Comm. Training and Development: Reading Notes

Ch. 2: (1) Define and explain learning.

- "learning is a change in individuals, due to the interaction of the individuals and their environment, which fills a need and makes them more capable of dealing adequately with their environment" (p. 28)

(3) develop a well-worded needs assessment survey. (p. 59)

- Assessing organizational needs - an organization is not a single entity but an amalgam of the people, the structure, the history, and the culture of a workplace. interviewing individuals within an organization will reveal important information about what it and it not needed in training, but a more holistic approach to looking at an organization may be needed. 1. PESTLE analysis stands for the assessment of Political, Economic, Social, Technological, Legal, and Environmental factors. These six external factors are likely to have a direct effect of the needs and obstacles that an organization faces. - political: what are the current and future political pressures, from local, county, state, or national government agencies, that may affect the organization? - economic: how does the current and future economic outlook (including such factors as the stock market, inflation, unemployment, interest rates) affect our organization and its mission? - social: what social factors, such as demographics, life-style changes, cultural and ethnic profiles, could affect the goals and mission of the organization? - technological: how will current and new technologies have an affect on our organization? - legal: what local, county, state, and national legislation, including court decisions, could affect our organization? - environmental: what environment factors, including the use and misuse of environmental resources, would affect our organizational goals and mission? 2. SWOTs analysis. a second type of organizational analysis, SWOTs, deals with Strengths, Weaknesses, Opportunities, and Threats. Organizational or team members, working either individually or as a group using the brainstorming method (generating ideas without evaluating them), make a list of the strengths, weakness, opportunities, and threats of the organization. - after identifying and ranking each of the four categories, the next step is to consider these questions: 1. how can we build on or maximize our strengths? 2. how can we overcome or reduce our weaknesses? 3. how can we take advantage of the opportunities? 4. how can we address the threats and potential threats? - Different types of needs assessments 1. surveys. a survey, also called a questionnaire, is a series of written questions or statements for which you seek responses from others to learn about their knowledge, attitudes, or behavior relate to your training topic. 2. Likert scale. a Likert scale item first offers a statement and then asks to what degree a respondent agrees, is undecided about, or disagrees with the statement. 3. checklist. another format for gathering survey data is to provide a list of skills and knowledge and ask respondents to check those items where they may have little need, some need, or a great need to learn information about. 4. yes or no responses. you could be very direct and ask respondents questions in which the only response is yes or no. although most survey designers suggest that it's better to seek a range of responses to questions, there may be times when you want to have a direct yes or no response. 5. rank order. another method of assessing needs by using a survey is to ask respondents to rank skills or behaviors in their order of importance to them. It's usually best not to ask respondents to rank a list that's too long; ranking six or seven items should be the limit. 6. multiple choice questions. another format for assessing needs is to ask a question and offer only a limited number of choices for a respondent to select from. 7. open-ended questions. sometimes the best way to determine what people's needs are is to ask them an open-ended question. an OPEN-ENDED question is a question in which you provide no structure for the respondent's response. you just ask for information and leave space for the respondent to write his or her answer. 8. 360 Survey. a survey technique that can be especially effective in conducting a training needs assessment is called the 360 SURVEY METHOD. the 360 survey method seeks information not only from the employee but also from the employee's colleagues and those who may be subordinate to the employee, as well as the employee's supervisor. it's called 360 because information is gathered from all perspectives, or at 360 degrees (the circumference of a circle).

Soft skills and hard skills

- Soft skills are those skills that focus on managing people, information, and ideas such as communication, management, and leadership training. - Technical training, such as computer programming or Web page design, is often called hard skill training - not because the skills are necessarily hard to learn, but because technical skills typically involve specific right answers or precise procedures to follow.

(3) describe and use techniques that promote nonverbal immediacy during a training session.

HOW TO CONNECT WITH TRAINEES 1. trainer immediacy: trainers should deliver a session that ultimately enhances trainees' desire to approach the material, not avoid it. - teacher immediacy -> student motivation -> student cognitive learning 2. nonverbal immediacy: nonverbal immediacy is the unspoken aspect of how your present yourself. eye contact, posture, and movement all influence how you are perceived by others. - nonverbal immediacy is communicated and fostered by unspoken, nonverbal behaviors and communication. nonverbal communication is behavior other than written or spoken language that creates meaning for someone. - channels are the avenues or paths that carry and transport message meaning. typically, channels for nonverbal communication include: - vocals - eye contact - gestures - space - touch OTHER THINGS TO CONSIDER - appearance: appearance is generally the first nonverbal message we receive from another person. if you're training in a large corporate environment, a "business look" is often expected in a training room. - facial expressions. the face is the primary source of emotional expression. we look naturally to someone's face to determine his or her mood, intentions, and connotative meanings for what is said. - nonverbally responsive: while looking and listening. smiles, facial reactions, head nods - even grimaces - all serve to let the trainee know that she or he is being heard. - eye contact: the eyes have been referred to poetically as the "windows of the soul." much information can be sent and received via eye behaviors. - eye scope: is the range of eye contact - making sure that all trainees receive eye contact from the trainer. even the best of trainers will tend to look most frequently toward certain sections of the room. - two methods to use in achieving good eye contact, and thus immediacy, are: 1. a scan: an eye scan generally starts are one side of the room and sweeps systematically to the other side of the room. if done carefully and naturally, this technique will ensure trainer eye contact with all trainees on a continuous basis. 2. a spot grid: here the trainer looks systematically at specific zones in the room. if the spots are spread strategically across the room, the trainer will be able to make visual contact with clusters of people continuously. - in using either of these eye contact techniques, the trainer needs to remember to garner depth of eye contact. there is a difference between making eye contact with a trainee and simply gazing in the general direction of his or her face. - kinesics: kinesics is the study of human movement and gestures and how these phenomena create meaning. trainees tend to pay more attention to trainers who use appropriate gestures in their presentation. - vocal cues: it's not what you say, but how you say it that makes the difference in how a message is interpreted. the term VOCAL CUES refers to the volume, articulation, dialect, pitch, inflection, rate, and use of pauses as you speak. in keeping with the principle that nonverbal messages are more believable than verbal messages, if vocal cues conflict with verbal messages, the audience will typically put more wight on the vocal messages.

(4) teach a skill by telling, showing, inviting, encouraging, and correcting.

How to teach a skill 1. the first step, TELL, is practically self-describing. the first task when teaching a skill is to tell trainees what you want them to do. most of the time you will tell or describe the skill by giving a short lecture. other ways to tell trainees what to do are to have them read about the skill or to have an expert describe how to perform the skill. 2. the SHOW step involves demonstrating how to perform the skill. learning theorists tell us that behavior modeling (discussed in ch. 2), which is nothing more than SEEING a skill performed, is a basic and powerful learning strategy. 3. after you've told trainees what to do and shown them an example. you're ready to INVITE them to perform the skill. the method you use to invite them to practice the skill will depend on the specific skill, its complexity, and the number of trainees in your class. - one of the typical ways to invite trainees to perform a skill is to plan role play. - other methods for inviting trainees to practice a skill include using case studies and simulation, giving the group a problem to solve in which they practice the skills, and asking participants to perform the skill individually. - trainees especially appreciate your inviting them to perform a skill that directly relates to their needs (their in basket); they like working on projects that link to their work, such as having them develop an agenda for their next meeting. - when inviting trainees to perform a skill, remember our suggestion of moving from the simple to the complex. the first skill you have them practice should be an easy one. after they have gained confidence, you can increase the difficulty of the skill rehearsal. 4. Encourage. Couch trainees to perform the skill the right way. most people like and need encouragement. in providing feedback to trainees, first point out what the trainees are doing right, not what they are doing wrong. especially when trainees are performing a skill where others can see them, such as in a role play situation, find ways to point out what they are doing correctly. - have the trainees tell you what they are doing well. simply ask, what did you do well when you performed this task? - we emphasize that the feedback should be honest. - in addition to asking the trainee what he or she did well, you can ask other participants for positive feedback about the skill performance of their colleague. feedback about what the trainee did well shouldn't be too long; overly verbose praise often leads adult learners to suspect that you're trying to sugar-coat your feedback. 5. Correct. we learn by our mistakes. although it seems oxymoronic, we learn to succeed by making mistakes and having someone correct our mistakes. as a trainer, after offering praise, you need to follow up with specific suggestions for improving the performance. again, if time and circumstances permit, ask the trainee for his or her own evaluation of the skill. - one technique to ensure that each trainee receives feedback is to assign one trainee to be an observer while other trainees are performing the training task. - another technique for ensuring that all trainees receive feedback is to ask trainees to write examples of what you are teaching them to do on a chalkboard, flipchart, or sticky notes. - in summary, when providing corrective feedback to trainees, keep these suggestions in mind: (p. 95) a. be descriptive b. be specific c. be positive d. be constructive e. be sensitive f. be realistic

(2) identify and perform the key steps in writing a training plan.

PREPARING TO WRITE A TRAINING PLAN - conduct research - develop training content: training content is the information, definitions, descriptions, concepts, and skills that your present to trainees, whether in spoken or written form. - determine training time frames - determine training methods - select and develop training materials

(2) describe strategies for obtaining a job in training.

STRATEGIES FOR GETTING A TRAINING JOB - obtain a college education - complete an internship in a training department. INTERNSHIPS are opportunities for students to obtain college credit by working in a supervised environment. - join a professional training organization. - focus less on getting your first job in a training department and more on getting a job in an industry, corporation, or organization that excites you. - develop relationships with continuing education programs.

(7) develop skills in writing and presenting training proposals.

