists
291(1)
Need for Training On-the-Go
292(1)
How to Develop Training Proposals
293(1)
Writing Needs-Assessment Proposals
294(1)
Presenting Needs-Assessment Proposals
295(2)
Writing Training Proposals
297(3)
Presenting Training Proposals
300(1)
Summary and Review
301(1)
Resources for the Training Professional
301(1)
Questions for Discussion and Review
302(1)
Questions for Application and Analysis
302(1)
Activities for Applying Principles and Skills
302(2)
Notes 304(7)
Glossary 311(5)
Index 316