| |
| |
| Acknowledgements | |
| |
| |
| Introduction | |
| |
| |
| |
| In the Beginning | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| Defining Terms | |
| |
| |
| Identifying the Two Essential Training Elements | |
| |
| |
| Changing the Perception of Change | |
| |
| |
| Understanding Organizational Change Culture: Force Field Analysis | |
| |
| |
| Identifying the Four Stages of Change | |
| |
| |
| Role of the Trainer | |
| |
| |
| Developing Trainer Competencies | |
| |
| |
| No Classroom, No Facilitator, No Change? | |
| |
| |
| Career Challenges for the Training Professional | |
| |
| |
| Train Effectively or Face the Consequences | |
| |
| |
| Common Training Deficiencies | |
| |
| |
| Transmissional Not Transformational Learning | |
| |
| |
| Effective Training for Minimized Liability | |
| |
| |
| |
| Aligning Training with Vision, Mission, and Goals | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| Finding a Formula for Success | |
| |
| |
| W. Edwards Deming | |
| |
| |
| Peter Drucker | |
| |
| |
| Vision, Mission, and Goal Alignment | |
| |
| |
| Training's Supportive Role | |
| |
| |
| Determining Training Priorities | |
| |
| |
| The Importance of Organizational Goals | |
| |
| |
| Barriers to Achieving Goals | |
| |
| |
| |
| Needs Assessment | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| Training Wants Versus Training Needs | |
| |
| |
| Needs Assessment Frequency | |
| |
| |
| Resistance to the Needs Assessment Process | |
| |
| |
| Using Needs Assessment Results | |
| |
| |
| |
| Training Design | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| Adult Learning Theory: Malcolm Knowles | |
| |
| |
| Trainer Challenges and Strategies for Incorporating Adult Learning Concepts | |
| |
| |
| Program Design Plan | |
| |
| |
| |
| Training Delivery | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| Achieving Training Goals | |
| |
| |
| Instructor Competencies: Applicable Research | |
| |
| |
| Using Internal and External Resources | |
| |
| |
| Classroom Techniques | |
| |
| |
| Technology-Assisted Delivery | |
| |
| |
| |
| Outsourcing: Finding the Right Training Provider | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| Putting Competencies to Work | |
| |
| |
| Finding the Right Training Provider(s) | |
| |
| |
| |
| Evaluation Part 1: How Did the Training Go? | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| How Did the Training Go? | |
| |
| |
| Evaluating a Training Program: A Case Study | |
| |
| |
| |
| Evaluation Part 2: Is Training Adding Value? | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| Determining Training's Value | |
| |
| |
| Learning Analytics | |
| |
| |
| Technology-Assisted Evaluation | |
| |
| |
| |
| Ensuring and Promoting Training Success | |
| |
| |
| Purpose | |
| |
| |
| Overview | |
| |
| |
| Getting Ready to Market | |
| |
| |
| References | |
| |
| |
| Index | |
| |
| |
| About the Author | |