WRITING NEEDS-ASSESSMENT PROPOSALS - the needs-assessment proposal must be brief and succinct. - the first section of a needs assessment, the introduction, is your opportunity to introduce yourself and to review your credentials, which give you CREDIBILITY. are you competent, and can management trust you to go snooping around their organization? you get credibility by reporting your credentials, your prior training experiences, your education, your research, and whatever recognition you've received for you professional work experience. - the second section, the briefing of the problem, is where you describe the problem and explain why it is of concern to the organization. - the third section of the proposal, the needs-assessment procedures, includes a brief discussion of the sample, methodology, and data analysis. PRESENTING NEEDS-ASSESSMENT PROPOSALS - to prepare the written report of your results, you can simply expand on your needs-assessment proposal. thus far you have an introduction, a briefing of the problem, and a discussion of the procedures you used to conduct your needs assessment. now you will need to add two additional sections, results and discussion. - in the results section, present your findings in a clear and concise manner. give you key decision makers a snapshot of what you found in your needs assessment. - when presenting survey results, compute the percentages for each of the response categories. by looking at this snapshot of the data, decision makers can see that there may be a problem among the telemarketers. - the final section of the written report, conclusions, confirms (or disconfirms) that there is a problem, in addition to discussing possible causes of and solutions to the problem. - to prepare your oral presentation of the needs-assessment results, we recommend the following: 1. invite key decision makers and opinion leaders to attend your presentation. - OPINION LEADER is an informal role within an organization that people look to in order to understand how they should interpret certain information. 2. be brief. 3. use visual aids. 4. be prepared to answer questions during your presentation. 5. request approval for developing a training proposal. WRITING TRAINING PROPOSALS - once key decision makers are interested in what you can do to help them solve their problem, you will prepare a training proposal. the TRAINING PROPOSAL is a formal document that sets forth the training program in detail, including its length, the training content, strategies, materials, an assessment plan, and a training budget. 1. introduction of trainer and credentials. 2. title and description of the training program. 3. target audience. 4. learning objectives. 5. details of the training program. 6. assessment of learning objectives. 7. training budget. - training proposals must include a TRAINING BUDGEt, which outlines all the anticipated costs needed to develop, present, and assess the training program. - a CONTACT HOUR is the time you spend in the training classroom working with trainees. 8. return on investment (ROI) report. - the COST/BENEFIT RATIO examines the training program's benefits to the organization in relation to how much it will cost. PRESENTING TRAINING PROPOSALS - as you did with the needs-assessment proposal, you will want to present your training proposal to key decision makers and opinion leaders in person. use your training proposal document as a guide for your presentation. consider presenting a JOB TALK, which is a brief demonstration of one of the shorter training modules. a job talk will give decision makers and opinion leaders an idea of your training style and a preview of the training curriculum you would use.

Training and development

- Development is any behavior, strategy, design, restructuring, skill or skill set, strategic plan, or motivational effort that is designed to produce growth or change over time. - How does development differ from training? Development is the broader, more encompassing function. Training is narrower in focus. - Figure 1.1 (p. 13) Comparing development, education, and training: Development - encouraging growth and change - is a more comprehensive process than education and training. Education is broader in scope and purpose than training. Training focuses on enhancing the skills needed to perform a specific job.

Training and consulting

- A consultant offers insight, advice, wisdom, and research - or experience-based intervention strategies that may help an organization more effectively achieve its goals. The goal of consulting is personal and corporate development.

List skills that are frequently presented in communication, leadership, and management training seminars and workshops.

- We have found that communication and leadership skills - especially COLLABORATIVE SKILLS - are often the solution to problems that arise in organizations.

(5) define learning style.

- a LEARNING STYLE is the way an individual perceives, organizes, processes, and remembers information. some people are flexible in how they learn. others remain more limited and have a preferred learning style or a preferred mode of processing information.

age differences

- don't assume that because someone is of a certain age that person has the stereotypical values of his or her generation. - there may be generational differences in comfort levels in using and adapting to new technology. - the greater the generational difference between trainer and trainees, the more sensitivity and mindfulness that amy be needed to bridge differences in communication style and approach.

Compare training with the processes of education, development, motivation, and consulting.

- education, motivation, development, and consulting are four related processes.

Ch. 11: (1) define assessment and list and explain two reasons why assessment is important to trainers.

- training assessment is the systematic process of evaluating training programs to ensure that they meet the needs of the trainees and the organization. NEED FOR ASSESSMENT - assessment is important to trainers for at least two reasons. first, it ensures the survival of the fittest in an organizational climate concerned with downsizing or doing more with less. second, it ensures that quality remains consistent with contemporary management philosophies, where work processes must be reexamined constantly for their efficiency and effectiveness. ASSESSMENT ENSURES THE SURVIVAL OF THE FITTEST - executives make decisions based on the return on investment (ROI) ratio. RETURN ON INVESTMENT is a phrase that suggests that an investment should yield or produce a return that is greater than its initial amount. ASSESSMENT ENSURES QUALITY TRAINING - assessing learning outcomes is consistent with many organizational cultures that subscribe to total quality management (TQM). Total quality management is a philosophy that advocates that doing a job right is more important than doing a job quickly.

(4) identify types of role plays and case studies a trainer can use and give strategies for using them effectively.

HOW TO CONDUCT ROLE PLAYS - a role play encourages participants to act out unfamiliar roles, attitudes, or behaviors in order to practice skills or to apply what they have learned. - improvisation - prescribed roles - semi-prescribed roles - replay of life - participant-prepared skits HOW TO CONDUCT CASE STUDIES - a case study is a type of problem-based learning that includes a detailed and contextualized problem that is presented to trainees for solving. - to help them develop quality case studies, you might want to share these tips: 1. change the names of the characters in case studies to ensure confidentiality. 2. provide a context for the case: what history of the organization is relevant? what led to the problem? 3. describe the players in the case study. what are their backgrounds and personalities? what makes them unique? 4. illustrate the problem and make sure it is clearly articulated. demonstrate the effects of the problem. PROCESSING CASE STUDIES - describe the problem - identify symptoms and causes - develop interventions and prescriptions

(2) organize a training curriculum according to the principle of chronological order.

How to design a curriculum - a training CURRICULUM is the essential content of a training program - it's the overarching plan for organizing the information and teaching the skills in your training program. to design the training curriculum is to determine the sequence of what a trainer will present to trainees. First things first: teach skills in chronological order - CHRONOLOGICAL ORDER organizes information in a time sequence. what a person performs first, teach first. in essence, you will follow the sequence of the task analysis you prepared because the task analysis should be arranged chronologically.

(2) identify criteria to evaluate training resource material obtained from the internet.

Internet Sources (p. 109-110) Evaluating internet sources - when using information accessed through the internet, it is essential to evaluate the information on a specific Web site. Knowing the author of the sit, the credentials of the author, the type of sit (e.g., .com [commercial], .edu [education], .org [nonprofit organization], the institution or organization with which the author is associated, and the date of the information on the site are all important considerations for determining the credibility of the information presented. to evaluate Web sites, consider these criteria: 1. accountability 2. accuracy 3. objectivity 4. date 5. usability

Identify and describe the nine steps involved in designing and presenting a training workshop.

1. Analyze organization and trainee needs: The process of identifying trainer needs is quite similar to analyzing an audience. Analyzing trainee needs is so central to the process of training that it is in the center of the model (figure 1.3 p. 19); every other aspect of designing and delivering a training presentation depends on the needs of the trainees. 2. Analyze the training task: You conduct a task analysis: a detailed, step-by-step description of precisely what the trainee should do and know in order to perform that desired skill. A task analysis provides a comprehensive outline of what you would teach if you had unlimited time. 3. Develop training objectives: After you have figured out the steps of the skill you are teaching, it's important to develop objectives or learning outcomes that you want your trainees to accomplish. 4. Organize training content: Once you have your precise training objectives in hand, you can begin work on drafting the information that trainees need to now and describing the behaviors that they will be expected to perform. 5. Determine training methods: You'll need to develop effective methods of presenting information. 6. Select training resources: Whether you're using video, discussion questions, or some other resource, you'll need to decide what you have to prepare to present your training presentation. 7. Complete training plans: A training plan - sometimes called a lesson plan in educational settings - is nothing more than a written description of how you will organize and present your training session. 8. Deliver training: You will not only deliver your training by planned lectures, videos, and activities, but you will also facilitate class discussion by asking good questions. A training presentation should be much more interactive than a speech. The elements of effective speech delivery - eye contact, good posture, effective gestures, varied vocal inflection - are essential when training others, and we will review skills and strategies for asking effective questions in Chapter 10. 9. Asses the training process: Competent trainers will evaluate how effectively their training was received - did trainees like it? - and, even more important did they learn it? The ultimate test of a training sessions is: Did they use it? Did the training make a difference in how they now communicate with others?

Describe three approaches to consulting

1. The purchase approach - to consulting is most often associated with training. A member of an organization has diagnosed a problem and seeks to purchase a solution from a consultant. This approach involves the consultant least in diagnosing the problem. 2. The doctor-patient approach - places greater emphasis on the consultant's diagnosing the problem in the organization. The manager or director may know that something is wrong but is not certain what the problem is or how to manage it. This approach is a middle ground that involves both consulting determination and what the client thinks is the problem. 3. The process consulting approach - describes the most direct involvement of the consultant in diagnosing a problem and offering recommendations to solve it. The organization may not yet even be aware that there is a problem. The process consultant uses a variety of measure to assess the overall vitality of the organization and then recommends strategies for improving organization effectiveness. This approach require the most consulting involvement in determining the problem.

(9) differentiate divergers, assimilators, convergers, and accommodators and explain how trainers can accommodate them. (p. 47)

1. divergers prefer observing a situation rather than taking action. they tend to be innovative, imaginative, and concerned with personal relevance. divergers have a need to know how new information relates to prior experiences before they learn new information. - use buzz groups. buzz groups are small groups, usually five to ten people, who are given a topic to discuss. divergers like the interaction with others and the opportunity to add to the ideas of others. - facilitate brainstorming sessions. during problem solving, the BRAINSTORMING technique encourages creativity among group members, as does the free flowing of solutions being offered without any group member's evaluating or judging them. divergent learners like to piggyback on another's ideas to create new solutions. - encourage mentor/mentee relationships. 2. assimilators prefer learning that is efficient, logical, and precise. they value sequential thinking and trust expert opinion. assimilators enjoy collecting data and organizing it or assimilating it into concise, logical form. - give traditional lectures. - invite experts to address trainees. - assign individual research projects. 3. convergers are always looking for utility in ideas and theories. they approach learning from a problem-solving perspective and enjoy finding practical solutions. convergers prefer analyzing problems and testing theories to find solutions that can be implemented to achieve results. - introduce new problem-solving processes. - use "problem-based" training methods. 4. accommodators learn primarily from hands-on field experience and by trial and error. they enjoy carrying out plans and involving themselves in challenging experiences. - conduct experiments. - place trainees in the field or on job sites. - develop internship programs.

