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| List of Figures | |
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| List of Tables | |
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| Foreword | |
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| Preface | |
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| The Challenge of Training Impact | |
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| Chapter Overview | |
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| The Myth of Training as "Delivery of Events," | |
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| The Logic of Training Impact | |
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| Beyond the Transfer of Training | |
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| Leveraged Transfer | |
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| Understanding Training Impact | |
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| Chapter Summary | |
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| Does the E-World Change Everything? | |
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| Chapter Overview | |
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| What is "E-Learning"? | |
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| Blended Solutions | |
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| A Three-Part Structure | |
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| Applications and Advantages | |
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| Issues and Obstacles | |
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| It's All About Design | |
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| Chapter Summary | |
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| The High-Impact Learning Model | |
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| Chapter Overview | |
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| Two Learning Stories | |
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| Comparing the Experiences | |
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| The Key HIL Principles | |
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| The HIL Process | |
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| Assumptions of the HIL Process | |
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| Integrating High-Impact Learning Process Elements | |
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| Chapter Summary | |
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| Mapping Linkage to Business Goals | |
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| Chapter Overview | |
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| What Is an "Impact Map"? | |
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| Fundamental Impact Map Structure | |
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| Impact Map Variations | |
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| Constructing Impact Maps | |
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| Strategic Purposes for Impact Mapping | |
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| Chapter Summary | |
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| Creating Learner Intentionality | |
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| Chapter Overview | |
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| Learner Intentionality: An Example | |
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| A Basis in Learning Research | |
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| Individualized Learning via "Mass Customization," | |
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| Individuals Achieve Training Impact | |
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| Advantages of Intentionality | |
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| Creating Intentionality: Methods and Tools | |
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| Chapter Summary | |
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| Providing Effective Learning Interactions | |
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| Chapter Overview | |
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| Respecting Adult Learners | |
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| Matching Learning Methods with Desired Outcomes | |
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| Four Key Dimensions of Powerful Learning Interactions | |
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| Blended Solutions: Revisited | |
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| Chapter Summary | |
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| Performance Supporting | |
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| Chapter Overview | |
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| What Is Performance? | |
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| A Framework for Analyzing Performance | |
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| Integrating Performance Support into a Blended Solution | |
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| Chapter Summary | |
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| Crafting High-Impact Learning Initiatives | |
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| Chapter Overview | |
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| Traditional Instructional Systems Design | |
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| Problems with the ADDIE/ISD Approach | |
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| The HIL Design Approach | |
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| A Deeper Look at Phase One: Analyze | |
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| A Deeper Look at Phase Two: Design | |
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| A Deeper Look at Phase Three: Create and Try Out | |
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| Chapter Summary | |
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| Using Evaluation to Build Organizational Performance and Learning Capability | |
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| Chapter Overview | |
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| Evaluation and Organizational Learning Capability | |
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| Implicit Evaluation Strategy | |
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| The Risks of an Implicit Evaluation Strategy | |
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| Redefining an Evaluation Strategy for Performance Improvement | |
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| Success Case Evaluation | |
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| Chapter Summary | |
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| High-Impact Employee Development Planning | |
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| Chapter Overview | |
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| Why HIL and Employee Development Planning Must Be Aligned | |
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| Weaknesses of Typical EDP Systems | |
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| Key Purposes for Development Planning | |
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| Balancing Individual and Organizational Needs | |
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| Integrating EDP with Other HR Systems | |
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| The HIL Development Planning Approach | |
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| Chapter Summary | |
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| Making the Transition to High-Impact Learning | |
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| HIL and Change | |
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| Strategies for Making the HIL Transition | |
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| Beyond HIL: Influencing Organizational Effectiveness | |
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| Chapter Summary | |
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| Index | |