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| List of Figures | |
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| Preface | |
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| Acknowledgments | |
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| Introducing Active Training | |
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| The Nature of Adult Learning | |
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| Concerns About Active Training | |
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| The Delivery of Active Training | |
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| Designing an Active Training Program | |
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| Assessing Training Needs | |
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| Why Do Assessment? | |
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| What Information Should Be Collected? | |
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| How Can Information Be Collected? | |
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| What If There Is No Time to Do a Proper Assessment? | |
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| Developing Active Training Objectives | |
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| Setting Learning Goals | |
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| Selecting Objectives | |
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| Specifying Objectives | |
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| Expressing Objectives | |
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| Communicating Training Objectives to Others | |
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| Creating Opening Exercises | |
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| What Opening Exercises Accomplish | |
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| What to Keep in Mind When Creating Opening Exercises | |
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| Ten Ways to Obtain Participation | |
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| Preparing Brain-Friendly Lectures | |
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| Five Ways to Gain Your Audience's Interest | |
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| Five Ways to Maximize Understanding and Retention | |
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| Five Ways to Involve Participants During a Lecture | |
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| Five Ways to Reinforce Lectures | |
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| An Example of a Well-Designed Lecture | |
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| Finding Alternative Methods to Lecturing | |
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| Demonstration | |
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| Case Study | |
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| Guided Teaching | |
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| Group Inquiry | |
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| Information Search | |
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| Study Group | |
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| Jigsaw Learning | |
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| Tournament Learning | |
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| Applying the Alternatives to a Common Topic | |
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| Using Experiential Learning Approaches | |
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| Role Playing | |
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| Games and Simulations | |
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| Observation | |
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| Mental Imagery | |
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| Writing Tasks | |
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| Action Learning | |
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| Designing Active Training Activities | |
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| The Three Major Ingredients of Any Design | |
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| Basic Questions About Any Design | |
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| The Remaining Details | |
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| Three Tips for Creative Designs | |
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| Sequencing Active Training Activities | |
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| Basic Sequencing Guidelines | |
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| Applying Sequencing Guidelines | |
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| The Finer Side of Sequencing | |
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| Experiential Learning Sequences | |
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| Planning Active Training Programs | |
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| The Macrodesign of an Active Training Program | |
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| Blending Technology into Active Training | |
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| Independent e-Learning | |
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| Group-Based e-Learning | |
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| Virtual Classrooms | |
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| Blended Learning | |
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| Conducting an Active Training Program | |
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| Beginning an Active Training Program | |
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| Preparing Yourself Mentally | |
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| Arranging the Physical Environment | |
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| Greeting Participants and Establishing Rapport | |
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| Getting the Best from the First Thirty Minutes of Training | |
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| Reviewing the Agenda | |
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| Inviting Feedback to the Agenda | |
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| Gaining Leadership of the Training Group | |
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| Setting Group Norms | |
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| Controlling Timing and Pacing | |
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| Getting the Group's Attention | |
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| Increasing Receptivity to Your Leadership | |
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| Handling Problem Situations | |
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| Giving Presentations and Leading Discussions | |
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| Knowing Your Group | |
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| Organizing Your Presentation | |
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| Watching Your Body Language | |
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| Adding Visuals | |
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| Making Smooth Transitions | |
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| Facilitating a Lively Discussion | |
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| Facilitating Structured Activities and Promoting Team Learning | |
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| Structured Activities | |
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| Team Learning | |
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| Concluding an Active Training Program | |
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| Reviewing Program Content | |
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| Obtaining Final Questions and Concerns | |
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| Promoting Self-Assessment | |
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| Planning Next Steps | |
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| Expressing Final Sentiments | |
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| Extending the Value of an Active Training Program | |
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| Providing for Back-on-the-Job Application | |
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| Prior to the Training Program | |
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| During the Training Program | |
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| At the End of the Training Program | |
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| Follow-Up Coaching and Support | |
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| Evaluating an Active Training Program | |
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| Interim Feedback | |
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| Final Assessment | |
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| Final Thoughts | |
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| References | |
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| Index | |
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| About the Authors | |
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| Pfeiffer Publications Guide | |