(10) differentiate the matching, bridging, and style-flexing approaches to training.

1. matching: trainee learning styles are accommodated. 2. bridging: trainee learning styles are accommodated only when they have difficulty learning. 3. style-flexing: trainee learning styles are both accommodated and challenged.

(3) explain the four-step process of managing experiential activities: planning, preparing, presenting, assessing (PPPA).

1. planning: develop a learning objective for the activity. identify the importance of the activity. 2. prepare: brainstorm possible experiential activities. review resource materials to find the correct training activity. 3. presenting: inform your trainees about the activity and the purpose for the activity. confirm that your instruction are clear and understood. distribute the necessary materials. monitor the activity by walking around the room and making yourself available to answer questions. keep track of the time and provide timing cues when necessary. provide corrective feedback as needed. unpack or process the activity using the EDIT process (p. 135 in textbook). 4. assessing: conduct a personal thought inventory (PTI). ask participants to answer three questions on a piece of paper: what is ____? why is ______ important? how do you do_____? give each participant a sticky note and ask him or her to write down the key "take aways," or the significant ideas they learned from engaging in the activity.

(4) list and explain the five adult learning principles.

1. make training relevant - a NEEDS ASSESSMENT is the process of identifying what learners do not yet know or the necessary skills that they cant yet perform. until a trainer knows what the trainees' needs are, it will be difficult to make the training relevant. - train for a trainee's "in basket" - involve trainees in doing their actual work during the training session 2. draw on trainee's experience - it's always better to get a message out of someone rather than to put one in. - acknowledge their less-than-positive experiences and empathize with trainees, but don't dwell on their negative experiences. - acknowledge that negative experiences are inevitable and that the job of training is to reduce the number of negative experiences. - ask trainees how new training content might address negative experiences. - place the negative experiences in context. 3. use the internal motivation to learn - take advantage of internal motivation. - set realistic expectations. 4. teach what learners need to learn - make training "needs based" or "learner centered" - encourage self-directed learning - make training timely. with JUST IN TIME (JIT) training, trainees receive the right amount and type of training exactly when it's needed. unfortunately, many trainees receive "single shot" training, which is only a one-time training program that includes all the information and skills trainees will need. a single dose of training usually results in information overload: important information is not retained, and skills are never developed to the proficiency that is needed for trainees to succeed in their jobs. - coach trainees through mistakes. 5. make learning problem-oriented - group your trainees. - ask trainees to forward their specific problems ahead of time to the trainer. - provide trainees with a bibliography or a set of resources. - provide trainees with a series of training classes.

(7) differentiate reflective and impulsive learners and explain how trainers can accommodate them. (p. 42)

1. reflective learners need time to process information and tend to work with greater care and precision when learning new information. 2. impulsive learners work quickly and with less determination. complete accuracy is less important than getting a quick overview of the concept or skill to be learned.

(2) list, describe, and compare and contrast the affective, cognitive, and psychomotor domains of learning.

1. the COGNITIVE DOMAIN of learning emphasizes remembering facts, knowledge, principles, and theories. when you memorize dates in a history class or theoretical principles in a business management course you are focusing on the cognitive domain. - a learning module may be called TRAINING, but if it focuses on the cognitive domain, it is really more a matter of education. 2. the AFFECTIVE DOMAIN of learning focuses on changing attitudes and feelings and enhancing motivation; the affective domain also emphasizes enhancing the value of or an appreciation for something. 3. the PSYCHOMOTOR DOMAIN of learning focuses on teaching people behaviors or skills. when you teach someone how to do something new or better, you're focusing on the psychomotor domain of learning. - what do the three domains of learning have to do with conducting a needs assessment? when you are assessing learning needs, it's important to know dirst whether you are assessing the trainee's knowledge (cognitive domain), motivation (affective domain), or skill (psychomotor domain). the essence of conducting a needs assessment is to ask trainees what they need to learn or to find out what they can and can't do in order for you to design the training program that best meets their needs.

(6) differentiate visual, aural, and kinesthetic learners and explain how trainers can accommodate them.

1. visual learners learn by reading and viewing. they remain visually oriented and need to see what they're learning. visual learners want to see how the pieces fit together. - visually oriented trainees also learn by modeling other people's behaviors. with modeling, people acquire knowledge, attitudes, beliefs, and values and learn how to perform certain behaviors by observing those who model the behavior. - set realistic expectations for trainees. - model "real" behaviors. - praise models for their behavior. - use models who are similar to trainees. 2. aural learners, or auditory learners, learn by hearing and speaking. auditory-oriented learners need opportunities to articulate what they're learning: they clarify their thinking by making the words come out of their mouths. - aural learners need opportunities to articulate their ideas to others. they also learn from hearing others speak. they prefer processing the spoken word rather than the written word. 3. kinesthetic learners learn from touching and doing. kinesthetically oriented learners are tactile and prefer to be engaged in movement. they are partial to action and have a tendency to express emotion in physically exuberant ways. kinesthetic learners prefer a hands-on approach to learning. they enjoy involving themselves in the training content and do well by participating in training simulations, case studies, and role play activities. they develop an appreciation and value for training content not by reading or hearing about it by by doing and experiencing it.

(6) define and explain the importance of facilitated discussion and demonstrate the skills for guiding a discussion.

FACILITATING GROUP DISCUSSIONS - a facilitated group discussion occurs when a group of three to ten trainees interact with the assistance of a facilitator who guides the discussion toward specific learning objectives. - trigger questions are also useful for stimulating discussion. trigger questions, which usually concern controversial issues, are those that deal with claims of value (what is right and wrong, good and bad), policy (what should be done?), and process (how should we do it?). trigger questions cannot be answered with a simple yes or no answer. and they must ultimately tap into your learning objectives. your facilitated discussion will be only as good as the questions you ask. EXPOSING TRAINEES TO STIMULUS. here are suggestions for using a media stimulus in a guided discussion. - present trainees with a set of trigger questions to guide their viewing of the media (a film clip, a video, or the like). - review the questions with the trainees to be sure they understand what you are asking them to look for and listen to while viewing the media. - ask the trainees to view, read, or listen to the stimulus and then reflect on what they experienced. - ask trainees to journal their responses to your trigger questions. SETTING GROUND RULES. trainers create a safe environment before the discussion begins by setting the ground rules. ASKING QUESTIONS - a taxonomy is a way to classify information. Bloom's taxonomy is useful in helping trainers formulate questions. questions that tap into lower-order cognitive learning such as knowledge (identifying information exactly as it was learned), comprehension (identifying information in general terms), and application (relating information or principles to a new context) usually stifle group interaction and conversation. - closed questions: questions that require the recall of specific information. - open questions are more ambiguous and usually have no single correct or incorrect response. these questions often call for additional probing and follow-up questions. - allow ample time for a response to a question. - don't answer your own questions. HOW TO USE FACILITATION TECHNIQUES Interaction management. facilitating a group discussion effectively requires a trainer to use these interaction management strategies: - ask trigger questions. - see that all group members contribute to the group discussion in an open manner. - probe students' comments and raise additional questions. - continually redirect conversation in order to meet learning objectives. - monitor nonverbal communication behaviors so you can call on those who appear to disagree with what has been said. - carefully draw out those who are reticent or who do not seem to hold the majority view. - tactfully shut down those who are too willing to communicate and would dominate the group discussion. - provide a final summary and debriefing that point to your learning objectives. THREADED DISCUSSION. a threaded discussion is one in which you ask a question and then integrate carefully all responses and follow-up questions into a meaningful and coherent conversation. ROUND ROBIN - with the round robin technique, the facilitator asks a question and then goes around the group, asking each member in turn for his or her response.

(6) develop skills in writing and presenting needs assessment proposals.

HOW TO DEVELOP TRAINING PROPOSALS - there are essentially two types of proposals. one is a needs-assessment proposal, and the second is the actual training proposal, which we discuss later in this chapter. - the needs-assessment proposal explains to the organization's decision makers why some aspect of their organization deserves to be examined more closely.

(5) use appropriate observation methods to assess learner needs.

Observation methods - besides asking trainees to respond to written questions in a survey or by interviewing them, another strategy for determining what trainees need to learn is to watch them work. - observe them performing some of the skills you plan to include in your training session. Assessment centers - many organizations, especially large ones, have formal assessment centers. an ASSESSMENT CENTER is a room or suite of rooms where employees are given performance tests in order to identify proficiencies and weaknesses in their job skills.

(7) provide closure to a training lesson.

Provide closure: tie a ribbon around the lesson - to provide CLOSURE is to conclude one element of a lesson and point the learner to what comes next. lesson closure involves three steps. - first, summarize what has been discussed; state the key points you've covered. think of it as a brief recap of the lesson. - second, provide a psychological conclusion to what has been learned. help the learner not only to remember what was learned but also to value the new knowledge and show how that new information and skill can be beneficial. closure is equivalent to tying a ribbon around the lesson. - finally, the third step of providing closure is to point the trainee to the next phase of the training. show or describe how the completion of one objective can logically lead to the next one. - closure can be effective as a transition at any time during a training session when you move from one objective to the next or from one skill or concept to another. think of it as a technique that can be sprinkled throughout a training session.

.Ch. 6: (1) List and define training methods including lectures, experiential activities, and guided discussions, and compare the advantages and disadvantages of each training method.

(a) LECTURING - in a lecture, trainers use oral messages to impart large amounts of prepared information to trainees using one-way communication. trainers are the source of the information, and trainees are the receivers of the information. - create relevance: tell a story, use pictures and videos, pre-assess participants' knowledge and skills. - organize content: introduction, preview, body. - use signpost: a signpost is a verbal or nonverbal message that tells trainees where they are in a lecture. - use internal reviews and previews: internal review and preview messages remind trainees where they've been and indicate where they're going in a lecture. - use chunking - use mnemonic devices as memory aids or memory shortcuts. - use schema: schema is an organization system or a category of information. - BE REDUNDANT: repeat information, reiterate information, highlight information, use feedback messages. PRESENTING LECTURES: - use immediacy behaviors: immediacy, as we discuss in more detail in chapter 10, is a perception of physical or psychological closeness; it is created by using certain verbal and nonverbal messages. - refer to trainees by name, lean forward, nod head, use gestures, maintain eye contact, self-disclose to your trainees. ENGAGE TRAINEES. - an engagement strategy is any type of communication that encourages trainees to reflect on or to interact with the information they receive. - use stimulus prompts: a stimulus prompt is a partial statement or a question that require trainees to complete the statement or answer the question. - ask rhetorical questions: rhetorical questions are questions that don't require answers. (b) Managing experiential activities How to conduct role plays: - improvisation - prescribed roles - semi-prescribed roles - replay of life - participant-prepared skits HOW TO CONDUCT CASE STUDIES - a case study is a type of problem-based learning that includes a detailed and contextualized problem that is presented to trainees for solving. PROCESSING CASE STUDIES - describe the problem - identify symptoms and causes - develop interventions and prescriptions (c) Facilitating group discussions - a facilitated group discussion occurs when a group of three to ten trainees interact with the assistance of a facilitator who guides the discussion toward specific learning objectives. - trigger questions: usually concern controversial issues, are those that deal with claims of value, policy, and process. ASKING QUESTIONS - a taxonomy is a way to classify information. - allow ample time for a response to a question - don't answer your own questions

(2) list and explain the four laws of learning.

- A law of learning is a statement that describes the conditions that must be met in order for trainees to learn. A. the law of effect states that people learn best under pleasant and rewarding conditions. - create a pleasant physical environment - accommodate trainee's work schedules - schedule appropriate breaks - make learning fun B. the law of frequency suggests that the more often you practice a trained behavior, the more likely you will continue using the desired behavior accurately. teachers refer to it as "D & P," or drill and practice. - make sure trainees are practicing correctly. - DEEP PRACTICE is the process of mindfully practicing a skill by chunking it up, repeating it, and then feeling how the skill should be performed. - chunk it up, repeat it, learn to feel it - make sure trainees are practicing the correct skill - use "plus-one" mastery technique. the PLUS-ONE TECHNIQUE involves learning a process one step at a time while adding each new step to the preceding steps you've mastered. - have trainees train the trainer. C. the law of association suggests that every new fact, idea, concept, or behavior is best learned if we can relate it to or with something we already know. - use analogies - compare and contrast with other familiar processes D. the law of readiness suggests that learning is more likely to occur when what is being taught is something the learner needs to learn at that time - when the learner is mentally and physically ready to learn. - make it clear why each skill being taught is important to the learner. - ask the learner to explain why the skill being taught could be of practical value to the learner. - schedule the training so that the skills being taught will be readily put into practice.

Describe the training process as a communication process

- Because a trainer is a communicator who prepares and delivers messages to enhance the skills of trainees, the communication model helps us visualize how trainees understand )or misunderstand) what is taught during training. The goals of a trainer is to eliminate noise - both literal and psychological noise - so that the message presented during a training session is understood and achieves its intended effect. - In the context of communication training, the trainer's job is to help people see how we make sense of what we experience and how we develop the strategies and skills that enable us to accurately and clearly express thoughts, ideas, and emotions. By focusing on the needs of the trainee, the trainer can craft a training lesson that achieves the objectives of the training. A skilled trainer is a skilled communicator.

Training and education

- Education is the process of imparting knowledge or information. People can educate themselves by reading, or they can have someone teach them what they want or need to learn. Training, on the other hand, focuses more on skill development and behavior change. - Training emphasizes doing. Education emphasizes knowing. - Training emphasizes achieving a certain level of skill attainment. Education often evaluates by comparing one student to another. - Training is a more closed system. Education operates more as an open system. - Training emphasizes the requirements for performing a specific job linked to a specific duty. Education is less often linked to a specific job. - Training is more likely to offer a comprehensive list of the skills required to perform a specific behavior. Education is less likely to provide a summary of all information on a specific subject.

The communication process

- In the broadest sense, communication is the process of acting upon information. Expanding on this definition, we suggest that human communication is the process of how we make sense of the world and share that sense with others by using verbal and nonverbal messages to create meaning. Effective communication focuses on the needs of the receiver of a message. Meaning is ultimately created in the mind and heart of the listener (or, in the training context, in the mind and heart of the trainee).

Training and motivation

- Motivation is an internal state of readiness to take action or achieve a goal. Motivational speakers attempt to tap that internal state of readiness by encouraging listeners to achieve a worthwhile goal. - Trainers and Motivational speakers both seek to bring about change in their listeners. They differ in that trainers are more likely to seek individual and organization change by teaching skills; change happens because the listener now has a new repertoire of tools and behaviors that he or she didn't have before. - Emotions are feeling states that often result in behavior change. - Attitudes are learned predispositions to respond favorably or unfavorably toward something.

Ch. 1: Define Training

- Training is the process of developing skills in order to perform a specific job or task more effectively. Stated simply, to train is to develop skills. Although training often involves presenting information (cognitive learning), as well as motivating people to work harder or smarter, or to have a positive attitude toward others (affective learning), training focuses primarily on developing specific actions, skills, and behaviors (the behavioral domain of learning). the goal of training is that a worker will perform his or her job with greater skill and effectiveness. - A skill is a desired behavior that can be repeated when needed, it is an ability to DO SOMETHING as opposed to knowing something. - Although trainers also present such information as teaching workers about policy, rules, and procedures, the primary focus of training is to change behavior through teaching skills.

(3) differentiate andragogy from pedagogy.

- andragogy is the science and art of teaching adults. an andragogical approach to learning is self-directed rather than teacher-directed and is based on the Greek word aner, which means "adult". - pedagogy, on the other hand, is the science and art of teaching children. it refers to a teacher-directed approach to learning that is based on the Greek words paid, which means "child," and agogus, which means "guide." - it's not so much about chronological age as it is about maturity. maturity is the degree of experience that a trainee brings to the training classroom. not all young adults are inexperienced or immature, and not all adults are experienced and mature. Andragogical Training Assumptions 1. adult learners need to know why they're learning something 2. adult learners bring years of experience to the classroom 3. adults tend to be self-motivated 4. adults know their own deficiencies, and they know what they need to learn to become successful 5. adults are problem-centered learners

adapting to different learning styles: recommendations for the trainer

- employ a variety of training techniques and methods appropriate for a variety of learning styles. - don't assume that everyone learn like you do. - don't always train in the manner in which you were trained. - be aware of how your training method adapts to trainee's learning styles. 1. consider using matching. in a MATCHING training approach, trainees are instructed in their own preferred styles. this approach requires some form of large-scale assessment in which all future trainees are surveyed or assessed in order to identify their preferred learning styles. once those preferences have been identified, trainees are grouped and instruction is presented to match their learning style preferences. 2. consider using bridging. in a BRIDGING training approach, trainers instruct trainees using the trainer's preferred training style; then , when an individual student has difficulty, the trainer accommodates the student's learning style preference. with this approach, students are not assigned to classes based on learning styles preferences. instead, trainers bridge or find ways to adapt training content so that it makes sense to those trainees who are having difficulty with the content. 3. consider using style-flexing. STYLE FLEXING is a process of teaching in a manner that both accommodates and challenges trainee's learning styles. trainees learn not only the training content but also how to learn in ways that are different from their preferred learning styles. the goal is to help trainees become flexible in how they learn and to increase their confidence with learning in a variety of ways.

Ch. 3: (1) explain why a needs assessment is crucial to developing a successful training program.

- the two words needs and assessment are almost self-defining. a need is a deficiency or lack of something. to assess is to evaluate or identify. hence a needs assessment evaluates what is lacking. conducting a training needs assessment is the process of identifying what learners do not yet know or the necessary skills that they can't yet perform. a needs assessment also seeks to determine what skills and information learners already possess. if you will present a team-building seminar, it will be useful to know beforehand what the learners already know about team building. it would not be productive to spend your time on principles and skills that trainees already know. - understanding your trainees' needs is at the heart of developing an effective training program. - closely linked to the process of identifying learning needs is the pivotal process of conducting a task analysis. a TASK ANALYSIS is a step-by-step outline that describes the skills you are teaching. the task analysis goes hand-in-hand with the needs assessment; you may need to know the details of a task before you can assess what trainees know or don't know about it. - identifying the area between what trainees can and can't do is called a GAP ANALYSIS. the gap between what is expected and what has not yet been mastered is the gap in sills that needs to be addressed by the training. people don't often know what they don't know; that's what a needs assessment is designed to identify - the gap between current skill level and needed skill level.

(8) differentiate whole-part and part-whole learners and explain how trainers can accommodate them.

1. whole-part learners, also called top-down processors, prefer having the big picture before moving into the details of the concept or idea. - whole-part learners need a schema, or a way to organize the big ideas, before they're ready to receive detailed information. 2. part-whole learners, or bottom-up processors, prefer to examine the big picture in terms of its parts. they don't necessarily need the big picture before examining the parts that comprise it.

(3) develop an instrument to measure affective learning.

ASSESSING AFFECTIVE LEARNING: DID THEY LIKE IT? - Affect is the degree of liking, appreciation, respect, or value that one has for something. in the training context, affect would be the amount of liking trainees have for their trainers and how valuable they considered their training. DOMAINS OF AFFECTIVE LEARNING - you want your trainees not only to like you but also to like and respect your training content. training is more than just conveying content and developing skills; it's also teaching trainees how to value and respect what they learn. four domains of affective learning are important to the training professional. - assess if trainees liked and valued the training content. - assess if trainees liked and valued the new behaviors. - assess if trainees liked and valued the trainer. - assess if trainees are likely to use new content and skills. - tools for assessing affective learning. - surveys and questionnaires: the SEMANTIC DIFFERENTIAL scale measures attitudes by asking people to choose between opposite positions, for example, good and bad or liked and disliked. an incomplete statement may not be followed by pairs of opposite or bipolar terms separated by a number sequence. OTHER TIPS AND TOOLS: - at the end of each day ,you can get immediate feedback and adjust your delivery to ensure that trainees like and value the content, the behaviors, and you: 1. use two flip chart pages 2. use sticky notes 3. pass out index cards 4. use text messages

(5) develop an instrument to measure behavioral learning at the atomistic, analytic, and holistic levels.

ASSESSING BEHAVIORAL LEARNING: CAN THEY DO IT? - Domains of Behavioral Learning: 1. atomistic assessment. the lowest level of behavioral assessment is called atomistic assessment, the identification of small, observable behaviors. when you assess on this level, you're interested only in determining whether the behaviors were performed. - this level of assessment may also include some quantification: how many times was the trained behavior performed or not performed? 2. analytic assessment. the midlevel of behavioral assessment is analytic assessment, or assessing how well each individual behavior was performed. for a coaching dialogue to be constructive and effective, it's important that managers not only walk through the steps in the appropriate order but that each step is performed well. 2. holistic assessment. the highest level of behavioral assessment is holistic assessment, where the assessor determines the overall quality of the employee's performance. TOOLS FOR ASSESSING BEHAVIORAL LEARNING - because effective training programs are designed to meet the specific needs of a particular group, it's difficult to find prepackaged instruments for assessing the skills you helped your trainees develop. 1. behavioral items: the behaviors developed in the training program are referred to as behavioral items. - if you were assessing behavioral learning at the atomistic level with the instrument, you would check whether the behaviors occurred and in the appropriate sequence. if the assessment were to occur at the analytic level, you would need skill ratings. 2. skill ratings. the series of numbers or a scale that indicates the level or quality of performance is referred to as skill ratings. many behavioral instruments include five skill ratings: 1=very poor, 2=poor, 3=fair, 4=good, and 5=very good. 3. skill criteria. in addition to skill ratings, assessors need skill criteria, that describe in behavioral terms what each skill rating reflects. - before assessors can study behavioral learning, they must have a clear standard for the behavior(s) that will receive a particular skill rating.

(4) develop an instrument to measure the domains of cognitive learning

ASSESSING COGNITIVE LEARNING: DID THEY LEARN IT? - cognitive learning focuses on whether trainees learned the training content. did the trainees understand the material? - domains of cognitive learning: three domains of cognitive learning are important to the training professional: 1. assess if trainees understand training content. 2. assess if trainees can analyze and synthesize training content. 3. assess if trainees can evaluate training content. Tools for assessing cognitive learning: 1. Multiple-choice exam items: multiple-choice is a type of exam item that challenges trainees to choose among three to five answers to a question. - a STEM is the question or incomplete statement that you want your trainees to answer or complete. - FOILS are the alternative choices that follow the stem, one of which will correctly answer or complete the stem. - the foil that contains the correct answer is called the KEYED RESPONSE. the incorrect foils are called DISTRACTORS. 2. Matching exam items. a MATCHING exam item asks trainees to connect or attach two words or phrases together. these exam items contain a set of stimuli and a set of possible responses. 3. Essay exam items. with ESSAY items (and fill-in-the-blank items), trainees are not given a list of possible responses but are asked to generate the correct response. - to avoid the pitfalls in writing and using essay exam items, consider these suggestions: - define the task presented in the essay question. - focus the essay question. - write clear and specific directions. - allow ample time for trainees to answer all essay questions.

(3) explain advantages and disadvantages of commercial training content sources.

Advantages and Disadvantages of using commercial training materials. - when a trainer identifies a training topic or need and locates prepackaged commercial training content for purchase, he or she must consider the following advantages and disadvantages of using commercial training materials. ADVANTAGES - the material is already prepared, sequenced, organized, and ready to use. - preparation time for the trainer is shorter. - material already has a track record of effectiveness. - training sessions can align and match what is being done across the nation (even globally). - the trainer does not have to worry about copyright issues with purchased materials. DISADVANTAGES - material may bot be well suited for the specific needs of the trainees. - material may be too general and not closely applicable to corporate needs. - the trainer does not "own" the material so the delivery is "second person" in nature. - cost for the trainees and the corporation may be higher than that of developing the training material. - the trainer may still have to double check copyright issues with these materials because purchasing the material provides copyright approval for use.

(2) identify, analyze, and appropriately use environment factors to enhance the training session.

CONSIDER YOUR TRAINING ENVIRONMENT - physical environment: in the training room, many environmental issues could influence the delivery of the training. room temperature and lighting are frequently an issue. - especially important is the seating arrangement, which often determines the amount and type of interaction during a training session. - another consideration regarding the physical environment is potential sources of distractions, both visual and auditory.

(5) describe and apply appropriate design principles in the development of a web-based training program.

DEVELOPING WEB TRAINING - design principles for web-based training - keep it simple - use three clicks - avoid dead-ends - make it sticky - ensure rapid downloads - brand it - chunk it - use levels to organize (a) level 1: previews training program (b) level 2: previews chapters (c) level 3: reviews course content within chapters (d) drills deeper into course content PRACTICAL TIPS FOR WEB-BASED TRAINING 1. telling - use the four-level organizational structure - use screencasts - use podcasts 2. showing - use youtube - use skype - use digital media products 3. inviting - use simulations. simulations are interactive, task-driven exercises that allow trainees to experience a concept and develop skills. - use audio files. - use quizzes, essays, and online forum, or journals 4. encouraging - make yourself available - encourage trainees to encourage each other - encourage trainees to evaluate information or behaviors 5. correcting - give immediate feedback - correct by using peer assessments - use self-assessment

(3) recognize the factors involved in determining that the e-learning method is appropriate for a given context, including task ambiguity and media richness.

E-Learning Delivery Options - the training and development professional needs to select the appropriate delivery option based on a number of consideration. the technology used to deliver the training will affect two important training dynamics: synchronicity of communication and trainer-trainee directedness. - SYNCHRONOUS COMMUNICATION occurs in real time and allows trainer and trainee to have a conversation. - ASYNCHRONOUS COMMUNICATION does not allow for a real-time conversation; people in different places communicate, but at different times. - what delivery modes are modes are most appropriate for a given training program? when you need to answer this question, ask first how ambiguous and complex the training task is. AMBIGUITY indicates there are conflicting interpretations of an idea or an issue. generally, soft skills such as communication skills (listening, meeting facilitation, presentational speaking, conflict management, employee appraisals) are high in ambiguity. - the second consideration in assessing training delivery modes is the richness of the mode. MEDIA RICHNESS describes the technology's ability to simulate face-to-face communication.

(3) organize a training curriculum according to the principle of teaching simple skills before more complex skills.

Easy does it: teach simple skills before complex skills - an exception to the "firsts things first: principle comes when you need to teach elementary skills and concepts before teaching more complex material. - the rule of teaching material in chronological order does not apply to whether you teach informative speaking or persuasive speaking first. teach first what is simpler to perform.

(5) explain and use conflict management techniques that address training problems during delivery.

HOW TO MANAGE POTENTIAL CONFLICT IN TRAINING SITUATIONS. Using conflict management skills - conflict management skills are communication skills that enable a trainer to deal in a professional manner with a problem trainee. our training experiences have shown that trainees who are performing well want to see a problem trainee's behavior addressed and refocused. MANAGE EMOTIONS - here are pointers to help you manage emotions: 1. take time to cool off 2. select an appropriate time and place to address the conflict 3. remain nonverbally responsive 4. plan the conversation DESCRIBE BEHAVIORS - consider two suggestions for separating the behaviors from the person: 1. identify and describe the problematic behaviors 2. use "I" messages rather than "you" messages PARAPHRASE CONTENT AND EMOTIONS - here are suggestions for improving how well your problem trainee understands you: 1. ask the problem trainee to paraphrase the content of the conflict conversation 2. ask the problem trainee to paraphrase the emotional content of the conflict conversation - USE IMMEDIACY AND AFFINITY SEEKING. - USE PROPOSAL BEHAVIORAL ALTERATION TECHNIQUES: - Behavior alteration techniques (BATS). behavior alteration techniques are communication strategies that are intended to control and direct student behavior. - prosocial behavior alteration techniques are positive strategies that are grounded in constructive trainer-trainee relationships. - anti-social behavior alteration techniques are negative strategies that are grounded in destructive trainer-trainee relationships (for example, "I'm the trainer, do it or else.") - review this list of communication strategies: 1. trainers can reduce conflict by using prosocial rather than antisocial behavioral alteration techniques. 2. the awareness and use of multiple strategy and message options increases trainer effectiveness in resolving potential conflict situations. 3. it is helpful to diagnose your communication patterns in compliance-gaining situations; you may be coming across negatively and not realize it. HOW TO EVALUATE AND IMPROVE YOUR DELIVERY - time management in training sessions. - talk time versus trainee talk time. - use of presentation aids (including equipment). - use of humor in training sessions. - immediacy with trainees. - credibility and message organization. - ability to respond to trainee questions.

(6) describe and use appropriate assessment tests to identify learner needs.

How to assess needs without a comprehensive needs assessment process (p. 69). 1. make the first event of your training session a needs assessment activity. develop a worksheet asking for information and background about the trainee's experiences. 2. prior to the workshop, phone or e-mail participants to introduce yourself and ask what they would like to learn in the upcoming workshop. 3. phone or e-mail the person who invited you to present the workshop. seek as much detailed information as you can about the needs, skills, interests, and attitudes of the trainees. 4. as participants arrive for the workshop, talk with them about their backgrounds and their interest in the topic. 5. after introducing yourself, ask participants what they would like to learn and why they are attending the seminar. write their responses on a flip chart, overhead transparency, or whiteboard. at the end of the seminar, go back to the list that you compiled and note how you attempted to respond to the specific questions that had at the beginning of the workshop. 6. develop a presession questionnaire. before the training begins and as participants are filing into the room, give each participant a brief needs assessment questionnaire that you can review either before the session starts or during the first break. such a questionnaire could ask for information about the participant's current job, educational background, and previous training as well as the specific objectives that the participant has for the workshop. - based on your impromptu needs assessment, you may need to expand or condense portions of your program.

(7) write an effective task analysis of a skill appropriate for training.

How to prepare a task analysis (p. 71) 1. step one: become knowledgable about the skill or behaviors you are teaching. - first, identify or find the job description for the individuals you are training. - second, to learn more about the specific skills you will be teaching, conduct research. - a third way to become knowledgable about specific skills and behaviors is to ask someone who knows how to perform them. you may need to consult a SUBJECT MATTER EXPERT (SME). for some training topics you may be the SME. if you're a communication expert and you are developing your training on communication skills, you are the SME on communication. 2. step two: identify the sequence of major behaviors needed to perform a skill. 3. step three: add detail to each of the major steps to provide a comprehensive description of how to perform the skills. - first, you may be trying to analyze a topic that is not a skill (it may be more information or cognitive based). make sure that there are verbs (action words) that you can use to describe the task. - second, you may not have enough knowledge about the skill to describe how to perform it.

Ch. 4: (1) write training objectives that are observable, measurable, attainable, and specific.

How to write training objectives: - a training objective is a concise statement that describes what the trainees should be able to do when they complete the training. because training emphasizes the psychomotor or behavioral domain, we place the emphasis on what trainees should be able to DO (as opposed to know or feel). - when we use the term OBJECTIVE we mean a more specific, precise training outcome that you are attempting to achieve. a GOAL is a more general statement of what you would like to accomplish. - if you do not have a detailed task analysis, it will be a challenge to write well-worded, specific training objectives. Develop observable, measurable, attainable, and specific objectives. 1. objectives should be observable. a well-written training objective should specify some type of behavior that you can observe. 2. objectives should be measurable. in addition to being observable, the objective should be measurable. by measurable, we mean that you should be able to assess how accurately or effectively the behavior was performed. if you can't measure how effectively the trainee performed the objective, you will have no way to determine whether the training was successful. 3. objectives should be attainable. besides being observable and measurable, objectives should be realistic. by realistic, we mean that the objective should achievable given the trainee's background and ability. if the trainees can't perform what you're asking them to do because it's too difficult or inappropriate for their current job, then you've not written an effective objective. 4. objectives should be specific. there are two ways to ensure that your training objectives identify specific rather than vague or general outcomes. first, make sure you have a well-chosen verb. - another way to ensure that your objectives are specific is to identify the precise actions that you expect the trainee to be able to perform. - you can add specificity to an objective by building in the criteria for successfully mastering a behavior. CRITERIA are standards for an acceptable outcome.

(4) discuss two advantages and two disadvantages of using the internet in presentation aids.

INTERNET - corporate training rooms are commonly set up with internet connections, and this can be a great asset to the training session. many web sites can be explored and projected on a screen for the entire training group. - another use for the internet in training sessions is to allow trainees to have hands-on time with an internet-based presentation aid. - the internet can be used to coordinate trainee interactions and comments for simultaneous training sessions in different locations. but make sure that you can still facilitate the training session even if the internet goes down.

(6) describe how to interpret assessment data to ensure that learning objectives were met.

INTERPRETING ASSESSMENT INFORMATION Analyzing Assessment Data: - behavioral learning objective - instructions: 1. introduction 2. content 3. organization 4. language 5. delivery 6. conclusion - ratings 1=very poor 2=poor 3=adequate 4=good 5=very good USING ASSESSMENT DATA - after analyzing the assessment data, you should be able to determine which learning objectives were met and which were not. for many assessment experts, the assessment process ends here because of a lack of time and resources.

(4) conduct interviews to assess learner needs.

Interviews - an interview is a form of oral interaction structured to gather information. interviews often involve two people - the person asking the questions and the person responding - but interviews can involve more than one respondent; it's possible to interview a group of people. - a group interview is usually called a FOCUS GROUP interview. one person usually acts as the moderator or facilitator, asks open-ended questions, and then gives group members a chance to share their views on the questions.

(2) differentiate between Bloom's taxonomy of learning and Kirkpatrick's levels of assessments.

Kirkpatrick's levels of assessment: - level 4: results. to what degree targeted outcomes occur as a result of the training event and subsequent reinforcement. - level 3: behavior. to what degree participants apply what they earned during training when they are back on the job. - level 2: learning. to what degree participants acquire intended knowledge, skills, attitudes, confidence, and commitment based on their participation in the training event. - level 1: reaction. to what degree participants react favorably to the training. Bloom's learning taxonomies: - behavioral learning: focuses on developing skills and changing behaviors. - cognitive learning: focuses on acquiring knowledge and factual information. - affective learning: focuses on changing attitudes and enhancing motivation.

(5) differentiate between training generalists and training specialists, and explain why each is important today.

NEED FOR TRAINING GENERALISTS VERSUS SPECIALISTS - TRAINING GENERALISTS are practitioners who perform all the jobs and tasks associated with the needs-centered training model. - TRAINING SPECIALISTS are practitioners who specialize in only one area of the training and development profession. - the titles associated with training specialists include curriculum developer, program designer, trainer, and assessment specialist.

(3) compare and contrast the options of working full-time or part-time as a trainer.

PART-TIME TRAINING - become a subject matter expert. - develop training in your area of expertise. - develop a web site to promote your training programs and consulting services. - develop a list of clients. - price your training and consulting services appropriately. BECOMING AN ASTD CERTIFIED TRAINER (FULL-TIME) - one way to enhance your training credentials is to become a certified trainer. the AMERICAN SOCIETY OF TRAINING AND DEVELOPMENT (ASTD) is the world's largest association dedicated to workplace learning and performance professionals, those who job it is to connect learning and performance to measurable results for an organization. ASTD has approximately 70,000 members in more than one hundred countries. - by becoming a member of ASTD, you not only join a network of 70,000 professionals who do what you do, but you also gain access to these resources: 1. state of the industry report 2. training + development magazine 3. infoline series 4. learning circuits 5. buyer's guide - training certification is a voluntary process whereby a professional body such as ASTD recognizes or grants a designation to professionals who have met certain qualifications or standards. - a TRAINING CERTIFICATE recognizes your having acquired knowledge and skills about training; it is a document that confirms that the professional has completed a course of study.

Ch. 10: (1) deliver a training session that considers the physical and psychological needs of the trainees.

PLANNING YOUR TRAINING SESSION - consider your trainees' needs - BASIC NEEDS: no matter how mesmerizing a trainer's delivery, listeners need periodic breaks. MASLOW'S HIERARCHY OF NEEDS lists five basic need categories, the most basic level of which is physiological needs. classic training advice is: don't keep adults sitting for more than two hours at a time. - in addition to physiological needs, Maslow posits that individuals have needs for safety, love and belongings, esteem, and self-actualization. - the environment where the training takes place must be a secure one. ATTENTION SPAN DELIVERY STYLE: - the best way to create a sense of dialogue during a lecture is to adopt a conversational delivery style. asking strategic questions during a lecture and throughout the session will stimulate dialogue and interaction. - the four classic methods of training delivery are: 1. manuscript delivery 2. memorized delivery 3. impromptu delivery 4. extemporaneous delivery - a conversational delivery style is most readily achieved through extemporaneous delivery. when trainers speak extemporaneously, they use notes or an outline but they do not read from a manuscript, speak from memory, or speak in an impromptu style. PSYCHOLOGICAL ENVIRONMENT - one psychological characteristic of an environment that may have an effect on training delivery is the organization culture. ORGANIZATIONAL CULTURE refers to the norms, rules, policies, customs, practices, values, history, and characteristics of an organization. trainers need to be familiar with an organization's "heroes" and "villains." most organizations have myths, legends, and logics that are important from trainers to know. - thus the trainer needs to consider the likely attitude of the trainees. - a sensitive trainer is aware of the environmental factors, both physical and psychological, surrounding the training session. but awareness is just the first step; the trainer must plan and shape the delivery to maximize results.

(5) describe three strategies for designing and delivering powerpoint slides

POWERPOINT - Principles for using power point 1. use of powerpoint sometimes requires dimmed lights. 2. unthinking presenters often subject audiences to a powerpoint barrage of visual and auditory data at rates faster and quantities greater than the human mind can process and absorb. 3. powerpoint audiences are required to match what they read on the slides with what they hear the presenter say. many possible contrasts might exist in this situation. 4. expert presenters use powerpoint to "illustrate what they are saying rather than to replace their lecture." - Designing powerpoint slides 1. keep slides simple and concise 2. balance images 3. don't use animation 4. use sound effects sparingly 5. use appropriate colors 6. strive for uniformity and consistency 7. regulate and coordinate the number of visuals - delivering computer-generated presentation aids - set up and test the presentation - control the lighting in the training classroom - display and hide slides effectively. - prepare a contingency plan

(4) write a training plan using four practical training planning tips.

PRACTICAL TRAINING PLAN TIPS - determine the amount of detail needed. - level one: highly detailed plan. The level one plan is a plan you prepare for someone else to use. the training content may be written to serve almost as a transcript of what the trainer may say. - level two: moderately detailed plan. the level two plan is one that you may draft for yourself but that you may not use immediately. you will want enough detail to capture the key information and description of the methods, but you need not provide a full script. - level three: nondetailed plan. if you're designing a training plan for yourself to use and you are the subject matter expert on the topic, you may need only brief notes summarizing the training content and methods. - draft the participant's guide first. - remember the 20-minute rule. - build in the skill training sequence. - plan for contingencies. - revise, revamp, reconstruct.

(4) list and describe implications for training about copyright laws, cite sources, and obtain permission for information used in training sessions.

Processing training materials (p. 113-114) - evaluating material - relevance to objectives - credibility of content - training time constraints - match for the cultural environment - ready to apply - appropriateness for the learning style of the trainees CITING MATERIAL - it is important that you do not use training material that is authored by someone other than yourself WITHOUT GIVING PROPER CREDIT. this applies to ideas, drawings, photographs, charts, cartoons, techniques, and so on. "to give credit" means that you footnote or otherwise clearly reference the source of the information. PLAGIARISM is the use of ideas, words, and the work of others as if it were your own. using someone else's materials as if they are yours is theft. if you are unsure about any materials you want to use, employ the following principles: 1. when in doubt, check it out. 2. when in doubt, cite. 3. cite, cite, cite. Considering copyright laws - when developing training content, trainers need to consider whether gathered material is under copyright. if it is, steps need to be taken before it can be used in a training program. typically, if someone has published an article, book, cartoon, speech, software, music, or poem and a trainer wants to use it in a training session, he or she needs to (1) acknowledge the author and (2) obtain WRITTEN PERMISSION from the copyright holder to use the published materials. Teaching contexts vs. training contexts - many materials and ideas can be used and shared freely in academic settings such as university classrooms (with appropriate source citation) that cannot be used freely - even with appropriate citation - in professional training contexts where the trainer is being paid. Obtaining copyright permission - you need to write to the person or publishing company who holds the copyright to the material. you'll find the name and usually the address of the copyright holder on the title page of the material you are using.

Ch. 8: (1) list and explain four purposes for using presentation aids.

Purposes for presentation aids 1. promote interest - presentation aids promote interest and capture trainee attention. - incorporating training aids enhances trainee interest in any topic. trainee interest, in turn, promotes trainee involvement and engagement in the session and the training content. increased interest and involvement can translate into appropriate workplace behaviors as a result of the training. 2. clarify - a presentation aid can help explain complex concepts or ideas to trainees. 3. demonstrate - one of the most effective ways to help trainees understand a skill or a behavior is to SHOW it - to demonstrate a key step and offer a prescription for how to teach a skill. in a DEMONSTRATION, the trainer or a model performs the desired behavior or shows others enacting it. demonstrations are particularly useful with hard or soft skill training. 4. enhance retention - RETENTION is the amount of material a trainee remembers when the training session is over. if trainees cannot remember training content the day after a session, you have failed as a trainer. memories stimulated by our five senses (individually or in tandem) start sooner, go deeper, and last longer than those we gain simply from hearing language. seeing, hearing, and doing are more likely to create a vivid memory for trainees, which in turn tends to promote the memory or training content. ENHANCE TRIAINING TRANSFER - another challenge for trainers is to get trainees to use new behaviors and skills on the job.

(2) describe the various methods and options for developing web-based training programs, including rapid e-learning, web-based delivery, and blended training.

RAPID E-LEARNING - one form of e-learning, rapid e-learning, is a set of software tools that make it possible for subject matter experts to create and publish interactive e-learning quickly. the evidence is that multi-hour training programs have become less popular, especially in tough economic times. - another difference with rapid e-learning is that training departments call on subject matter experts (SME) to develop the course. - rather than have an SME advise an instructional designer (someone who develops training objectives, curricula, methods, and assessment instruments), which is usually what happens in e-learning, the SME is contracted to develop the course. in essence, rapid e-learning brings SME's closer to learners, putting the people with the knowledge in direct contact with the people who need it. - some web-based training programs are considered lean because they convey messages using fewer channels (i.e., sight only) and don't allow people to interact in a synchronous manner. video conferencing is a richer form of training media because it conveys messages using multiple channels (i.e., sight and sound) and allows people to interact in a more synchronous manner. MEDIA RICHNESS HIERARCHY: 1. face-to-face classroom delivery 2. web/video conference delivery 3. web-based delivery: web-based delivery doesn't usually permit trainees to hear a trainer's voice in real time, and it tends to be both trainer and trainee directed. Trainers can facilitate participation, communicate with trainees, collaborate, and evaluate work. in addition, trainees can communicate and interact with other trainees through the web site. Facilitated transactions software incorporates elements of asynchronous and synchronous communication. 4. distance education delivery: this e-learning delivery option involves training modules that are offered entirely or partially online, in an asynchronous communication mode. there is typically no online support or real-time communication with the trainer. BLENDED TRAINING MODELS - blended training occurs when a trainer mixes and matches training methods, technologies, and delivery systems to meet the needs of trainees and organizations. three of the most popular models of blended training are the: 1. hybrid model 2. knowledge/skill rotation model 3. complementary model

(7) prepare an assessment report including a cost/benefit ratio to document a training program's return on investment.

REPORTING ASSESSMENT DATA - the COST/BENEFIT RATIO examines the training program's benefits to the organization in relation to how much the training program cost. when there are more benefits than costs, decision makers are more likely to reinvest in the training department's efforts. however, if the program's costs are greater than the program's benefits, decision makers will be less likely to reinvest in training. - CBR = Program Benefits/Program Cost - when reporting assessment results, you need to find ways of showing the benefits of your training to the organization's bottom line. - although benefits are sometimes difficult to compute, we believe most organizations can estimate how much a single customer complaint costs the organization. - to calculate how much the training program costs the organization, you would need to review the training budget. - to calculate the CBR, or the organization's return on investment, you would divide the benefits by the costs.

(7) identify and discuss the criteria for selecting the best training method.

SELECTING THE BEST TRAINING METHOD - consider your trainees - consider your learning objectives - consider advantages and disadvantages - consider your level of comfort

(2) discuss and implement five strategies for using presentation aids.

STRATEGIES FOR USING PRESENTATION AIDS 1. Keep presentation aids simple - narrow and focus the purpose of the aid - use key words or short phrases. rather than using long sentences, use BULLET POINTS, short phrases, key words, or short quotes. - use appropriate fonts. a FONT is the design and size of the printing type. - pictures vs. words 2. Communicate with trainees, not to your presentation aids - know your content - know your presentation aid sequence - get to know your trainees before the session and before you use presentation 3. make presentation aids large enough to be seen - determine the size and shape of your training room - determine the size of the projection screen image - is the trainer's handwriting on a white board big enough? - have handouts ready to distribute as an option 4. be ready to present aids - carry an extra electronic copy of the presentation aid with you - put presentation aid materials online (on a web site or in an email) as a backup 5. practice using your presentation aids - rehearse with your presentation aid in the training room - practice to ensure ease of using equipment - practice to ensure seamless transitions

Ch. 5: (1) identify and locate credible sources of training content and materials.

Sources of training material. Experiential sources - if you are a subject matter expert (SME), your training material can come from what you already know as a trainer - from what you have done, from your experiences, ideas, and knowledge. - library sources - books (p. 108) - periodicals. periodicals are cyclically published works that have more current information when compared to books. - full-text databases. an electronic depository of information found on the Web that provides not only bibliographic data but also full text articles that you need. - newspapers - reference resources: encyclopedias, dictionaries, book of quotations, almanacs and yearbooks. - government documents. the federal government publishes information on almost every subject you can think of.

(5) identify, describe, and implement three methods of testing the quality of a training plan.

TESTING THE TRAINING PLAN 1. conduct a focus group - a focus group is a few people selected to discuss a particular topic so that others can better gauge how people will respond to it. 2. conduct a pilot test - to pilot test something is to perform a trial run on it before officially releasing it for wider presentation; the goal is to determine how effective the program is or to identify what needs to be changed. 3. invite an expert to review the materials.

Ch. 7: (1) describe the growing need and usefulness of e-learning training programs.

THE NEED FOR E-LEARNING - in one study focusing on the need for e-learning, forty-six training managers offered the following reasons for using e-learning in today's organizations. 1. minimizes costs: online training reduces such expenses as the trainer's fee, the cost of training manuals, and the renting of classrooms. also, e-learning does not limit the number of trainees to the number of seats in a training classroom. 2. minimizes down time. 3. appeals to contemporary learners.

Ch. 9: (1) describe the key purposes of a training plan.

THE PURPOSE OF TRAINING PLANS - training plans have two specific purposes. first, training plans connect what the trainee needs to learn (needs assessment) with training objectives. second, a training plan connects the training objectives with the methods the trainer uses to help trainees master the objectives. if the training objectives aren't clearly linked to what trainees need to do in order to successfully perform their job, the training will have little value. the training plan describes the step-by-step behaviors that the trainer performs in presenting the training; the plan provides the sequence and a detailed overview of what you will present. without reviewing the trainee needs, objectives, and methods, the training plan sequence may not achieve your intended results. 1. connect training needs with objectives. 2. connect training objectives with methods.

(3) develop and use three types of training plan formats.

TRAINING PLAN FORMATS - regardless of the look of the training plan, five elements should be included in any written plan: 1. objectives 2. training content 3. time 4. method 5. materials The three primary training plan formats are: (p. 204) 1. descriptive format: the least structured approach, the descriptive format consists of a narrative summary that describes the training content and methods, using subheadings and paragraphs to describe each training element. 2. outline format: as its name implies, the essential elements of the outline format are organized in the manner of an outline. the training content is listed and the methods and materials needed in the training are integrated in the list. 3. multicolumn format: the most structured plan, the multicolumn format organizes the information in four columns that support each training objective. the four columns include information about time, content, methods, and materials.

(3) list and describe two advantages and two disadvantages each for using handouts, dry-erase boards, document cameras, video, and the internet.

TYPES OF PRESENTATION AIDS 1. Participant guides and handouts - the most basic presentation aid is the handout or participant's guide. handouts are typically hard copy documents that you design and distribute to your trainees. trainers often assemble individual handouts into a packaged form in a notebook or work book. this collection of materials is referred to a PARTICIPANT'S GUIDE. - handouts and participant's guides have both advantages and disadvantages. handouts can be quite useful; they can also be a waste of paper, costly, and difficult to transport. electronic handouts are a bit more efficient and easier to manage, but they don't have the immediate tactile benefit of hard copy documents. consider your purposes and then use handouts and participant's guides to the greatest advantage. - here are suggestions for using these materials well during your training sessions: - practice to make sure handouts are error free. - do not distribute handouts while you are speaking. - let trainees know when to reference handouts. 2. Dry-erase boards - DRY-ERASE BOARDS, or WHITE BOARDS, are white, laminated panels that allow trainers to use markers rather than chalk and to erase with ease. they can be an immediate presentation aid and,, with various markers, they can be quite colorful. - here are suggestions for using dry-erase boards well: - use appropriate markers for the white board. - bring your own dry-erase markers. - use dry-erase markers correctly. 3. Document cameras - a document camera is a mounted video camera connected to a video projector and projected on a large screen. this presentation aid can be very useful for displaying unscanned pictures, documents, and often-used material. - note the following "best practice" suggestions for using document cameras well: - locate the document camera in an appropriate place. - turn the document camera off when not in use. - attend to the size of the document content. 4. Video - video clips are powerful presentation aids that trainers can use with a degree of ease and effectiveness in the training context. videos allow trainees to view a variety of animated (versus static) representations of the content set in a normal, realistic context. - here are suggestions for the effective use of videos in training sessions. - determine your relationship as a trainer with the video. - use brief clips. - provide an introduction or context. - cue up your clip. - apply and discuss the video clip.

(4) identify the web-based training tools available to the training professional, including Web 2.0 and rapid e-learning tools.

TYPES OF TECHNOLOGY TRAINING TOOLS Web 2.0 Training Tools 1. Web 2.0 denotes the second generation of the internet. the first generation of the Web, or Web 1.0, was READ-FOCUSED: primarily, agencies, companies, teachers, experts, or vendors posted information online only to be "read" by the general public. Web 2.0 is a READ-WRITE Web. Today companies actively seek feedback through their websites from customers and the general public. - in addition to the read-write functionality, Web 2.0 offers a variety of applications, including social networking software that allows users to post personal information on the Web at little or no cost. 2. social networking 3. wikis. wikis are collaborative, web-based sites for sharing text and other resources. the key feature of wikis s their open-editing functionality that allows users to jointly create a resource that can be edited by any an all users. 4. online forums 5. RSS feeds. Also known as REALLY SIMPLE SYNDICATION, RSS feeds are a set of feed formats linked to various web sites used to publish frequently updated content such as blog and wiki entries, news headlines, or podcasts allowing people to keep up to date on news and other topics. 6. social bookmarking. social bookmarks (also know as bookmarking) are web-based tools that allow users to save a copy of any page they visit on the web. 7. skype 8. podcasts 9. youtube 10. twitter 11. screencasts. a screencast is a digital recording of a user's computer screen out-put that often contains voice narration and presentational material. RAPID TRAINING TOOLS - with the growing need to increase the speed at which training programs are developed, training professional must be versed in how to use rapid training tools. the box below lists a sampling of rapid e-learning tools (p. 157). (keynote, microsoft word, rapidal, lectora, etc.). RAPID E-LEARNING SOFTWARE FEATURES. although all the software products listed in the box have unique features, these features are common across software products: 1. power point converter 2. templates 3. multimedia features 4. browser compatibility 5. smart phone compatibility 6. multiple languages 7. drill down features 8. interactive activities 9. assessments 10. surveys 11. glossary page PREDESIGNED TEMPLATES - a template is a pattern or a model that has already been created that allows for consistency across Web pages. OFF-THE-SHELF TRAINING PROGRAMS

(4) identify and explain the two types of training needed today: fundamental soft skills and project management training.

TYPES OF TRAINING NEEDED - although training trends continue to evolve, we are beginning to get a clearer picture of industry's needs as the economy continues to change. two general types of training needs seem to emerge from the research literature: fundamental soft skills (such as conflict management and leadership) and the more advanced project management skills. - employers continue to report cases of employees who do not have the soft skills needed to be effective in today's workforce: listening, reading comprehension, speaking to convey information effectively, critical thinking, writing, information technology (software and hardware), mathematics, coordination, monitoring, judgment and decision-making, and active learning. - in addition to these fundamental skills, advanced project management and leadership skills are in demand. - Florida argues that the economy of the twenty-first century will be one fueled by the CREATIVE CLASS, or those people who add economic value through their creativity. - OUTSOURCING is management's decision to save money by contracting with firms in other countries to produce U.S. products and services for a fraction of the cost of the producing the same products and services in the United States.

Ch. 12: (1) list and describe the types of training jobs available for beginning professional trainers.

Types of training jobs (p. 282-283) 1. the needs analyst 2. the task analyst 3. the program designer 4. the media specialist 5. the presenter 6. the assessment specialist 7. the training and development manager 8. the training and development administrator 9. the web-based training specialist

(6) apply the needs-based training model in an e-learning context.

USING THE NEEDS-CENTERED TRAINING MODEL FOR E-LEARNING - analyze the training task - develop training objectives - organize training content - set induction - stimulus variation - closure DETERMINE TRAINING METHODS - listening/audio - tours/watching videos - text/reading - simulation/exercises - testing/assessment SELECT TRAINING RESOURCES COMPLETE TRAINING PLANS - deliver training - assess training - asses learning at end-of-chapter. at the end of each chapter, trainers can present a quiz (five to ten items) to ensure that trainees have read and are interpreting the material correctly. to assess a behavioral learning outcome, a trainer may want to upload a youtube video and ask trainees to identify certain behaviors or upload videos demonstrating the performance of a set of desired behaviors that trainers can asses.

(5) list and explain the four steps of the EDIT process trainers use to unpack experiential activities.

Unpacking Experiential Activities to reach a learning outcome. - EDIT is an easily remembered acronym that represents a natural flow of activity from E, engaging in an experiential activity, to D, describing or talking about it, to I, making generalizations or inferences beyond the activity, and to T, transferring the experience from the training context to the workplace, school, or home. - Experience: ask trainees to participate in the experiential activity - Describe: ask trainees to describe the experience using descriptive rather than evaluative language. - Infer: ask trainees what specifically they learned from the experiential activity. ask participants to go beyond the classroom and predict what would happen if they used their new knowledge and skills in the workplace or at home. - Transfer: ask participants how they will use their new knowledge or skills at work or at home.

(5) perform a set of induction for a training session.

Use set induction: establish a readiness to learn (p. 95) - SET INDUCTION is a technique that helps get your trainees ready to learn. - you know you have effectively achieved set induction when the training room becomes quiet and the learners lean forward in their seats, maybe picking up a pen or pencil to record what you will tell them. - first, determine their needs. as our needs-centered training model illustrates, virtually every aspect of quality training revolves around meeting the trainee's needs. to induce set, you have to know what will motivate listeners to learn. - the steps in establishing set are relatively simple: first get the trainee's attention, then say or do something that will motivate them to learn. remember, the definition of set induction is to establish a readiness to learn. what motivates is a sincere promise that you can and will meet the trainees' needs. identifying with their needs and pointing them toward a solution that will solve their problems, conflicts, and hassles is at the core of getting them ready to learn. - among the host of strategies for getting attention and motivating learners to focus on your message are these set induction techniques: 1. demonstration 2. analogy 3. story 4. quotation 5. cartoons 6. statistic 7. rhetorical question

(6) use examples of stimulus variation.

Use stimulus variation: change moods to maintain interest - once you establish attention and a motivated readiness to learn, the challenge will be to keep trainees' attention. you do this by making sure you provide a mix of activities and levels of involvement, monitoring your training delivery style, and being mindful of how long trainees have been subjected to any single activity or method. active learning is the key. you VARY THE STIMULUS. as a rule of thumb, we suggest you move to a different activity or learning method at least every 20 minutes. you should be especially sensitive to the length of your lectures (the tell step); training is about teaching people skills, not overly emphasizing information (cognitive learning). the essence of stimulus variation is to make sure you change the mode of your delivery. to do this, consider these strategies: 1. movement 2. verbal focusing 3. nonverbal focusing 4. interaction style 5. pause 6. reading 7. visual aids 8. audio aids

(4) describe and make language choices that promote verbal immediacy during a training session.

VERBAL IMMEDIACY - verbal immediacy is the psychological closeness that is promoted by words and word choice. the specific language or words you use as a trainer promotes or discourages immediacy. a verbally immediate message communicates liking and inclusion. TRAINING GESTURES AND PROXEMICS - nonverbal behaviors can add support and emphasis to training content delivery in six ways. 1. repeating 2. contradicting 3. substituting 4. complimenting 5. emphasizing 6. regulating - another aspect of movement that requires careful trainer consideration is that of adaptive behaviors. ADAPTORS are nonverbal behaviors that satisfy some physical or psychological need. a wise trainer will take note when an audience fidgets to indicate that they need a stretch break or that they are no longer engaged. PROXEMICS - proxemics is the study of space and how the use of space communicates. every individual has an invisible bubble of space that surrounds him or her. 1. the intimate zone has the proxemic characteristics of touching to 18 inches. typically, this zone is reserved for intimate or very close friends. generally, trainers would want to stay out of this zone with their trainees. 2. the personal zone is generally 18 inches to about 4 feet. this zone is reserved for family and close friends. again, trainers would probably not want to enter this zone with their trainees. 3. the social zone measures 4 to 12 feet and is populated by casual friends and it is the optimum proxemic zone for a trainer. most training sessions and even break time visits with trainees will occur in this zone. 4. the public zone measures 12 feet and beyond and is generally the zone used for public speaking and presentations. a trainer presenting a power point presentation at the front of the training room is likely to be operating in this zone. TRAINER AFFINITY SEEKING - in addition to immediacy, trainers need to use affinity-seeking strategies effectively. AFFINITY is a positive attitude that one person has for another, and affinity seeking is the process by which individuals attempt to get others to like and feel positive about them.